Play-based learning is a child-centred approach to education that recognises the importance of play in early development. Play-based learning is a cornerstone of the Early Years Learning Framework (EYLF), a national program developed by the Australian Government alongside early childhood experts to promote quality education and the Victorian Early Years Learning and Development Frame work (VEYLDF), developed by the State Government.
This article explores the benefits of play-based learning and how it contributes to children’s overall development.
What is play-based learning?
Play-based learning isn’t just about sitting and listening, it’s about learning through doing. This approach recognises that children are naturally curious and love to explore. Instead of just being told about numbers, for example, they might learn by playing with blocks, building towers, and pretending to run a shop. Studies have shown that play is crucial for brain development and fosters essential skills like problem-solving, creativity, and social-emotional learning. In short, learning through play theory encourages exploration and experimentation, making learning fun and engaging.
Key principles of play-based learning
The key elements that define play-based learning theory and its importance in early childhood education are:
- Child-Centred Approach: Play-based learning centres on the child’s interests and needs, allowing them to explore and learn at their own pace.
- Exploration and Discovery: Children learn through hands-on experiences, with lots of experimentation and active engagement.
- Social Interaction: Play provides opportunities for children to develop social skills, such as cooperation, sharing, and conflict resolution.
- Developmental Practices: Play-based learning aligns with children’s developmental stages, supporting their physical, cognitive, social, and emotional growth.
- Holistic Approaches: integrates various learning domains, such as literacy, numeracy, creativity, and physical development.
- Role of Educators: Educators act as facilitators, observing, guiding, and extending children’s learning through play.
Play-based learning vs traditional learning
Play-based learning fl ips the script on traditional education Instead of teachers telling children what to learn, play-based learning lets children explore and discover through hands-on experiences. Imagine learning about numbers by building towers with blocks instead of just memorising them. It’s all about encouraging curiosity and allowing children to learn at their own pace.
The role of play in development
Learning through play theory seeks to develop essential cognitive skills like problem-solving, creativity, and imagination. They learn to interact with others, build friendships, and develop empathy. Play also supports physical development by enhancing motor skills and coordination. Importantly, play allows children to express their emotions, build resilience, and develop a sense of self-worth.
Benefits of play-based learning in Early Childhood
The truth is that play is more than just fun and games. It’s a powerful tool for children’s development, laying the foundation for future success. Here’s how every child can benefit:
Cognitive development
Play-based learning in early childhood enhances cognitive development and complex thinking processes. For example, building with blocks requires children to plan, problem-solve, and make adjustments as they go. This hands-on exploration strengthens their spatial reasoning, fi ne motor skills, and understanding of concepts like balance and gravity.
Social skills development
Play-based learning in early childhood helps children learn to share, cooperate, and resolve conflict. They develop empathy and understanding by interacting with their friends. Play also provides a safe space for children to express their emotions, build friendships, and learn to navigate social situations.
Emotional growth and regulation
Through imaginative play, children can process and regulate their emotions. By navigating social interactions and understanding the perspectives of others, they develop coping mechanisms for frustration. Play also fosters empathy and understanding as children observe and interact with their peers.
Frameworks
Play-based learning and the EYLF (Early Years Learning Framework)
Play-based learning and the EYLF emphasise the importance of play in fostering children’s holistic development. By prioritising play, educators can ensure that learning experiences are engaging, meaningful, and aligned with the EYLF’s key principles of belonging, being, and becoming.
Play-based learning and the VEYLDF (Victorian Early Years Learning and Development Framework)
Play-based learning is an integral part of the VEYLDF. The framework emphasises the importance of play in supporting cognitive development for high-level learning in children. By focusing on play, educators can help to create learning environments that are not only engaging for kids but also support the VEYLDF and its key purpose – to ensure all children have the opportunity to reach their full potential and develop a strong foundation for lifelong learning.
Implementing play-based learning in Early Childhood settings
Creating a successful play-based learning environment requires careful planning. Here are some key strategies that educators might implement.
Creating play-based learning environments
Designate dedicated spaces for different types of play, such as a reading nook and a construction area. Provide a variety of open-ended materials like loose parts and art supplies. Ensure the environment is flexible, allowing children to rearrange and transform spaces.
Integrating play into daily routines
Incorporate play into daily routines by turning rituals into opportunities for movement and imagination. For example, incorporate singing and movement into clean-up time.
Adapting play-based learning for diverse learners
Adapt play based learning activities and materials to meet the needs of all children. Off era variety of sensory experiences, consider children’s individual interests, and provide support and scaffolding as needed.
Overcoming challenges in play-based learning
While play-based learning off ers signifi cant benefi ts for children, families and educators, it’s common to face challenges during its implementation. Here are some tools you can use to work through them.
Managing behaviour during play
When children exhibit challenging behaviour, it’s important to be curious and explore the underlying reasons. Are they feeling overwhelmed, frustrated, or even bored?
Establishing clear expectations and boundaries can provide a sense of security for children. However, it’s equally important to be flexible and responsive to individual needs. Encouraging positive social interactions and provide opportunities for children to self-regulate their emotions as well as providing a physically and emotionally safe learning environment for children to take risks and experiment without fear or judgement.
Collaboration and teamwork in play
Collaborative play encourages teamwork, communication, and problem-solving skills as children learn to work together, share ideas, and negotiate solutions.
FAQs
Is play-based learning the same as unstructured play?
While unstructured play is important, play based learning is more than just free time. It involves intentional teaching strategies where educators observe, guide, and extend children’s play to support specific goals.
What are some examples of play-based learning activities?
Examples of play based learning activities include dramatic play, like pretending to be a doctor, construction play with blocks, sensory play with sand or water, outdoor exploration and creative arts like painting and drawing. These activities encourage exploration, creativity, and social interaction.
What is the role of the educator in play-based learning?
Educators act as facilitators, observing, guiding, and extending children’s learning through play, creating a supportive and enriching environment.
Can play-based learning be used for children with additional needs?
Absolutely. Play based learning is suitable for all children, including those with additional needs. Educators can easily adapt it by modifying materials, and providing extra support to ensure everyone can join in the fun.
