Importance of play-based learning

in
Early Childhood:
Birth to eight years
Linnea Mead
Journal entry. 15 June, 2012. Port Lincoln, South Australia
During my practicum, I often observed students engaged in play-based learning, both
unstructured and structured, witnessing children developing skills in social, emotional and
cognitive areas, as they experienced turn taking, sharing and thinking skills while playing
with props such as huge cardboard boxes; classroom puzzles and games supporting multiple
curriculum areas including maths and literacy; opportunities to develop creativity in arts and
crafts, and imaginary play. I can still recall the fascination on students faces as they played
with science creations constructed during structured play-based learning. Within my most
recent practicum, it was evident that play based learning best supported students learning
needs and outcomes, connecting existing knowledge and creating new ideas, which I will
discuss further in this article.
Introduction
I am a woman- daughter, sister, aunt, and hopefully considered best and lifelong friend, to all
of my friends. Above all, I am an extremely proud mum of an incredible son. My heritage is
Australian, and from birth through to my teens, I grew up on a farm, without modern
technologies like television (due to poor reception) or mobile telephones. Many young
people today would view this lack of entertainment as a disadvantage, probably with
comments like how boring!, or how on earth did you manage to have any fun? Play for
me as a young child consisted mostly of free play, through exploration; investigating local
creeks in search of tadpoles, playing board games, and many other ways, limited only by my
imagination, and the unlimited space and freedom that accompanied farm life. This Im sure,
is where my interest in being creative came from. I dont remember having toys such as
dolls, apart from my pushbikemy mum tells me she did buy me a doll, but I was more
interested in our many cats, which it seems were a substitute for the lack of human playmates

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close-by to play games with, and I can still remember the many times I dressed my poor cats
in clothes, and wheeled them around in a pram caring for them like the human beings they
werent quite meant to be.
Weekly shopping trips to Port Lincoln also resulted in visiting relatives, and I can remember
being fascinated with their television, taking home new ideas to incorporate into my play.
One was tennis, and of course, I always won the matches against my invisible opponents,
becoming the next superstar of the tennis world. I prefer to look back on my play
experiences, as a time where I was engaged in the wonders of learning and knowledge
creation that were constantly play-based, finding opportunities to develop a creative mind,
through playing with creatures in the garden, making mud pies, pretending to drive our
family car, or bike riding, assuming the role of the school bus driver; becoming a nurse to a
teddy bear; and teacher to the farm chickens, cattle and sheep. I can still recall the stitches I
carefully sewed on the teddys tummy, following his emergency appendectomy. These days, I
can understand why the chickens, sheep and cattle often gave me perplexing looks; and the
cats never really looked thrilled at being dressed up in their Sunday best either. Lucky for me
I guess that they couldnt talk my language!
Who did I think I was?
For a number of years, my career was surrounded by a paradise of books. Part of my role
involved incorporating these resources into educational programs for preschoolers. Previous
sessions hadnt incorporated play-based learning, leaving children often not engaged. I
incorporated play-based learning into the program after conducting a questionnaire to
investigate what and how parents wanted their children to learn.
As most early childhood educators in my local area incorporate play-based learning into their
curriculum, I wanted to further explore the advantages of play-based learning, to adequately
provide support and continuation of learning styles for the young children as they progress
through kindergarten and school. This was also a topic of interest developed while
participating in school placements, observing how play-based learning engaged students,
compared to areas that excluded play, and the advantages/disadvantages.
In this paper, I will discuss my viewpoint which supports the advantages of play based
learning on the social, emotional, cognitive, physical and communicative developments of
children, birth to eight years of age, based on pre-existing knowledge, experiences, and from
conducting qualitative research, interviews and observations as part of a research project,

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from within early childhood environments. Research project participants consisted of

teachers, parents, and early childhood students. To maintain confidentiality, teachers are
referred to as Teacher; parents referred to as Parent; and students referred to as Student.
Who do I think I am?
While investigating the advantages of play-based learning I have read opposing views on the
benefits, generally as a result of comparisons made between the academic achievements of
children in other countries. Play, was defined as an unnecessary element in learning by
educators, viewing academic instruction and skill development in literacy and maths as
essential ingredients. Parents also viewed play as a low priority as it did not prepare young
children for formal education (Nicolopoulou, 2010, p. 2).
While play is such a vital part of a childs learning and development, I believe the importance
of children engaging with literature and other supportive methods cannot be overlooked. My
story time sessions supported with play-based activities, helped to engage children in a fun
way to become literate. This, and the inspiration I discover when observing the social,
cognitive and emotional growth of young children, is a reason I hope to be part of providing
wonderful play-based learning opportunities as a facilitator of learning, to support childrens
development.
Investigating the importance of play-based learning has helped me in placement practices to
provide children with play-based opportunities that extend their own personal knowledge
development and growth, rather than me informing them of how they should learn within
their world. However, I do feel a teacher or adult can support childrens unique and
meaningful knowledge development, by offering suggestions. An example of this took place
recently, when I was observing a young child at an early childhood centre, (Student A),
playing in a sandpit. The child was busy making an apple pie out of sand, informing me of
the ingredients, how it would be mixed, and its preparation for baking. Close by, while
sifting sand through my fingers, I discovered a small toy horse hidden under a mound of
sand, which the child did not appear to notice. I realised I needed to be careful not to inform
the child of how or what they should learn, but wondered how I could best support the childs
natural curiosity or development of knowledge. In the first instance, I moved the toy horse
around in the sandpit without speaking, intending to capture the childs attention, however
this didnt occur. Not knowing the pre-existing knowledge of the child, my objective was
then to provide play through scaffolding to determine the childs existing knowledge or

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support new knowledge. I seized a suitable moment, taking advantage of a teachable

moment (Teacher B). Approaching the apple pie that the child was making, with the
horse, I launched into a Disney movie character voice, saying Im hungry do you think I
could please have a piece of pie? The child, aged between three and four years, observed
me for a short while, with a puzzled look. I can only assume that the wheels of imagination,
inquiry and natural curiosity to assimilate or accommodate further knowledge development,
were turning in the childs mind, as after a period of time, the child picked up the toy horse,
and launched into her own creative play. The behaviour of this child and other observations
Ive made, demonstrates that children take on some form of active role when engaging in
play, whether it be physically engaging with toys, other children, or just developing ideas and
mental pictures in their own minds.
The opportunity for scaffolding learning was also used on another occasion while observing
early childhood participants. A small section of the play area contained a circle of large solid
plastic bowls turned upside down, joined with a rope, for children to practice their fine motor
skills. While observing several children moving from one bowl to another in silent skill
development, I decided to experiment by suggesting to one of the children, (Student B), be
careful you dont fall off that stone into the water. While some children clearly informed me
that it was only grass underneath and they werent standing on stones, other children made
links through play to existing knowledge, pretending there were crocodiles in the water.
Their creativity was interesting to observe as I wandered off to experience more wonders
within young minds, with some children continuing the role playing, sharing their knowledge
with other children joining the activity, and creating their own unique new play.
Of this much I am sure
While I had always realised that children enjoy being a part of play environments, I had not
fully comprehended how much children learnt real world concepts, linking new knowledge
with existing knowledge through play, until I had my own son, and watched him develop
emotionally, socially and cognitively in environments that offered both structured and
unstructured play. My views on the benefits of play-based learning have been confirmed as
essential to develop critical thinkers and problem solvers within all children, based on my
own experiences; knowledge attained through my studies; observations in learning
environments, and questionnaires used for my research project. In fact, one of the

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questionnaire participants stated that it is vital for children to engage in play-based learning
throughout life, by saying that we all learn best when it is play-based (Teacher A).
While my current opinion supporting play-based learning reflects my previous opinion and
its wide reaching benefits, it is equally essential to ensure play-based learning is available
throughout all cultures, as well as cultural learning integrated into the environment. As an
educator, it is however necessary, to acknowledge that not all cultures share the same views
on play resulting in not all children learning to play in the same way (Dockett and Fleer,
2003, p. 125).
Regardless of the age and culture of students, my observations have shown that children learn
best, when engaged in play. Within a classroom observation, it was evident that when
students were supported through play-based learning opportunities, they remained continually
engaged in learning. When learning involved more complex, academic, teacher-directed
learning, students quickly became disengaged. This notion was also supported by a parent,
who communicated that her child had experienced a wealth of play-based learning throughout
the childs early years. The child has since moved to an age/year level, where play-based
learning is not encouraged, and now dislikes school, is disengaged from learning, and has
caused the child emotional, cognitive and social difficulties (Parent A). Nicolopoulou also
confirms such risks to a childs mental, physical and emotional wellbeing when play is not
supported in their learning (2010, p. 4). In a previous environment, I observed a young child
of diverse cultural background (Student C), who was at a beginning stage of learning English
enjoyed engaging in play-based learning within my practices. The creative elements, natural
curiosity, confidence and learning that took place within the child, shone through with the
childs imagination, role playing, modelling and exploration, and I was delighted to witness
the growth within this child. The childs family preferred highly academic learning practices,
which minimally included play-based learning and sadly, I witnessed nervous habits develop
in the child that were only evident each time the childs carers tried to enforce their academic
expectations over play. This is a time to encourage parents to see the values and associated
benefits in play-based learning.
Play based learning is not just about playing with toys and learning through hands on
experiences. It is about engaging in the social element that goes with this learning. This
means that play-based learning also needs to occur throughout older childrens environments,
to continue the benefits of learning that encompasses all avenues of child development.

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Children learning through play, are able to learn essential life skills, such as turn taking,
regulating emotions, cooperating and sharing, problem solving, and developing imagination,
giving children a vital sense of being, belonging and becoming (DEEWR, 2009).
Of this much I am sure: it is through play-based learning, that children construct new
knowledge and build on existing knowledge to continually develop their cognitive, social and
emotional worlds through conversation, role play, experimentation and exploration,
observation, imagination, modelling, scaffolding and encouragement, in an environment that
is set up age appropriately, offering challenge and opportunity (Teacher C).
From my research, it is clear that all educators must provide play-based learning
opportunities for children to have an active part in becoming the best citizens they can be
socially, emotional, cognitively, and physically, in their early years, and as they progress
throughout life. It is also of equal importance, that observations of play occur, so planning
and evaluation of learning experiences, can be conducted in a manner that best supports a
childs outcomes (Dockett & Fleer, 2003, p. 196).
Conclusion
Through exploring literature; my own knowledge, thoughts and views; observations,
questioning and the qualitative research conducted for my research project, it is evident that
providing play-based learning in early childhood, presents a multitude of advantages that far
outweighs any disadvantages. One of the ultimate predictors of lifelong success is a childs
ability to self-regulate their behaviour such as social and emotional areas of development,
which occurs through play-based learning (Nicolopoulou, 2010).
In a recent local newspaper article interviewing young school age children, the question
posed was: What do you like about school? I was excited to read that the childs response
also confirmed the benefits and importance of play-based learning: When I play in the
classroom.
It is in closing, that I confirm the expected outcomes of this research-to validate play based
learning within the early years, birth to eight years-have been reached. Through play-based
learning that ranges from open ended, holistic, safe and supportive environments, some
explicit teaching, one on one teaching and interaction, combined with teacher/adult support,
children in these early years, can experience an amazing learning journey (Teacher A).
Adults and teachers who provide ways for children to learn through play, can successfully

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connect play to learning and social development, while building academic success in literacy
and maths (CA Staff, 2013). I also believe play-based learning can be viewed as essential for
children to become socially responsible and confident learners, while they also gain the
essential skills, knowledge and understanding of literacy and numeracy (Aussie Childcare
Network, 2009).
I would like to sincerely thank the staff, and parents who took time out of their busy
schedules, to answer the questionnaire, and allow my observations within the learning
environments.

REFERENCES:

Aussie Childcare Network. (2009). Understanding the Early Years Learning Framework.
Retrieved from http://www.aussiechildcarenetwork.com?
early_years_learning_framework.php

CA Staff. (2013). How play promotes school success. Retrieved from

http://childrensadvocate.org/articles/play/play-its-the-way-young-children-learn2/

DEEWR see Department of Education, Employment and Workplace Relations

Department of Education, Employment and Workplace Relations. (2009). Belonging, Being

& Becoming: The Early Years Learning Framework for Australia. Retrieved from
https://www.coag.gov.au/sites/default/files/early_years_learning_framework.pdf

Dockett, S. & Fleer, M. (2003). Play and pedagogy in early childhood: bending the rules.
Melbourne: Cengage Learning.

Nicolopoulou, A. (2010). The Alarming Disappearance of Play from Early Childhood

Education. In Human Development, Vol. 53, pp. 1-4. OECD (2001).

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APPENDIX A Teacher Questionnaire

Play based learning in Early Childhood: Birth to eight years :
Research Survey
Dear Teachers,
We are two Charles Darwin University students involved in a research
project for an assignment within our Unit ETL329-Entrepreneurial
Professional.
Through questioning and learning environment observations, our
investigation is attempting to determine the:
Importance of play-based learning in Early Childhood: Birth to
eight years
We would be very appreciative if you would be able to please spend a few
moments of your time completing this survey.
Thanking you for participating in our research survey,
1. Is the inclusion of play based learning advantageous or detrimental
to the growth and development of children in early childhood?
Why or Why Not?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
2. What do you consider constitutes a high quality environment to
support early childhood learning?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
3. What pedagogy should teachers engage in to provide a high quality,
play based learning environment in early childhood?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
4. Does this learning environment provide children with play based
learning or entirely based on teacher-directed learning?
Please
circle the answer
Play based learning
Teacher-directed learning
5. Have you previously worked in an environment that did not
encourage play based learning?
Yes
No
If Yes, what did you feel were the advantages/disadvantages of this
environment?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
6. How do you/the learning environment encourage children to learn
through play-based learning?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
Are there any further comments you wish to add?

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___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
QUESTIONNAIRE SUMMARY COMMENTS-TEACHERS
Is play-based learning advantageous or detrimental to the growth and development of
children in early childhood?
Advantageous
Why or why not?
Necessity as children act out
Role play
Behave as others
Pretend to emulate adult behaviour
Use imagination to act out experiences
How children naturally learn
Fosters development in all domains
Experiential learning has more meaning
What do you consider constitutes a high quality environment to support early childhood
learning?
Child voice
Natural resources
Open ended activities
Some explicit teaching
1:1 teaching/interaction
Provocation
Strong relationships
Safe/secure environment
Diverse/rich resources although not necessarily materials e.g. time
Indoor/outdoor environment
Encompasses all of the senses
Opportunities for children to have free space to move, explore, experiment
What pedagogy should teachers engage in to provide a high quality, play based learning
environment in early childhood?
Modelling
Role plays
Enquiry
High expectations
Reflective practices
Lifelong learning value of learning
Fostering learning dispositions
Does the environment provide children with play based learning or entirely teacherdirected?
Provides both
Play-based with teacher support
Scaffolding, assistance, modelling, explicit

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Have you previously worked in an environment that did not encourage play based learning?
If yes, what were the advantages/disadvantages?
No
Yes
Disadvantages-disengagement; lots of work
How does your learning environment encourage children to learn through play based
learning?
Gives freedom to experiment, practice and develop confidence
Use imagination
Experience trial and error
Explore
Question
Research
Scaffolding
Challenges to deepen their understandings
Provocation
Encouragement
Other comments:
Play still needs structure and to be scaffolded
Look for teachable moments
Adults/teachers to foster childrens inborn sense of wonder

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APPENDIX B Parent Questionnaire

Play based learning in Early Childhood: Birth to eight years :
Research Survey
Dear Parents,
We are two Charles Darwin University students involved in a research
project for an assignment within our Unit ETL329-Entrepreneurial
Professional.
Through questioning and learning environment observations, our
investigation is attempting to determine the:
Importance of play-based learning in Early Childhood: Birth to
eight years
We would be very appreciative if you would be able to please spend a few
moments of your time completing this survey.
Thanking you for participating in our research survey
1. Are you familiar with the term play-based learning
Yes
No
What does this mean to you? Are there any benefits you feel are
incorporated
within this learning method?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
2. Are you familiar with teacher-directed learning?
Yes
No
What does this mean to you? Are there any benefits you feel are
incorporated within this teaching method?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
3. Do you feel your child learns best in an environment that
encourages play-based learning, or a classroom where the teacher
teaches?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
4. What would you like to see more/less of in the learning environment
that you feel is essential to benefit your childs learning?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________

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5. Do you encourage your child to be involved in play based learning,

when at home? How?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
6. Would you do anything differently if you were a teacher? If so, what
would this be?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
7. Any further comments:
_____________________________________________________________________
_____________________________________________________________________
QUESTIONNAIRE SUMMARY COMMENTS-PARENTS
Are you familiar with the terms play-based learning? Yes or No
Yes
Yes
Yes
What does this mean to you? Are there any benefits you feel are incorporated within this
learning method?
My child learns through playing such as technology and hands on activities
I think it is an important way of learning its how children learn these days
If it means children learn the right way, then it is important for my childs learning
Are you familiar with teacher-directed learning?
Yes
Yes
Yes
What does this mean to you? Are there any benefits you see within this teaching method?
The teacher does all the teaching by talking and the students listen to the instruction
Learning is directed by the teacher. Doesnt really let the students learn by doing
I think this way of learning is essential for my child to learn academically. Ive seen some
children in my childs class, just having fun while playing and didnt really seem to be
learning what was necessary..
Do you feel your child learns best in an environment that encourages play-based learning,
or a classroom where the teacher teaches?
Play-based children need play to be engaged in learning
Teachers need to teach children so they learn essential skills such as maths and English
Play-based essential, but needs to be both structured and unstructured so teachers can
still teach children vital bits and pieces
What would you like to see more/less of in the learning environment that you feel is essential
to benefit your childs learning?
Learning environment needs to go back to incorporating the three Rs (reading, writing
and arithmetic)
More play-based learning that is combined with teachers teaching
I think its fine the way it is.
Do you encourage your child to be involved in play based learning, when at home? How?

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Free play at home, but not really for learning, except with educational computer games
Play games together that develops imagination
Try to make most things we do, a play activity, with some sort of explanation from the
adults/older siblings
Would you do anything differently if you were a teacher? If so, what would this be?
Children need to be learning more reading and writing. Not enough academic learning is
the reason many children fall behind in testings
I wouldnt do anything differently. My childs teacher does a fantastic job and its great to
see my child enjoying their learning
A little bit more structured play
Any other comments
I think a balance of both styles of learning is needed for my child, and others, to learn.
Play-based learning doesnt always provide the academic type of knowledge that
children need to learn

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