Play-based learning- A game changer!

Exploring the theory behind play-based learning

Play and play-based learning have been the focus of many theorists over the last century. Many different theorists from have explored how young children learn and develop from a range of perspectives. All in an effort to create an understanding of how young children learn and what is the optimal teaching approach to enable them to learn.

Play-based learning is underpinned by a range of theories including developmental theory that highlights children are not cognitively ready to learn in abstract ways. That they need to manipulate and explore concrete materials in order to develop schemas or ways of understanding their world.

John Dewey is a renowned education theorist and he believed that learning should be experiential- children learn best by actively engaging with materials rather than just listening to direct instruction. He also believed that learning should be integrated and collaborative and involve reflecting on learning and drawing on prior learning to build new knowledge (How John Dewey’s 4 Principles of Education Can Improve Learning Outcomes).

Play-based learning offers all that and more!

Play-based learning offers children an opportunity to interact in a range of play types to support creativity and critical thinking across all key learning areas. It affords children opportunities to undertake collaborative learning to investigate, problem solve and use creative arts mediums, digital technologies to research and present ideas. For example, when children play in a dramatic area that is set up like a hospital, they explore roles within the community, discuss x-rays and what the image represents, they count the patients, measure and record their temperature on charts and hypothesize what is wrong with the patient and how they might treat them. Representing rich learning in literacy, numeracy, human science, technology and science.

Evidence of the effectiveness of this type of pedagogy

There is also a growing body of evidence (research and behaviour data) that shows play-based learning leads to improved academic outcomes and supports children’s wellbeing by allowing them agency and opportunities to self-regulate. Pyle and Danniels (2017) propose that play-based learning practices lead to improved reading and maths scores, that it is more effective than direct instruction and leads to improved language and literacy skills. They also note that the role of the teacher enhances children’s engagement further. Many schools that have adopted this approach also share reduced incidents of behaviour (Play-based learning in schools).

Call for ‘push-up pedagogy’ not ‘push-down curriculum’

Whilst there is an ever-increasing awareness of the importance of play-based learning in early childhood settings there is still evidence of ‘push-down curriculum’ or a focus on academic learning through direct instruction happening in both early childhood settings and the early years of school. Surely, we as a community need to advocate for evidence-based teaching or pedagogy in the early years of school to give children the best possible start to their educational journey?

If you are interested in finding out more about play-based learning, why not purchase our course ‘Understanding play-based learning’ which is just one of our Play-based learning catalogue items.