Play-Based Learning: Empowering Children Through Play

Play-based learning is a pedagogical approach that harnesses children’s innate motivation to play as a context for learning. Within this framework, students inquire, explore, experiment, collaborate, improvise, and create—all while engaging their imagination. Here are some key aspects of play-based learning:

Child-Centred Curriculum:

o    At the heart of play-based learning lies the child’s agency. Children are given the opportunity to make choices about what, how, and with whom they want to play.

o    This approach recognises that children are active participants in their own learning journey. They initiate and direct their play, guided by their interests and curiosities.

o    Supportive and responsive adults play a crucial role in facilitating and enriching these play experiences.

Imaginative Engagement and Learning:

o    Learning through play allows children to actively and imaginatively engage with people, objects, and their environment.

o    It fosters creativity, problem-solving, social skills, and emotional development.

o    Play-based pedagogy recognises that play is not a frivolous activity but a powerful vehicle for learning and growth.

In summary, play-based learning celebrates children’s right to learn through play, regardless of their age. It invites educators to champion play-based pedagogies, honour children’s agency, and create rich learning environments where play thrives. 

Fundamental to the Framework is a view of children’s lives as characterised by belonging, being and becoming. From before birth children are connected to family, community, culture and place. Their earliest development and learning takes place through these relationships, particularly within families, who are children’s first and most influential educators. As children participate in everyday life, they develop interests and construct their own identities and understandings of the world.

BELONGING

Experiencing belonging – knowing where and with whom you belong – is integral to human existence. Belonging acknowledges children’s interdependence with others and the basis of relationships in defining identities. In early childhood, and throughout life, relationships are crucial to a sense of belonging. Belonging is central to being and becoming in that it shapes who children are and who they can become.

BEING

“Being recognises the significance of the here and now in children’s lives. It is about the present and them knowing themselves, building and maintaining relationships with others, engaging with life’s joys and complexities, and meeting challenges in everyday life. The early childhood years are not solely preparation for the future but also about the present.

BECOMING

Children’s identities, knowledge, understandings, capacities, skills and relationships change during childhood. They are shaped by many different events and circumstances. Becoming reflects this process of rapid and significant change that occurs in the early years as young children learn and grow. It emphasises learning to participate fully and actively in society.