Perspectives on Play

Building perspectives on the role of play in children’s learning and development

#1 - Confused about Play, are we?

We are hearing a lot about learning through play, isn’t it? So, what is this ‘play’ everyone’s talking about??

Play leads to different images and ideas, including notions of what it is, what it isn’t, and for whom. For instance, play is only for young children; children need toys to play; it is often used to amuse oneself or pass the time and so on. But are these notions correct? Do we need toys to play? Is play only for children? Is the purpose of play only amusement, or can it lead to learning??

While everyone’s understanding of play may be varied and subjective, one common perspective is that play is diverse and serves different purposes. Through their early years, children immerse themselves in various forms of play; alone, in pairs, in groups; as observers, rule-makers and players. Not just young children, but children across ages and even adults continue to be playful, if provided with the space and opportunities. Our perspective and understanding of play-based learning has to become broader than what it has been. Play is not limited to the playground, nor is it limited to conducting activities in the classroom. Play is the way for children to engage with the world. Any act that catches the child's interest, engages them meaningfully, and brings them joy is a form of play. Here’s the big question, then – Does play lead to learning??

Let’s look at these three scenarios:

What do you think – Are children playing in these scenarios? Are they learning??

The scenarios above show different forms of play and the varying involvement of adults. While in the first scenario, Aliya is playing freely, the other two show types of play where the teachers are more involved, providing guidance and structure. When observing play in action, one can witness children deeply engaged in a world of imagination, problem-solving, and exploration. The Lego Foundation describes play as interactive, joyful, meaningful, iterative, and social. These very characteristics are what make play so effective for learning.?

The flexible nature of play allows children to continuously improve their strategies, take initiative, collaborate with friends, and develop skills critical for life-long learning, and adults are key players in this process too. By creating an environment that encourages play, with appropriate time, resources and support, teachers and parents can facilitate rich play experiences.

Have you seen examples of play in classrooms? Are there examples that would not be considered ‘play’??

Play - What counts and what doesn’t??

Play is not just a way for children to pass time; it is their way of learning and growing. It is their way of discovering how things work and finding solutions. It is a dynamic way of engagement that includes a range of activities, from building block towers to engaging in make-believe adventures. Whether they are exploring a new puzzle on their own, playing a game with their friends or participating in classroom activities; at its core, play is characterized by children’s initiative and their active participation. Play can also be teacher-initiated, however, children still have the agency to determine their role and participation. From traditional games to structured activities and games with rules, children find themselves drawn to different types of play.?

Play is not frivolous, nor aimless, and definitely not “a waste of time”. It is a purposeful act that engages children's minds and bodies in meaningful ways. Repetitive tasks, e.g. children copying letters from a chalkboard without understanding their significance, lacks the spontaneity, joy, creativity, and engagement that defines authentic play experiences. Activities that fail to engage children or spark their curiosity or imagination do not qualify as play. Students sitting in silence, listening to a teacher's lecture without any opportunity for interaction, becomes a passive act, devoid of any joy.

Being playful extends beyond organizing play-based activities. Teachers can incorporate playful twists in everyday interactions, such as asking imaginative questions, turning word problems into mini-adventures, or playing dumb-charades to guess titles of stories they have read. These simple tweaks create a playful and positive learning environment where children are engaged and feel free to express themselves.?

We conclude with this distinction between play and not-play. This is not an exhaustive list, but a simple frame to support building perspectives on play, play-based learning and classrooms.?

The conversations on play have just begun. We’ll continue bringing more perspectives of play, supporting creation of playful classrooms and communities that can enable every child to learn!?

Happy International Day of Play!