Create an environment where young learners thrive and build foundational skills for the future through play. In this blog, we’ll explore why play matters, the developmental benefits it fosters, and real-world strategies teachers can use to observe and support play in their classrooms.
Play Is Learning
In early childhood education, play isn’t just a break from structured learning—it is learning. Through movement and play, young children build foundational skills in language, math, executive functioning, and social development in early childhood. With this knowledge, educators are called to intentionally integrate play-based learning; they create an engaging environment where children thrive.
Why Play Matters: Developmental Benefits
Play serves as a dynamic tool that enhances multiple domains of learning and development. When children engage in meaningful play, they develop critical skills that extend far beyond the classroom, contributing significantly to social emotional development in early childhood. During the early years, physical and sensory experiences allow the brain to record information that builds each child’s individual understanding of the world. Play and physical activities help create the cognitive wiring that will support young children in learning to read, holding a pencil, tackling math problem, playing instrument, and acquiring many other skills in the areas of cognitive, language, social, and physical development (Connell, Pirie & McCarthy, 2014).
Language Development in Early Childhood
In all its forms, language enhances learning through movement by stimulating the brain to transform concrete experiences into new concepts and, ultimately, abstract thinking (Connell, Pirie & McCarthy, 2014).
Play provides natural opportunities for children to develop vocabulary, storytelling abilities, and communication skills. Activities like dramatic play, puppet storytelling, and pretend scenarios encourage children to express themselves, negotiate roles, and build narrative structures (Bodrova & Leong, 2007).
Purposeful Play Classroom Example: An early childhood teacher sets up a “Pretend Post Office,” where children write letters, “mail” them, and role-play as postal workers, reinforcing letter recognition, writing practice, and conversational skills.
Math Skills in Early Childhood
Play-based experiences introduce foundational math concepts in an engaging, hands-on way. Sorting, pattern-making, and spatial reasoning games help children internalize mathematical principles in a fun, pressure-free environment (Ginsburg., Lee & Boyd 2008).
Purposeful Play Classroom Example: Using loose parts to play with beads, feathers, buttons, or leaves, for example, children group items by color, size, or shape, strengthening classification skills and early numeracy.
Executive Functioning in Early Childhood
One way to develop executive function skills, such as self-control, planning, and problem-solving, is through structured and unstructured play. This can include games that require children to follow rules, make decisions, and adjust strategies to improve their ability to focus, regulate emotions, and manage tasks (Ginsburg., Lee & Boyd 2008).
Purposeful Play Classroom Example: A teacher creates a “Treasure Hunt,” providing simple maps that children must interpret and follow. This fosters planning, working memory, and flexible thinking as they navigate to their goal.
Social and Emotional Development in Early Childhood
Through collaborative play, children practice sharing, cooperation, and conflict resolution. Role-playing scenarios, group games, and open-ended activities encourage children to navigate social interactions and develop empathy (Vygotsky, 1978).
Purposeful Play Classroom Example: A teacher sets up a “Collaborative Construction Zone” where children build together using blocks. Assigning roles such as architect, builder, or materials manager encourages teamwork and communication.
Observing and Supporting Play
For educators, observing play is key to understanding a child’s learning process. Teachers can identify what children are practicing, document growth, and offer subtle support to extend learning without disrupting the flow of play.
Questions to Consider While Observing
- What skills are children demonstrating? (e.g., counting, storytelling, problem-solving)
- How are children interacting with peers? (e.g., taking turns, collaborating, negotiating roles)
- What patterns emerge in play? (e.g., repeated themes, making connections, imaginative scenarios)
Ways to Support Play Without Interrupting
- Ask Open-Ended Questions:
- “What’s your plan for building that?”
- “How will you solve that problem?”
- Scaffold Learning
- Offer suggestions that build on what children are already doing without taking over the activity.
What Purposeful Play Means for Educators
Understanding the power of play and movement allows educators to intentionally design environments that maximize learning opportunities. By incorporating open-ended materials, setting up interactive learning zones, and observing play with purpose, teachers can ensure that every playful moment contributes to cognitive, social, language, and physical growth.
Practical Early Childhood Education Tips to Implement Play-Based Learning
Try these tips for play based learning and see how the magic of movement in play transforms early learning into a rich, dynamic experience.
- Rotate Materials Weekly: Introduce new props or tools to keep play fresh and engaging.
- Create Zones for Open-Ended Play: Designate areas for building, storytelling, and exploration.
- Use Everyday Objects for Learning: Encourage imaginative play with household items and natural materials.
The research is clear. By recognizing and supporting the developmental benefits of play, educators empower children to build essential skills that will serve them for a lifetime. Commit to purposeful play by revisiting a past classroom activity and adjusting it to incorporate intentional play-based learning. Reflect on how you can enhance engagement, foster social and emotional development in early childhood, and provide meaningful opportunities for skill-building. To keep strong instruction alive, share your revised activities with a colleague or in an educator forum to inspire others!
Bodrova, E. & Leong, D. J. (2007). Tools of the Mind: The Vygotskian Approach to Early Childhood Education. Pearson.
Connell, Pirie, McCarthy (2014) Move, Play and Learn with Smart Steps. Free Spirit Publishing.
Ginsburg, H. P., Lee, J. S. & Boyd, J. S. (2008). Mathematics Learning in Early Childhood: Paths Toward Excellence and Equity. National Research Council.
Vygotsky, L. S. (1978). Mind in Society: The Development of Higher Psychological Processes. Harvard University Press.
