Play in the Early Years: Key to School Success

There is a well-established consensus among early childhood professionals that play is an essential element of developmentally appropriate, high-quality early education programs. Play provides benefits for cognitive, social, emotional, physical, and moral for children from all socio-economic, cultural, and linguistic backgrounds.

A play-centred preschool curriculum is not a laissez-faire approach. It’s not the same as giving children “free play” separate from “teaching.” Rather, teachers use the power of children’s developing ideas, interests, and competencies to promote learning — through play, circle-time, and small-group activities. This power is most evident in children’s play, as play is the central force in the development of young children. Play is not a break from the curriculum; play is the best way to implement the curriculum.

The teacher is the key to the play-centred curriculum. Teachers use keen observation to asses and support children’s learning and development through play. Teachers facilitate play through responsive interactions with children, based on an understanding of how play contributes to academic and social learning.