ARTICLES
Play-based learning can set your child up for success at school and beyond
By Natalie Robertson, Anne-Marie Morrissey, and Elizabeth Rouse
How does it compare to direct instruction?
As the new school year begins, many families are deciding where
to enrol their child in preschool or school. Preschools and schools
offer various approaches to early education, all promoting the
benefits of their particular programs.
Play-based learning has traditionally been the educational
approach implemented by teachers in Australian preschool
programs. It underpins state and national government early
learning frameworks.
One approach gaining momentum in the early years of primary
school curriculum is play-based learning. Research shows play-
based learning enhances children’s academic and developmental
learning outcomes. It can also set your child up for success in the
21st century by teaching them relevant skills.
Research has shown the long-term benefits of high-quality play-
based kindergarten programs, where children are exposed to
learning and problem solving through self-initiated activities and
teacher guidance.
What is play-based learning?
Children are naturally motivated to play. A play-based program
builds on this motivation, using play as a context for learning.
In this context, children can explore, experiment, discover and
solve problems in imaginative and playful ways.
A play-based approach involves both child-initiated and teacher-
supported learning. The teacher encourages children’s learning
and inquiry through interactions that aim to stretch their thinking
to higher levels.
In constructive play, children cooperate and problem-solve,
engaging with mathematical and spatial concepts to design and
create three-dimensional constructions from their imagination.
In contrast to play-based learning are teacher-centred approaches
focused on instructing young children in basic academic skills.
Although this more structured teaching and learning style is the
traditional approach to primary school programs, research is
emerging that play-based learning is more effective in primary
school programs. In these recent studies, children’s learning
outcomes are shown to be higher in a play-based program
compared to children’s learning outcomes in direct-instruction
approaches.
Research shows play-based programs for young children can
provide a strong basis for later success at school
For example, while children are playing with blocks, a teacher can
pose questions that encourage problem solving, prediction and
hypothesising. The teacher can also bring the child’s awareness
towards mathematics, science and literacy concepts, allowing
them to engage with such concepts through hands-on learning.
Research has also identified young children in direct-instruction
programs can experience negative effects. These include stress,
decreased motivation for learning, and behaviour problems.
This is particularly so for children who are not yet ready for more
formal academic instruction.
While further evidence is needed on cause and effect relationships
between play and learning, research findings generally support
the value of good quality play-based early years programs.
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SCIENCE EDUCATIONAL NEWS VOL 67 NO 1