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UNICEF Lego Foundation Learning Through Play PDF
UNICEF Lego Foundation Learning Through Play PDF
Learning
through play
Strengthening learning
through play in early childhood
education programmes
2 Learning through play Strengthening learning through play in early childhood education programmes
Published by UNICEF
Education Section, Programme Division Acknowledgements
3 United Nations Plaza
New York, NY 10017, USA
This advocacy brief was developed by the Education Section
www.unicef.org/publications of UNICEF’s Headquarters Office, under the leadership and
supervision of Ivelina Borisova (Early Learning Specialist). Special
© United Nations Children’s Fund (UNICEF) acknowledgement is due to external consultants, namely Minju
October 2018 Choi, Deborah Llewellyn, Marilou Hyson and Hsiao-Chen Lin for their
support in drafting and editing different iterations of this document.
Hsiao-Chen Lin also coordinated overall feedback and production
Cover | © Jordi Matas/UNICEF of this brief. Colleagues from the UNICEF Education HQ and
Regional Offices provided valuable feedback.
Design by Paula Lopez
Special thanks go to the ECD section at UNICEF Headquarters
Office, especially Pia Britto and Ana Nieto, for their partnership and
collaboration on this advocacy brief.
UNICEF warmly thanks the LEGO Foundation for supporting this piece
of work, and for its generous contribution and strong partnership.
in support of
Learning
through play
Strengthening learning
through play in early childhood
education programmes
UNICEF, 2018
1. Introduction
The importance of early learning is entrenched in the second target of This brief will help pre-primary stakeholders advocate for making play-based
Sustainable Development Goal 4, which seeks to ensure that, by 2030, or playful learning a central aspect of expanding and strengthening the
“all girls and boys have access to quality early childhood development, care pre-primary sub-sector. Grounded in a systems perspective, the brief offers
and pre-primary education so that they are ready for primary education”. background knowledge and examples of strategies that could be adapted
Pre-primary education is now considered an essential tool for achieving to multiple contexts. The goal is to share practical ideas on how to embed
Universal Primary Education and the SDGs. Ensuring access to quality play and child-centred pedagogy in pre-primary education expansion efforts
pre-primary education is a key strategy for improving learning and education to ensure the quality and appropriateness of these programmes.
outcomes as well as the efficiency of education systems.1
In this brief
The global momentum to expand and integrate early education services The brief describes the nature of pre-primary services within the broader
into education systems has great potential. But it also carries risks, if concept of early learning. We then share definitions of what is meant by play
programming is not appropriate to meet children’s learning needs and in early childhood, followed by key points of why learning through play builds
interests. It can be tempting to extend primary education ideas and methods lifelong learners and supports children’s overall development. We then note
of teaching and learning down into the pre-primary level. the obstacles that pre-primary advocates may face when making a case for
play-based methods, and we propose a systems perspective in advocating
One of the great challenges in education planning, therefore, is to for child-centred pedagogy and playful programmes. Noting the unique
incorporate pre-primary education into the formal education sector while context of every country, the suggested strategies in this brief provide initial
retaining the distinctive elements of quality programming for young children.2 ideas that could be adapted to local contexts.
A key element to consider is ‘learning through play’, or ‘playful learning’,
which is central to quality early childhood pedagogy and education.3
Strengthening learning through play in early childhood education programmes Learning through play 3
© UNICEF/UN0218768/Shennawi
4 Learning through play Strengthening learning through play in early childhood education programmes
2. Play:
An essential strategy for learning
© Jordi Matas/UNICEF
6 Learning through play Strengthening learning through play in early childhood education programmes
© UNICEF/UN0155760/Zammit
For example, while children are playing, they can try out new social skills (e.g., sharing toys,
agreeing on how to work together with materials), and they often take on some challenging
© UNICEF/UN033705/Arcos cognitive tasks (such as figuring out how to make a building with smaller blocks when the
larger ones are not available). Children are ‘hands-on’ learners. They acquire knowledge
through playful interaction with objects and people.10 They need a lot of practice with solid
Learning through play: More examples objects to understand abstract concepts. For example, by playing with geometric blocks
they understand the concept that two squares can form a rectangle and two triangles can
Children at play learn how to:
form a square. From dancing a pattern such as step forward, step back twirl, clap and repeat,
–Make a plan and follow through [“I want to draw my family. Who will I put in
they begin to understand the features of patterns that are the foundation for mathematics.
my picture?”]
Pretend or ‘symbolic’ play (such as playing house or market) is especially beneficial: in such
–Learn from trial and error, using imagination and problem-solving skills play, children express their ideas, thoughts and feelings, learn how to control their emotions,
[“My tall tower fell down! Maybe my friend can help build it up again.”] interact with others, resolve conflicts and gain a sense of competence.11
–Apply concepts of quantity, science and movement to real life [“I like Play sets the foundation for the development of critical social and emotional knowledge and
these big seeds. How many will I need to cover this part of my picture?”] skills. Through play, children learn to forge connections with others, and to share, negotiate
–Reason in a logical, analytical manner by acting on objects [“There are and resolve conflicts, as well as learn self-advocacy skills. Play also teaches children leadership
still some pieces missing in this puzzle. Which ones might fit?”] as well as group skills. Furthermore, play is a natural tool that children can use to build their
resilience and coping skills, as they learn to navigate relationships and deal with social
–Communicate with classmates and negotiate differences in points of view
challenges as well as conquer their fears, for example through re-enacting fantasy heroes.12
[“I want to be the mother. Could you be the baby? Or maybe the grandmother?”]
–Derive satisfaction from their own accomplishments [“We did it together!”] More generally, play satisfies a basic human need to express imagination, curiosity and
creativity, which are key resources in a knowledge-driven world. They help us to cope, to find
–Develop creativity and explore aesthetics and artistry [“I wonder
pleasure, and to use our imaginative and innovative powers. Indeed, the critical skills that
what will happen if I mix these colours together?]
children acquire through play in the preschool years form part of the fundamental building
blocks of future complex “21st-century skills”.
Strengthening learning through play in early childhood education programmes Learning through play 9
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Learning through play Learning through play at home Learning through play in the
in organized pre-primary setting and in the community early grades of primary school
In organized pre-primary settings, play experiences While this brief focuses on the systems approach to Learning through play is not only for pre-schoolers.
are enhanced when children are provided with ample integrate play in all aspects of pre-primary programs and In the primary grades, play opportunities enhance
time and space to engage freely with the pre-primary to ensure developmentally appropriate practice, we must children’s mastery of academic concepts and build
setting/environment. Play can occur in many forms: not forget that young children do not only learn in formal motivation to learn. In fact, two of the most important
play with objects; imaginary play; play with peers or organized settings. The home environment and the things that play can develop are interest and motivation.
and adults; solitary play; cooperative play; associative community are where young children spend the larger, Encouraging these in the early grades brings children
play; physical play. Play is considered children’s if not the largest, part of their early lives, interacting on board in contributing to their own learning. For
“work” and is the vehicle through which children with parents, siblings, extended family members, and example, playing board games can strengthen math
acquire knowledge and skills, allowing children to neighbours. These interactions and relationships have concepts while building social competence. Book clubs,
engage independently and with others. The role of a significant influence over how children understand dramatizing stories, and other reading games, make
teachers and other adults in the room/environment and experience the world around them. Indeed, home it much more likely for struggling readers to move
is to enable and scaffold playful experiences and environments and the community provide excellent ahead and not give up. Exploration of a wide variety of
learning – this requires thoughtful planning (for opportunities to promote learning through play from printed materials and writing tools at a ‘writing corner’
example, setting out materials to pique children’s the early years through pre-primary and primary years. can engage reluctant writers and help children learn
curiosity) and spontaneous interactions building on Primary caregivers, as children’s “first teachers”, are from one another. Further, play fosters creativity and
natural curiosities and ideas (for example, following the biggest supporters of children’s learning, and imagination, critical components in enabling us to cope,
the children’s lead in pretend play). Providing children therefore have an important role in creating the space for to find pleasure, and to innovate. Play and opportunities
with active and playful hands-on experiences help learning through play. It is therefore essential to support to engage actively in learning strengthens student’s
foster and enrich learning. caregivers and empower them to take an active role in creative powers. Letting primary grade students engage
shaping children’s learning and development, as well as actively with materials, issues, topics, opens up the
to facilitate playful learning for their children at home and space for inquiry and problem solving13.
in the community in day-to-day experiences.
Strengthening learning through play in early childhood education programmes Learning through play 11
Ad t co
in playful experiences – at one end, free
Se
ult nst
play gives children the freedom to play,
Di
de rain
explore and discover; this progresses
re
ed
sig ts fo
ct
towards more guided or structured play ld-l
ned r act
y
pla
ins
Chi
with adult participation. Across this
/con ivity
continuum, it is important to ensure that
truc
Free
trolle
adults are equipped with the necessary
tions
and appropriate skills to support learning
d
through play16 – even in cases of free play,
as adults need to recognize the benefits
of free play, and foster it by providing the
time and environment.
Source: Adapted from Zosh, Jennifer N., et al. Learning through play: a review of the evidence. LEGO Foundation, 2017.
12 Learning through play Strengthening learning through play in early childhood education programmes
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14 Learning through play Strengthening learning through play in early childhood education programmes
ng Environme
Enabli nt
Ministerial leadership
COORDINATION RESPONSIVENESS
High-level leadership that is convinced or
aware of the value of child-centered and playful
approaches for teaching and learning can give
visibility to these issues and put pressure on all
parts of the sub-sector to integrate meaningfully
e Pre-Primar
s of th yS
in their strategies and implementation plans.
ct
ti
or
development expertise across key arms of the
lead ministry and other institutions can validate
Curriculum Teachers the importance of play in making pre-primary
learning effective.
Equitable
provision of quality
pre-primary
Planning education Families &
and Resource Communities
Allocation Financing
Both public and private investments in the
pre-primary sub-sector should take into
Quality account essential financing for appropriate
Assurance learning materials, equipment and professional
supports that make a strong emphasis on play
possible. In the context of limited financing,
Public where quality elements are often neglected,
Demand Financing public funding estimates for pre-primary
education should be based on achieving quality
pedagogical goals. Service expansion targets
should be reasonable, balancing access with
achieving minimum quality.
EQUITY EFFICIENCY
Planning for pre-primary development is led by other branches in the ministry. Sharing a
common vision for the pre-primary sub-sector which includes learning
service provision through play enhances coordination and planning across relevant
ministry branches to support its implementation.
Providing pre-primary services that are available and When planning for expansion, consider human resources
affordable to all families and their children requires careful needed to implement quality play-based programmes.
planning that prioritizes equity and ensure that children, It is important to consider national, sub-national and local needs for
especially those who are most vulnerable, have equitable all personnel required for the delivery of quality play-based
opportunities to learn through developmentally appropriate programmes (e.g., sub-national and local officials, teachers, specialists,
activities and materials. supervisors, principals, technical experts, quality assurance inspectors,
Emphasizing learning through play as a pre-primary teaching building engineers, etc.). This involves planning for appropriate
methodology has implications for the sub-sector’s financial, human and class sizes and teacher-child ratios. Requirements for class sizes
physical resources. Implementing a play-focused vision also requires and teacher-child ratios should be based on the number of children
regulations on class size that take this methodology into account. a teacher can effectively support using active, play-based learning
methods. A recommended class size is no more than 25 children with
one teacher and one assistant.
Examples of strategies to ensure play However, the reality is that many current programmes do not meet
is a part of planning these recommendations. This makes it very difficult for teachers to
implement methodologies (e.g., language-rich conversations, indoor
Consider existing governance structures and the roles corner play, etc.) that promote child development. Possible solutions
and responsibilities of various stakeholders to ensure include dividing children into two groups (of 25-30 children each) that
rotate from outdoor to indoor activities under the supervision of a
that there is a shared vision around the value of play.
teacher and community teacher assistant. This arrangement enables
It is important to ensure that the value of play is recognized and
25 children to have access to corner play materials, and small group
acknowledged by stakeholders across all governance levels and
sizes for circle time, while 25 others enjoy outdoor play and a small
ministerial branches. Pre-primary expansion planning, for example,
group activity such as story time with the community teacher assistant.
When planning for expansion, consider physical resources and materials
needed to implement quality play-based programmes.
Planning for physical spaces and equipment should follow child-centred principles.
Guidelines on room construction should reflect the need for large spaces to support
movement and interactions of young children. Thematic or free play corners/centres
should be available, as well as ample outdoor space to promote outdoor learning
activities.
Financing play
Financing for appropriate learning materials, equipment and professional
supports that promote play does not need to be costly but does need to
promote relevance and diversity in scope. For example, nationally relevant,
low cost materials can be explored as governments develop pre-primary
learning resource packages for each classroom. For example, in Senegal,
UNICEF supported the development of a local preschool classroom kit
of play and learning resources (modelled after the ECD kit for emergencies
settings) ensuring the use of local toys, games and other resources
that promote play.
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20 Learning through play Strengthening learning through play in early childhood education programmes
ACTION AREA 2
Curriculum development
and implementation
Learning through play with stimulating materials is an essential feature of
pre-primary curricula, although specifics will differ across contexts
and cultures.
Curricula and pedagogy must respond to varying cultural contexts. However, a key
principle across all settings is that curricula should be developmentally appropriate. An
effective curriculum is well suited to the ages and the developmental, individual and cultural
characteristics of children. For pre-primary children, a curriculum that emphasizes exploration
and intentional teaching of key content through stimulating interactions and active, playful
learning experiences is likely to promote progress across all areas of development and learning.
© UNICEF/UNI123636/Znidarcic
Strengthening learning through play in early childhood education programmes Learning through play 21
day-to-day implementation guides; training on the curriculum and teaching materials; and
ongoing on-site supervision and support. When curriculum training is combined with
Developmentally appropriate implementation guides and resources, teachers gain the capacity to implement a balance
of teacher-guided and free-play learning activities.
practice and playful learning
Ensure an adequate supply of indoor and outdoor games, toys,
Developmentally Appropriate Practice Cultural appropriateness: Cultural context manipulatives and other learning materials that support implementation
(DAP)20 is an approach to teaching young and priorities also account for differences of a play-based curriculum.
children that is grounded in research on in child development and learning priorities. Pre-primary programmes cannot implement a play-based curriculum without equipment
how young children develop and learn. Getting to know children’s families and and materials to support implementation. As noted in Action Area 1, effective planning
The four key dimensions of DAP are: learning about the values and expectations covers all resources required to ensure adequate materials, and yet when it comes to
that shape their lives helps teachers implementation and ensuring these resources make it to classrooms, more bottlenecks
Individual appropriateness: Children’s provide meaningful, relevant and respectful emerge. Like the curriculum, the materials and equipment should be culturally appropriate
varied personalities, learning styles and learning experiences for each child and and adaptable for use by children with and without disabilities. Outdoor equipment that
family backgrounds influence how they family. It creates a foundation for parent- supports learning through play is also important and can take many forms.
experience learning. Children also grow teacher partnerships.
at different rates, and some children have Ensure that early learning and development standards, where they
learning difficulties or talents that shape Meaningfulness to the child: In early exist, incorporate play features.
their progress. That is why group teaching childhood, children learn best through Early learning and development standards (ELDS) are a set of statements that reflect
is minimized in DAP. Direct observation of play-based, hands-on experiences. They expectations for the learning and development of young children, from birth to 8 years
children helps teachers build on children’s make sense of ideas from real-life experience of age, across several domains of development. Experience to date of countries who
individual interests and abilities to help them (versus ‘telling’) and are motivated to learn have developed and/or implemented ELDS suggests that ELDS present an effective
develop. when something is interesting and exciting.21 entry point for embedding the value of play and child-centred learning into curriculum
Children appear to gain lasting academic practice. Many countries have used the ELDS to review or develop curriculum and in
Age appropriateness: Evidence of and social benefits when they spend part of some countries (e.g., South Africa), ELDS drove the first nationally applicable curriculum
what is typical at each age and stage each day planning and directing their own to be used across the variety of early childhood education and development provision. It is
of development helps determine which learning through play, rather than receiving therefore opportune to leverage the ELDS, where relevant, to inform the curriculum.
experiences best promote holistic learning. impersonal, direct instruction focused
Play-based activities must be right for specifically on academics, which may Ensure that pre-primary curriculum includes strategies for families
a child’s individual development yet discourage individual initiative. Self-directed to reinforce activities, skills and competences at home.
challenging enough to promote progress play with interesting materials and peers Primary caregivers are children’s “first teachers”, and therefore have a critical role in
and interest. in the presence of caring teachers appears supporting learning at home, as well as ensuring continuity and connectivity of learning
to foster confidence, independence and (as mentioned earlier), and it is therefore opportune to leverage this resource. Pre-primary
concentration skills. curriculum can therefore include strategies to involve families to support learning, such
as: take home activities that parents can reinforce; school meetings and conferences
that focus on building caregivers’ capacity to support playful learning at home; ideas for
22 Learning through play Strengthening learning through play in early childhood education programmes
games that can be replicated in the home, etc. difference for the teacher and the children. Assistants can work as
ACTION AREA 3 volunteers or for a modest honorarium. Having two adults in the
room/setting means that there is more support available to children
Pre-primary teachers to experience free play or to engage in learning. It also means that
and other personnel children – including children with disabilities – will experience more
personal relationships that will deepen their play experiences and
enhance their learning. Using volunteers or paid assistants effectively,
however, requires orientation and supervision.
Facilitating meaningful playful experiences and learning
opportunities to promote holistic development and school Emphasize the distinctive work of supporting child-centred
readiness is among the most important competencies pre-primary settings when selecting teachers for those
for pre-primary personnel. settings, and when setting goals for their professional
Teachers and early childhood educators are at the heart of delivering development.
quality pre-primary services. Teachers need to understand the Teacher selection criteria (and goals for professional development)
importance of play and child-centred pedagogy in early learning, and for a play-based pre-primary education environment should not be
be equipped with the necessary skills and dispositions to put into identical to selection criteria for primary-grade teachers. Emphasis
action play-based learning. Other education personnel – education should be on the attitudes and skills that enable learning and
inspectors, training providers, specialized staff, and directors and development to flourish. Examples of these attitudes and skills include
principals – must also be sensitized to and embrace learning through physical energy and curiosity; willingness to try new practices and
play as an effective tool for supporting learning and child development. willingness to let children shape some of their own learning; creative
skills; and willingness to spend time preparing materials and playful
Examples of strategies to promote play activities. These attributes are also important when selecting and
mentoring teachers in the early primary grades.
through teacher development
Integrate learning through play and its benefits in
Seek ways to bring more adults into children’s learning pre-service programmes for pre-primary teachers.
experiences to support children’s learning. Pre-service education institutions need to develop specialized
It can be difficult for one teacher to implement play-based pre-primary programmes for pre-primary education that highlight play-based
education. A second person in the room/setting, whether a parent learning and related teaching methodologies. In Zambia, the
or another type of community teacher assistant, can make a great
Strengthening learning through play in early childhood education programmes Learning through play 23
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26 Learning through play Strengthening learning through play in early childhood education programmes
ACTION AREA 4
Families who understand how much their children are learning through play – at
home and in the pre-primary programme – become community advocates. Their
outreach to reluctant families may be the most powerful means to ensure that
vulnerable children participate in pre-primary education programmes. Change is
often thought about in a top-down way: what government sectors or organizations
can do for people. However, people at the grassroots can reshape institutions by
promoting playful learning. The role of families and communities in supporting
learning through play also extends to the primary years to ensure continuity and
connectivity of learning across the ages.
© UNICEF/UN033166/LeMoyne
Strengthening learning through play in early childhood education programmes Learning through play 27
how to promote math and literacy through everyday conversation and play-based activities; and
keeping children safe at play. Families can also use everyday activities and routines at home, such as
Tips for programmes
preparing food, washing clothes and going to the market, as learning opportunities.
ACTION AREA 5 including play (e.g., indicators on children’s engagement in free play and on
positive teacher-child interactions that encourage active learning). Monitoring tools
Monitoring, regulation should note whether there are toys and other equipment and materials for play, and
whether the daily schedule has blocks of time for corner/centre play. In monitoring
and quality assurance of classroom/physical environment quality, in addition to inspections, it is also possible for
pre-primary teachers and programmes to self-assess with simple instruments, recording
pre-primary services their own perceptions of strengths and areas for improvement.
4. Conclusion
This brief should serve as a starting point for reflection and advocacy work In addition, the role of families must be recognized by the system, and they should
that puts child-centred pedagogy at the centre of pre-primary systems. Policies, be supported and empowered to actively participate in shaping children’s learning
pre-primary implementation plans, teacher training plans, resource allocations and development through play – establishing partnerships with families to ensure
and quality assurance strategies should reflect the growing evidence that active, continuity and connectivity of learning across the spheres of children’s life (home,
play-based early learning environments provide the most developmentally school, community) is thus critical. This Advocacy Brief therefore proposes several
appropriate critical foundation for success in school and beyond. key recommendations:
Ensure that the value of Ministries of Education Ensure that pre-primary Create partnerships with
play for children’s development should have clear standards curriculum is developmentally Cultivate and strengthen families and communities to create
and learning is widely and statements that preserve appropriate and anchored the demand and support continuity in the experiences
understood and enacted in the unique play-focused, in child-centred learning and (from families, communities, of children in pre-primary and
pre-primary sub-sector plans developmentally appropriate experiences. etc.) for play-based learning. home settings and to tap into
and policies and reflected approach that is essential family and community resources,
in resource allocations. to quality services. including locally available materials
and the time of caregivers.
Use quality professional Ensure that teachers Use collaborative Create a shared vision Broaden the scope
development initiatives have access to implementation approaches, including around quality standards of competencies and skills
to provide teachers and other guides, equipment, and collaborative professional that focus on and capture that are assessed to capture
personnel, including administrators other hands-on resources and development, to extend play-based learning through play. those that are developed
and principals, with knowledge materials that are essential learning into the early primary through learning through play.
and skills that build capacity to for young children’s learning grades and beyond, using these
implement playful learning across and explorations. methods to foster engagement
settings and for all children. and build academic competence.
Strengthening learning through play in early childhood education programmes Learning through play 31
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32 Learning through play Strengthening learning through play in early childhood education programmes
Endnotes
1 Education Commission, The learning generation: investing in evidence. LEGO Foundation, 2017. 17 UNICEF, “Content Analysis of Early Learning and Development
education for a changing world, 2016; Theirworld, Bright and Early: Standards”, 2017.
8 Zosh, Jennifer N., et al. Learning through play: a review of the
Financing pre-primary education, 2017.
evidence. LEGO Foundation, 2017. 18 Ibid.
2 UNICEF, Conceptual Framework on Building a Strong Pre-Primary
9 Gleave, Josie, and Issy Cole-Hamilton. A world without play: A 19 UNICEF, Conceptual Framework on Building a Strong
Sub-Sector (in development), 2018.
literature review. Play England and BTHA, 2012; Ginsburg, Kenneth Pre-Primary Sub-Sector (in development), 2018.
3 The LEGO Foundation, What We Mean by Learning Through Play R. “The importance of play in promoting healthy child development
20 Developmentally appropriate practice in early childhood
[Leaflet], 2016; Gleave, Josie, and Issy Cole-Hamilton. A world and maintaining strong parent-child bonds.” Pediatrics 119.1 (2007):
programs serving children from birth through age 8, position
without play: A literature review. Play England and BTHA, 2012. 182-191.
statement, National Association for the Education of Young
4 Shonkoff, Jack P. and Deborah A. Phillips, eds., From neurons to 10 Hedges, Helen. “Teaching in early childhood: Time to merge Children, Washington, DC, 2009.
neighborhoods: The science of early child development, National constructivist views so learning through play equals teaching
21 The Zambia Early Childhood Education Curriculum Framework
Research Council, National Academy Press, Washington, D.C, 2000; through play.” Australian Journal of Early Childhood 25.4 (2000):
for Colleges of Education, 2013.
García, Jorge Luis, et al. The life-cycle benefits of an influential early 16-16; Whitebread, David, et al. “Play, cognition and self-regulation:
childhood program. No. w22993. National Bureau of Economic What exactly are children learning when they learn through
Research, 2016; Britto, Pia R., et al. “Nurturing care: promoting early play?.” Educational and Child Psychology 26.2 (2009): 40. Sources for text boxes
childhood development.” The Lancet 389.10064 (2017): 91-102. Conception to age 2 (p. 6): Center on the Developing Child at
11 Singer, Dorothy G., Roberta Michnick Golinkoff, and Kathy
5 National Scientific Council on the Developing Child, The Science Hirsh-Pasek, eds. Play= Learning: How play motivates and Harvard University. (2018). Brain Architecture. [online] Available at:
of Early Childhood Development: Closing the gap between what enhances children’s cognitive and social-emotional growth. Oxford https://developingchild.harvard.edu/science/key-concepts/brain-
we know and what we do, 2007, available at http://developingchild. University Press, 2006. architecture/ [Accessed 9 Aug. 2018].
harvard.edu; UNICEF, Early Moments Matter, for Every Child, 2017. Ainsworth, Mary D. Salter, et al. Patterns of attachment:
12 Milteer, Regina M., and Kenneth R. Ginsburg. “The
6 Kaul, V., Bhattacharjea, S., Chaudhary, A. B., Ramanujan, P., importance of play in promoting healthy child development A psychological study of the strange situation. Psychology Press,
Banerji, M., & Nanda, M., The India Early Childhood Education and maintaining strong parent-child bond: Focus on children in 2015.
Impact Study, UNICEF, New Delhi, 2017; Rao, Nirmala, et al. poverty.” Pediatrics (2011): peds-2011. Bowlby, John. “Volume 1. Attachment.” J. Bowlby, Attachment
“Effectiveness of early childhood interventions in promoting and loss. New York: Basic Books (1969).
13 Briggs, Mary, and Alice Hansen. Play-based learning in the
cognitive development in developing countries: A systematic
primary school. SAGE Publications, 2012. Play across the humanitarian-development
review and meta-analysis.” HK J Paediatr (new series) 22.1 (2017):
14-25; Jung, Haeil, and Amer Hasan. The Impact of Early Childhood 14 Zosh, Jennifer N., et al. Learning through play: a review of the continuum (p. 29): Plan International, Early childhood care
Education on Early Achievement Gaps: Evidence from the Indonesia evidence. LEGO Foundation, 2017. and development in emergencies: A programme guide, 2013.
early childhood education and development (ECED) project. The 15 Ibid. Theirworld, “Safe Spaces: The Urgent Need for Early Childhood
World Bank, 2014. Development in Emergencies and Disasters.”
16 Pyle, Angela, Christopher DeLuca, and Erica Danniels.
7 Smith, Peter K., and Anthony Pellegrini. “Learning through “A scoping review of research on play based pedagogies in UNICEF, Annex B: Global Assessment of UNICEF’s Early Childhood
play.” Encyclopedia on early childhood development (2008): 1-6; kindergarten education.” Review of Education 5.3 (2017): 311-351; Development Kit, 2009, https://www.unicef.org/evaluation/files/
The LEGO Foundation, What We Mean by Learning Through Play Walsh, Glenda, Carol McGuinness, and Liz Sproule. “‘It’s teaching… Annex_B_Global_Assessment_UNICEFs_ECD_Kit_2009-2015_
[Leaflet], 2016; Gleave, Josie, and Issy Cole-Hamilton. A world but not as we know it’: using participatory learning theories to FINAL7.29.16.pdf
without play: A literature review. Play England and BTHA, 2012; resolve the dilemma of teaching in play-based practice.”
Zosh, Jennifer N., et al. Learning through play: a review of the Early Child Development and Care (2017): 1-12.
34 Learning through play Strengthening learning through play in early childhood education programmes
Published by UNICEF
Education Section, Programme Division
3 United Nations Plaza
New York, NY 10017, USA
www.unicef.org/publications