Defining Play-Based Learning

Play is a critical element of learning in the early years (Vygotsky, 1978).

Although there is no single definition of play-based learning or play in

general, Wood (2007) believes that “play can be viewed as the natural

vehicle by which young children learn” as it provides opportunities for

children to develop socially, emotionally, personally, physically and

cognitively (Aras, 2016). Social psychologist, Lev Vygotsky saw learning

as a result of play and informed the work of Ferholt, Lecusa & Nilsson

(2018) who explored the concept of play as learning in an inclusive view

rather than a separated view. Each of these researchers therefore reinforced

the idea that today’s educators should be adopting a play-based approach to

teaching (Ferholt et al., 2018).

There are nine key characteristics of play that have been developed by

various researchers over the years, helping educators to shape their own

individual definition of play in order to plan their approach to play-based

learning (Huizinga, 1955; Rubin, Fein & Vandenberg, 1983; Bruce, 2006;

Dockett & Fleer, 1999; Gordon Biddle, Garcia-Nevarez, Roundtree

Henderson & Valero-Kerrick, 2014; Gray, 2013; Hughes, 1995; Kernan,

2007; Shaefer, 1993; Wood & Attfield, 2005 as cited in Harrison, Neylon,

O'Connor, Robinson, Treasure & Wynne, 2018). Play is characterised as

active, meaningful, symbolic, voluntary or self-chosen, pleasurable, process

oriented, intrinsically motivated, adventurous and risky, and self-directed

(Pellegrini, 2011 as cited in Harrison et al., 2018).

Play is active as it requires individuals to consciously engage mentally,

verbally or physically with their world. This is often referred to as learning

through play, which provides opportunities for development in all domains

(Harrison et al., 2018). This engagement requires children to explore,

respond, interact and understand their environment, increasing their

capabilities and therefore their learning (Gordon Biddle et al., 2014 as cited

in Harrison et al., 2018). Play is also meaningful to children as it reflects

their experiences and the knowledge of the world that they already hold,

they replicate and imitate what they have been exposed to and therefore

teach other children new concepts and learn new concepts themselves

(Kernan, 2007 as cited in Harrison et al., 2018).

Symbolism is the third universal characteristic of play in which children

participate in make-believe or imaginative situations. This characteristic

demonstrates how play provides the chance for children to develop their

cognitive, social and emotional abilities as they are having to be creative as

well as engage in situations where they must learn to problem solve,

communicate with others, and explore their feelings (Kernan, 2007 as cited
in Harrison et al., 2018). Aras (2016) discusses the concept of voluntary or

self-chosen play which is the fourth characteristic and highlights the

importance of this as children learn best through play that is self-initiated

and based on their own interests (Gray, 2013 as cited in Harrison et al.,

2018). The fifth characteristic of play - pleasure, follows on from this idea

that children need to enjoy play to be able to learn from it (Rubin et al.,

1983 as cited in Harrison et al., 2018)

Ferholt et al. (2018) discuss the process of play being the dominant focus in

early childhood as children learn and develop more through the exploration

and discovery within play rather than the end result. As stated by Ferholt et

al. (2018) “Play does not have an aim or a goal besides play itself.” As well

as being voluntary, enjoyable and process orientated, play is also

intrinsically motivated. This means that children who participate in play

learn subconsciously and therefore do not have to be motivated by external

factors such as rewards or ‘free play time’ to cooperate in activities that

enhance their skills (Gray, 2013 as cited in Harrison et al., 2018).

To learn children, need to take risks and be adventurous in which play

provides safe opportunities to do this (Kernan, 2007 as cited in Harrison et

al., 2018). Play gives children a non-judgemental platform to do things they

haven’t done before without the fear of failing and if they do fail they are in
a supportive environment in which they learn from these experiences. The

last characteristic of play is that children self-direct it, this again reinforces

the idea that children learn best through doing what they want to do and

meeting their individual needs which is catered for when they are able to

choose what to play, where to play, how to play and the rules of their play

(Di Biase, 2015 as cited in Harrison et al., 2018)

Grieshaber, McArdle, Shield, & Sumsion (2014), Aras (2018) and Ferholt et

(2016) all imply that it is an educator’s job to create a safe and supportive

environment that fosters play, interact in children’s play through guidance

and scaffolding without interrupting their process’, provide numerous

opportunities for play, and to adapt their pedagogical practices and attitude

to foster play-based learning. Through fulfilling these responsibilities

children are able to develop physically, emotionally, socially, cognitively

and personally (Vygotsky, 1978). Although Fesseha & Pyle (2016) discuss

the notion of needing a more concrete and consistent understanding of play-

based learning throughout the education system, the characteristics of play

(Harrison et al., 2018) are a strong indicator of the implementations and

consequences of a play pedagogy in early childhood.

 Reference List:

Aras, S. (2016). Free play in early childhood education: A phenomenological study. Early
Child Development and Care, 186(7), 1174-1183. doi:
10.1080/03004430.2015.1083558

Ferholt, B., Lecusa, R., & Nilsson, M. (2018). ‘The playing-exploring child’:
Reconceptualizing the relationship between play and learning in early childhood
education. Contemporary Issues in Early Childhood, 19(3), 231-245. doi:
10.1177/1463949117710800

Fesseha, E., & Pyle, A. (2016). Conceptualising play-based learning from kindergarten
teachers’ perspectives. International Journal of Early Years Education, 24(3), 361-
377. doi: 10.1080/09669760.2016.1174105

Grieshaber, S., McArdle, F., Shield, P., & Sumsion, J. (2014). The ‘state of play’ in
Australia: Early childhood educators and play-based learning. Australasian Journal of
Early Childhood, 39(3), 4-9.
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publications/australasian-journal-early-childhood/

Harrison, C., Neylon, G., O'Connor, D., Robinson, C., Treasure, T., & Wynne, S.
(2018). Learning through play. Victoria, Australia: Oxford University Press.

Nolan, A., & Paatsch, L. (2017). (Re)affirming identities: Implementing a play-based

approach to learning in the early years of schooling. International Journal of Early
Years Education, 26(1), 42-55. doi: 10.1080/09669760.2017.13693