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The Importance of Play in Education
“Play enhances learning, has a clear role in education, and supports development,”
(Vicky et al, 2019). By adding play in everyday education, it turns the classroom into a
constructive classroom. The constructive classroom provides a clear example of play that
requires thinking and problem solving that supports thinking and learning. Play in the classroom
is only beneficial if it is planned correctly and thoughtfully. Bringing play into academics can be
difficult. The play should be a balance of both academics and play; it does not need to be boring
but it also needs to be beneficial. If you do not add enough academics to the play, it would cause
it to not become a learning experience. Even though it has not always been seen this way play is
an ally in the classroom environment.
Play in Education, Development and Studies, also known as PEDAL, has many studies
on play in the classroom (Zhao, et al, 2019). Their studies use playful and visual methods when
engaging and studying the children. In PEDAL’s studies the activities and learning are child-
centered, which means the children get to take part in choosing lessons and activities. The
children in these studies are also able to voice their views and perspectives. PEDAL believes that
children are experts on their own lives and that they have an understanding of their own social
play and development.
PEDAL introduces play as an indispensable part of a delightful and joyous childhood.
PEDAL also discusses how play enhances learning and supports development. Play is not only
universal but a cultural construct as well. The peers that children play with, how they play, what
they play, and when they play are all determined by the cultural construct of the child. When
defining learning through play at school, it is good to consider using the local culture when doing
so.
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When an activity is joyful, engaging, and meaningful then it is known that someone can
learn. When using academic play, it can be child initiated and directed as well as adult initiated
and guided. By having a mix of these types of play it shows a balance between the priorities of
both children and adults. This play also provides strategies to facilitate and engage the learning
activities.
Theorists
When it comes to play in early childhood and in the academic setting there are several
theorists who help show that it is beneficial. Jean Piaget and Lev Vygotsky have an impact on
how a person should be taught. Teachers around the world have incorporated their ideas and
theories into their classrooms. Piaget and Vygotsky’s perspectives and concepts started
revolutions in education. Along with Piaget and Vygotsky, Maria Montessori as well as John
Dewey have all impacted education. These theorists have also built off each other's theories,
shared ideas, and have similar theories for education.
John Dewey was known as a progressive educator. Dewey's central ideas were that
education should be child centered, education needs to be both active and interactive, and
education needs to involve the social world.
According to Dewey (Garhart, 2013, pg 16):
● Children learn best when they interact with others both peers and adults.
● Children’s interests form the basis for planning the curriculum.
● If you are alive, you are still learning.
● You should learn things you need to know at this moment, not things for the future.
● The culture of the students and communities should be reflected by what happens at
school.
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● Teachers teach to shape society.
Teachers will plan activities and lessons based on observations of the children and determine
what they are interested in and ready to learn. Dewey stated that children need teachers to decide
what is safe and developmentally and individually appropriate for them, (Garhart, 2013 pg 17).
Dr. Maria Montessori believed that children learn best through sensory experiences.
When she opened up her first school it was based around the fact that the child can work
independently. Garhart mentions, “her research into young children and what they need to learn
has affected the fundamental ways early educators think about children,” (Garhart, 2013, pg 28).
Dr. Montessori’s main characteristic of her theory is the preparation of the learning environment.
The environment is not only the space children use or the furnishings and materials in that
environment but also the adults and children who share their days. In a Montessori based
classroom the teacher is responsible to provide sights, textures, sounds, and smells for the
children.
When it comes to play in a Montessori based classroom they focus on large blocks of
open-ended time. This time is when the children are surrounded by interesting things and given
the time and freedom to work and manipulate with them. By allowing this open-ended time the
teachers would have more time to observe the children. Along with Dewey’s theory Montessori
also believes that the teachers need to plan activities and hands on materials that support the
child’s interests.
Jean Piaget’s theory is like other theorists, such as John Dewey. Piaget and Dewey both
believed that children only learn when their curiosity drives the learning. Like Montessori, Piaget
believed children need opportunities to do things for themselves. Piaget also believed that “as
children engage in symbolic play, they make a sense of the objects and activities that surround
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them,” (Garhart, 2013, pg 51). By Piaget believing in this it shows that he stressed the
importance of play as a doorway to learning.
Another way to see how he advocated for play is from his descriptions of the stages of
cognitive development. In his theory he has four stages of cognitive development: sensorimotor,
preoperational, concrete operational, and formal operational. Piaget believed that cognitive
development passes through stages. These stages show the children’s journey to build
knowledge. These stages start at the age of birth and go up to 12 years and older.
The sensorimotor stage is from birth to the of 2. This stage is where the children learn
through their senses, reflexes, and manipulative materials. The preoperational stage starts at age
two and goes till age seven. During this stage the children learn based on their perceptions. The
children can only focus on one variable at a time; the children also overgeneralize based on
limited experience. This stage is where the children think egocentrically and only think of things
as it relates to them.
During the preoperational stage Piaget builds on to Montessori’s work and suggests
providing a large block of free-play time. Another way Piaget builds onto Montessori’s work is
by planning open-ended activities. These activities support the child’s cognitive development
and help children accommodate.
The last two stages in Piaget’s theory refer to school-aged children. The concrete
operational stage (age 7-11 or 12 years) is where the children change their thought patterns.
During this stage the children form ideas based on reasoning, limit their thinking to objects, and
familiar objects. The final stage is formal operations. During this stage is when their thinking
turns into logic and hypothetical.
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Lev Vygotsky’s theories have similarities to Piaget’s as well as some differences. The
main similarity in their theories is that children learn through play. Vyogtosky believes that the
two, language and development build on each other. Part of Vygotsky’s theory is something
called the zone of proximal development, ZPD. This zone is defined as the distance between the
most difficult task a child can do alone and the most difficult task the child can do with help
(Garhart, 2013, pg 63). The process of a teacher assisting a child is called scaffolding. The
children also learn through social interactions. In the classroom there needs to be opportunities
for the children to work and collaborate. By having the opportunities for students to work
together this allows them to learn from each other as well as assist one another if needed.
Adding Play into the Classroom
Adding play into the curriculum there are many who do not see it as a resource. Play in
the classroom can be unclear. D. Kuschner (Kuschner, 2012) quotes Naudeau and others,
“schooling with its mission to have children learn or play with its mission to have children enjoy
themselves.” Play can be seen as silly and frivolity. If it is not incorporated correctly into the
classroom and lessons, it may not have the same academic result. As mentioned before if the
teachers use too much academics in the play it can come off as boring to the students and/or
difficult. Then if there is too much play in the lesson or activity it would not be academically
beneficial.
Many teachers who want to incorporate play into the classroom are turned down or told
not to by their principals or administration. According to the FDR Group (FDR, 2015) research
on principals found key findings:
● Principals worry that having play in the classroom will cause the children to not be
developmentally ready for the academic rigor that is required later in school life.
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● Principals are under pressure to ensure that the teachers in pre-k through second prepare
the students to meet third grade standards.
Due to the importance of testing scores, the focus in many schools is preparing them for those
tests and standards. When preparing them for this that sadly means play is not welcomed in the
classroom.
Even with the controversy of including play in the classroom there are still many reasons,
theories, and findings that prove play is beneficial. Using the word play can be seen as silly when
it is used in a professional or academic setting. The acronym of SEED, systematic exploration,
experimentation, and discovery is a more professional way to discuss about play. Learning
through SEED helps develop skills as well as critical and creative thinking. It also provides a
foundation for the communities to thrive. Having play in the classroom it enhances learning and
supports the children’s development. If used correctly play can be seen as an ally.
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References
Blaskova, Lenka Janik, Courtois Soizic Le, Baker Sara T, Gibson Jenny L, Ramchandani, Paul
G, O’Farrelly, Christine & Fink, Elian(2020) Participant engagement with
play research – examples and lessons learned from the Centre for Play in Education,
Development and Learning, International Journal of Play, 9:4, 365-381, DOI:
10.1080/21594937.2020.1843804
This source focuses on the importance of play in early childhood. It also discusses how
they work with the children for their research.
Briggs, M., & Hansen, A. (2012). Play-based learning in the primary school. Sage Publications.
This is an excellent resource that explains what play-based learning is. It describes play-
based learning as well as the benefits of it in a primary school.
Charles, & Bellinson, J. (2019). The importance of play in early childhood
education psychoanalytic, attachment, and developmental perspectives. Routledge.
This is an excellent resource that explains the importance of play in the classroom. It
discusses theories and how it serves child development. This book presents theories of
play and demonstrates how it serves development. This source explores play, and how
cultural influences affect how children play and how to apply in the classroom.
FDR Group. (2015, August 21). Principals’ views on prek3rd students, teachers, and classrooms
findings from a series of focus groups. FDR Group.
This source discusses why principals are not always a fan of play in the classroom. It is
an excellent source for discussing the opposing side of play in the classroom.
Garhart, M. C. (2013). Theories of childhood, second edition: An introduction to Dewey,
Montessori, Erikson, Piaget & Vygotsky. Redleaf Press.
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This source discusses many theorists who advocate for play in the classroom. It is an
excellent source for information on these theorists.
Kuschner, David (2012) Play is natural to childhood but school is not: The problem of
integrating play into the curriculum, International Journal of Play, 1:3, 242-249, DOI:
10.1080/21594937.2012.735803
This source discusses ways the play in the classroom is not necessary or important. This
is an article that explores the opposing views on integrating play into the school
curriculum. In this article it discusses how to make sure that the curriculum provides the
time and space for child-directed play.
Pound. (2014). How children learn educational theories and approaches: from Comenius
the father of modern education to giants such as Piaget, Vygotsky and Malaguzzi (New
and improved edition.). Practical Pre-School Books.
This source discusses all theorists in education and explains how they believe children
learn. This source is beneficial and an excellent source of information. This source is an
introduction of educational theory for ones studying childcare, development, or
education.
Zhao, Yiran, Kulkarmi Krishna, Gibson, Jenny, Baker Sara, Ramchandani, Paul G. (2019)
Introducing the Play in Education, Development and Learning (PEDAL) Research
Centre, International Journal of Play, 8:3, 308-319, DOI:
10.1080/21594937.2019.1684144
This source introduces the research by PEDAL of the importance of play. It also
introduces research. This provides the history of PEDAL and detailed examples.
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