What is play-based learning?

In early childhood education, one approach stands out for its unique ability to foster holistic development while keeping children engaged and enthusiastic about learning: play-based learning. At C&K, this approach is at the heart of our childcare and kindergarten programs, where educators create environments that honour every child’s right to play, building on their existing learning from home and provide foundations to be a life-long learner. In this article, we explore the essence of play-based learning, its practical applications, and its profound impact on children's growth, supported by insights from our dedicated educators.

What is play-based learning?

The Australian Government’s Early Years Learning Framework (EYLF) states that play-based learning is ‘a context for learning through which children organise and make sense of their social worlds, as they actively engage with people, objects and representations’.

At C&K our childcare and kindergarten programs immerse children in play-based learning environments supported by educators who pair literacy, numeracy and social skill development with children’s curiosity and creativity. The carefully designed curriculum looks to place the child at the centre of the educational experience where they can learn through engagement in fun activities.

Early Childhood Pedagogy Advisor, Elizabeth Gemmell, says “From research, we know that infants and toddlers are learning more and at a faster rate than adults. Through play, our youngest citizens develop and test working theories to make sense of their world. This process is both complex and uniquely personal for each child.”

What are the benefits of play-based learning?

“Play is crucial for children in their early years as it significantly contributes to their brain development, the building of various competencies, and overall enjoyment. Engaging in play stimulates neural connections in the brain, fostering cognitive growth and enhancing problem-solving skills. Through play, children develop essential social, emotional, and physical skills, such as cooperation, empathy, and coordination. It also provides a natural and enjoyable way for children to explore their environment, express creativity, and learn about the world around them. Thus, play is not only a source of fun but a foundational activity that supports holistic development during these formative years” says Zoe Sweet, Educator at C&K Coolum Community Childcare and Kindergarten.

Slyvia Yijia Xu, Early Chilhood Teacher at C&K Mount Gravatt West Community Childcare Centre added to this. "Play holds immense power in early childhood, serving as a vital platform for children to explore both their external world and inner selves. Through play, children engage in a dynamic process of discovery, using it as a unique language beyond verbal and non-verbal communication. This third language allows them to express their thoughts, emotions, and ideas in ways that are often more profound and complex than words alone. As they navigate various scenarios and roles, children develop critical thinking, problem-solving skills, and emotional resilience. Play fosters creativity, social interaction, and cognitive growth, making it an essential component of their overall development and a cornerstone of effective early childhood education," she said.

Is play-based learning structured?

To put it simply – no, it isn’t. Play-based learning asks to plan lessons and learning experiences. It instead allows children the autonomy and independence to guide their own learning experiences to tap into individual areas of interest.

In a practical sense, this may mean that a conversation between a child and an educator about a plant would lead to watering, tending to a garden, choosing seeds and planting flowers. The rich experience that comes as a result of the child leading the way, instead of following a lesson plan, means that learning takes place in context.

Unstructured play-based learning in a natural setting provides scope for children to engage in healthy risk taking, problem solving and imagining. It also means that their health and general wellbeing is catered for as they are outdoors and immersed in physical activity.

What does play-based learning look like in a C&K centre?

Play-based learning will reflect the children, educators, families and communities at your C&K centre. Our educators enrich and extend on children's play and learning through play will happen in ways that are meaningful for your child.

“For us at CK, it's about providing children with a rich learning environment that nurtures their curiosity, that nurtures that investigation and that desire for children to learn about things. They're wired for learning. They're absolutely driven and motivated. They want to solve problems, they want to act on the world” says CEO, Dr Sandra Cheeseman.

Programs in C&K centres may also include:

• Nature play - having time to play freely outdoors, connect with nature and use natural materials is a vital part of childhood.
• Risky play - How can I keep myself safe? Can this branch take my weight? These are some the questions and situations children may explore, safely with our expert educators.
• STEM (Science, Technology, Engineering and Mathematics) - are weaved into inquiry-based experiences. Children may be encouraged to use design thinking, investigative and scientific processes to explore and learn about the world around them and how things work.
• Literacy and language - taking time to talk and read, to have conversations, to draw and play with open-ended materials are some of the ways your educators may incorporate this curriculum area into your child’s learning journey.
• The arts - your child will be able to explore their creativity through visual arts, drama, music, movement and a range of materials, as part of their daily play.
• First Nations Peoples' - histories, perspectives and continuing connections to land, sea and sky in all our programs deepens everyone’s learning.

The role of Educators in facilitating play-based learning

Our relationships between child and educator are critically important to children's sense of security, safety, well-being and development. We take time, time to get to know each baby, each toddler, find out who they are, what their cues are, so we're able to support and respond to them. The importance of that deep trusting relationship makes a real difference to children being able to be open to learning and to grow into themselves.

Learning and Research Manager, Robyn Mercer, says “Children are naturally curious, and they like to move to explore their environments and engage in things that are of interest of them. It's important for our educators to be giving the children their time and the space to explore and to follow their own interest.”

"Our Early Childhood Educators follow the thinking and planning processes of the Early Years Learning Framework to inform professional judgements about how to respond to children's interests when facilitating responsive opportunities for play," said Elizabeth Gemmell.

The Early Years Learning Framework Planning Cycle*

Examples of play-based learning

Children are, by nature, born curious. The world around them is a constant source of wonder and excitement. Consider how entranced a small child will become by gum nuts, leaves and tree bark. Simple items found in nature that adults overlook, are often home to a world of imaginative and creative possibilities.

Play-based learning in action will see children happily involved in natural environments where they are engaged with elements like water, mud and sand. It is in this outdoor classroom setting that they are exposed to limitless opportunities for growth – social, emotional, cognitive, creative and physical. Every leaf, every rock and every branch is a rung on a ladder that leads to the development of confidence, communication and compassion.

“The opportunity for babies and young children to connect with nature is so important to support their development and their learning. By having that nature space, it allows children to have the freedom for open ended play” says Early Childhood Education Manager, @Tammie Harris.

For example, if your child is playing in the sandpit, an Educator may encourage them to draw maps in the sand and label them or measure the water levels in the dam they have built. In this example the educator is purposely supporting your child’s interest to explore opportunities for literacy and numeracy development.

Does play-based learning involve technology?

Many people in our society have, unfortunately, become passive users of technology. Play-based learning encourages children to become creators instead of consumers of technology. If it is used with purpose in order to create and investigate, then children can appropriately engage with technology to question, and problem solve.

Play for Educators

For Lola Pastrana, a Centre Coordinator at C&K Coolum Community Childcare and Kindergarten, it’s through play that she learned anything was possible. “I’m 35 years old, and I still play. I play sport, I play instruments and daily I play with the children. When I play, I am present and living the moment. It helps me with my mental health, and I make friends while sharing moments.

"It’s through that play that I knew that anything is possible."

It’s no different when it comes to children. When they play, they can be astronauts, engineering’s, builders, hairdressers, ballerinas, footy players and more. There are no barriers in language, culture or age. It’s a tool for them to learn that everything is possible. While they have fun, they adapt new concepts and the world start getting a new meaning.

I grew up in Argentina. My mum told me when I used to play, I would imagine that I lived in Australia, and that I was always saying words in English. It’s through that play that I knew that anything is possible. I like to live in a world where dreaming is possible, dreaming while we play that we can be anything we want.”

*Australian Government Department of Education [AGDE] (2022). Belonging, Being and Becoming: The Early Years Learning Framework for Australia (V2.0). Australian Government Department of Education for the Ministerial Council.