The research into play and learning consistently highlights the profound role of play in fostering cognitive, social, emotional and physical development in young children. Assistant Principal and Play and Learning Specialist, Gillian Corbally, outlines what we know, and what she learned in her own older classes, about this powerful connection.
It’s not so much what children learn through play, but what they won’t learn if we don’t give them the chance to play
Susan J. Oliver
As teachers, our understanding of the different approaches we are encouraged to use is key to their effectiveness. In the case of more playful approaches to learning, there is a wealth of research and writing to help guide us.
While the role of play in an early years setting is more studied, the new curriculum encourages the use of play to enhance learning across all ages. Understanding the potential of play in a whole school environment and defining the forms it can take with different groups and ages of learners, is key to realising that potential.
The cognitive impacts of ‘playful learning’
Engaging in play stimulates multiple areas of the brain, enhancing connectivity and reinforcing learning. That is why playful learning experiences during critical developmental periods can have long-term positive effects on brain structure and function.
Play, especially imaginative and pretend play, enhances cognitive development through problem-solving and creativity, language development and executive functions. For instance, constructing a block tower or engaging in make-believe scenarios fosters spatial reasoning and symbolic thought. Engaging in play with peers or adults promotes rich language interactions.
Open-ended play encourages divergent thinking, which is essential for creative problem-solving and innovation. Through role-play or storytelling, children expand their vocabulary and grasp complex grammatical structures.
Games involving rules or challenges (e.g., Simon Says or board games) help develop executive functions like attention control, memory and self-regulation.
It is quite clear from multiple studies that play strengthens neural pathways and supports executive function development and as such, we should see it as an essential part of any teacher’s toolkit.
Social and emotional development through play
Playful learning creates an environment where children are motivated by curiosity and joy rather than external rewards. Play is a way for us, as teachers, to promote a lifelong love for learning.
Play supports social and emotional learning such as collaboration and negotiation, empathy, perspective-taking and emotional regulation. Play with peers, especially in unstructured settings, teaches skills like sharing, turn-taking, and conflict resolution.
Role-playing or cooperative games help children understand others’ emotions and viewpoints. Play provides a safe context for children to process and express emotions, such as mastering fears through fantasy scenarios or working through frustration during challenging activities.
Through activities like pretend play, children experiment with ideas and scenarios, enhancing their ability to think “outside the box.” Play often involves trial and error, helping children learn to cope with failure and persevere.
Play and well-being go hand-in-hand in areas such as stress reduction and intrinsic motivation. Play is linked to lower levels of cortisol (stress hormone) and fosters resilience.
If I could summarise, I would say, play simply makes learning ‘feel good‘.
Play and physical development
These are not skills that only young children need to master – they are life skills which are vital for self-sufficiency.
Movement in the classroom and regularly throughout the day is essential for all (including me, the teacher! ) to enhance concentration, retention and motivation.
Active play, such as running, climbing or dancing, improves motor skills, coordination and overall physical health. It also reduces stress and promotes better sleep.
Fine motor play, like puzzles or art activities, enhances precision and dexterity which are essential for skills such as writing, eating and dressing.
Play as a medium for academic learning.
Play with blocks, patterns or exploratory materials introduces foundational concepts like geometry, measurement, and cause-and-effect.
Games involving storytelling or wordplay (e.g. rhyming games) build literacy skills and promote language development. Interactions during play often expose children to new words and contextual language use.
Tinkering, coding or building projects foster interest and practical skills in science, technology, engineering, and math.
Our role as adults and teachers
Adults can enrich play by acting as facilitators, providing materials, or participating when needed, without dominating. Guided play, where adults set up an environment but let children lead, is especially effective in supporting learning.
The hands-on and interactive nature of playful learning keeps children focused and invested in the activity, making it easier for them to grasp complex concepts.
In my experience, blended approaches work best. Combining playful learning with structured teaching methods has been found to be particularly effective in improving academic outcomes, especially in literacy and numeracy. Programs like Montessori and Reggio Emilia exemplify how play and inquiry can be integrated into education.
Making a start with your own class
A good place to start is to find out what your students already feel about playful approaches to learning that they may have experienced. You may be surprised and motivated by what they share.
More reflections on play centred learning from Gillian:
https://www.instagram.com/the_glitter_and_coffee_teacher