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The Pedagogy of Play in Early Years: Addressing Misconceptions and Unlocking Opportunities.

Writer's picture: Dr. Aaron BradburyDr. Aaron Bradbury

Updated: 5 days ago



The world of early childhood education is one that constantly evolves, shaped by research, policy, and practice. The poster titled “Pedagogy of Play in the Early Years: Missed Opportunities, Myths, and Misunderstandings” by Dr Aaron Bradbury and Philippa Thompson sheds light on a critical yet often misunderstood aspect of early years education: the role of play in early years education.



(The Pedagogy of Play - Poster presentation)
(The Pedagogy of Play - Poster presentation)

A Critical Reflection on Play-Based Learning

 

The aim of our poster aims to address a statement recently published by Ofsted (2024) in Strong foundations in the first years of school. This became the catalyst of our current dialogue of play which challenges the efficacy of play-based learning in Reception classes. The statement notes that such practices might not effectively promote children’s executive functioning, even though they may foster enjoyment and participation. This raises questions about the depth of understanding within educational systems about how play supports cognitive and emotional growth.


The poster calls upon us all for reflection: Why has such a perception of play persisted? Has it hindered policy development? Finally, where is the research evidence that should form the foundation of these discussions?


Unpacking the Evidence

 

We argue that play should not be a tool to simply enhance executive functioning but rather it should be recognised as a fundamental right of every child. We reference the UN Convention on Rights of a Child (UNCRC) (UNICEF, 1989) perspective on the importance of play and Hughes’ statement that play should serve its own purpose, not be harnessed merely as a mechanism for formal learning. Hughes (2001:56) suggests that play can be a “fundamental learning mechanism” but argues it should not simply be harnessed for structured learning objectives. Instead, play should be valued for its intrinsic benefits. This view reinforces the need to respect play as an autonomous activity crucial for childhood development.

 

Despite its value, approaches to understanding and encouraging play are often inconsistently applied across schools. Training for practitioners has in recent times become limited, with a focus on educational outcomes with a view of a stick to beat teachers with under a school readiness and accountability agenda rather than engaging in true scientific and rights-based approaches for our children. This disconnect between research, policy, and practice highlights the urgent need for a unified understanding of play’s pedagogical role.


The poster poses key questions to policymakers and educators:

 

• How do practitioners balance play with structured learning?

• What are the misconceptions about the efficacy of play?

• How can research better inform policy frameworks to support children’s learning through play?

 

These questions aim to bridge the gap between research and real-world application, encouraging a shift in how play is perceived and utilised.


Policy Recommendations

 

We both call upon policy makers, leaders and practitioners to reflect on these practical recommendations to strengthen the pedagogy of play:


1. Conduct systematic reviews of research to evaluate the long-term benefits of play-based learning.

2. Provide high-quality training for educators, ensuring they have the tools to integrate play effectively into curricula.

3. Develop resources and frameworks to support parents in understanding the role of play in their child’s development.


A Call for Change

 

This research challenges policymakers, educators, and researchers to rethink their approach to early childhood education. By fostering a multi-disciplinary perspective as we both advocate that a key aim is to bridge the gap between misconceptions and the transformative potential of play-based learning.


Key references which have shaped the discussion

 

Each of these works contributes to the overall argument that play is often misunderstood or undervalued in educational contexts. By drawing on both historical and contemporary sources, the poster challenges policymakers and practitioners to reconsider how play is integrated into early years education.

 

It is important for policy makers and practitioners alike to consider how play and

learning are associated as suggested by Pramling-Samuelsson (2010). Wood and

Hedges (2016) discuss the dichotomy of research and policy surrounding play and never has it seemed a more crucial time to raise this in the interests of children and their families.


• Play being used as a vehicle for learning and a tool for assessment (Parker et al.,

2022) is a common educational policy perspective in England but there are other

perspectives outside education that are often hidden.

 

• Hughes (2001:56) suggests play is ‘a fundamental learning mechanism’ not to be harnessed and that adult free play is essential for the well-being of children.

 

• Play for its own sake (Besio, 2017; Wood, 2024) provides a counter argument to outcomes driven approaches for our youngest children (0-8yrs).

 

• A strong consideration is required for the UNCRC (UNICEF, 1989) perspective that every child has a right to play.


Further Reflections


This disconnect raises concerns about whether the current emphasis aligns with empirical findings or has been shaped by other forces, such as policy convenience or political agendas.


The Role of Developmental Psychology


For many years, developmental psychology has held a dominant influence over early childhood education. While this field provides a valuable lens, its overarching control may have led to inconsistencies in how play pedagogy is approached. In some instances, it appears that training for practitioners lacks depth, consistency, or is entirely absent when it comes to play-based learning approaches. This gap undermines the potential for a well-rounded and evidence-based application of play in educational settings.


Advocacy for Multi-Disciplinary Training


Recent voices in the field, such as Bradbury (2024) and Thompson (2024), stress the need for a multi-disciplinary approach to understanding and applying the pedagogy of play. They argue that training programmes must transcend traditional disciplinary boundaries to better equip practitioners. This multi-disciplinary perspective could foster a richer, more nuanced conversation about the role and importance of play in early education.


Call to Action


Given these insights, it is imperative to:


  1. Critically examine the research base that informs policy on play in education.

  2. Address gaps in practitioner training to ensure consistent and evidence-based application of play pedagogy.

  3. Embrace multi-disciplinary perspectives to deepen the understanding and implementation of play as a central component of early education.


By addressing these areas, the field can advance towards a more comprehensive and cohesive approach to play-based learning.


In conclusion, the ‘Pedagogy of Play in Early Years’ poster serves as both a critique of current practices and a call to action. It invites us to value play not as a means to an end, but as a vital and enriching experience that shapes the foundation of lifelong learning.




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