Reclaiming play in early education

Play is at the heart of early childhood. It’s how children learn, explore, and connect with the world.

The Play Matters document, then, is a call to value play for our youngest children. The guide has been written for parents, early childhood educators and professionals, and policymakers to both recognise and uphold the fundamental role of play in early childhood. By fostering play-rich environments and advocating for policy change, the guide aims to build a future where play is not only valued, but actively supported across all early childhood settings.

The Play Matters project is built upon four key objectives:

Advocacy for play – Championing the importance of play in all aspects of children’s lives and advocating for an early childhood sector that prioritises both play and the child.

Practical guidance – Providing early childhood professionals, parents, and caregivers with accessible resources to integrate play into daily routines and learning experiences.

Influencing policy – Encouraging policies and practices that position play as a fundamental component of child development and wellbeing.

Community building – Fostering environments where every child has the opportunity to engage in joyful, meaningful play that supports creativity, social and emotional growth, and learning.

Research consistently underscores the significance of play in early childhood development, shaping social, cognitive, emotional, and physical growth. Play is a natural and fundamental aspect of learning, providing children with the opportunity to interact with their environment, solve problems, and develop interpersonal skills.

The Play Matters guide highlights the vital role of play in a child’s development and advocates for its integration into early years education. (Bradbury, et al 2025)

Play serves as a powerful tool for fostering social and emotional wellbeing. Through play, children engage in shared experiences, learning how to navigate relationships, resolve conflicts, and build trust with peers and adults alike.

Research has shown that playful interactions help children develop emotional resilience, equipping them with the ability to manage their emotions and respond to challenges in adaptive ways (Bradbury & Grimmer, 2024). Dramatic and imaginative play, for instance, allows children to explore different perspectives, practice empathy, and strengthen their communication skills. Role-playing scenarios, whether acting out daily life experiences or engaging in fantasy worlds, support children in understanding social norms, developing cooperation skills, and building confidence in social interactions. Moreover, unstructured play encourages independence, fostering self-regulation and the ability to navigate complex emotional landscapes.

The link between play and cognitive development is well established. Play is not merely a leisure activity; it is a fundamental mode of learning that enhances problem-solving abilities, creativity, and critical thinking.

Theoretical perspectives – such as Kolb’s (1984) experiential learning model – suggest that children make sense of the world through active engagement and exploration. When children manipulate objects, experiment with materials, or engage in construction play, they develop spatial awareness and cognitive flexibility. Likewise, Frost, Wortham, and Reifel (2012) emphasise the role of play in refining executive functioning skills, including memory, attention, and planning. Physical play, such as climbing, jumping, and running, is equally essential in the development of gross motor skills, balance, and co-ordination. Fine motor skills are enhanced through activities like drawing, threading beads, and manipulating small objects. Encouraging active play not only contributes to cognitive and physical development but also instils lifelong opportunities of movement and wellbeing.

High-quality play experiences in early childhood lay the groundwork for long-term academic success and lifelong learning. Research has demonstrated that children who engage in rich play experiences exhibit greater curiosity, problem-solving skills, and intrinsic motivation for learning.

Bransford, Brown, and Cocking (2000) highlight that play fosters deep learning by encouraging children to test hypotheses, experiment with new ideas, and engage in self-directed inquiry. Environments that nurture playful learning contribute to language acquisition, literacy, and numeracy skills by allowing children to engage with stories, symbols, and mathematical concepts in handson ways. Moreover, children who experience play within their education in their early years often demonstrate higher levels of academic achievement in later schooling, as they develop the ability to think critically, work collaboratively, and adapt to new challenges with confidence.

Additionally, the benefits of play extend beyond school, shaping lifelong cognitive flexibility and problem-solving capabilities that are essential for navigating the complexities of the modern world.

Despite overwhelming evidence supporting the importance of play, current education policies often place a greater emphasis on structured instruction and standardised assessments, reducing opportunities for playful learning. Albin-Clark and Archer (2023) argue that the increasing focus on academic outcomes sidelines the holistic development of children, limiting their access to play-centred pedagogies. In many educational settings, play is often viewed as secondary to ‘real learning’ rather than being recognised as an essential vehicle for knowledge construction. The pressures of early academic targets and rigid curricula leave little room for child-led exploration, creativity, and hands-on learning.

This shift towards formalised instruction at younger ages has sparked concerns among educators and researchers who advocate for a balanced approach and one that acknowledges the vital role of play in fostering well-rounded development. Policy changes are needed to ensure that play remains central in early years education, safeguarding children’s right to learn through meaningful, self-directed experiences.

Download your free copy of Play Matters here: bit.ly/U5PlayMatters.

Albin-Clark, J., & Archer, N. (2023) Playing social justice: how do early childhood teachers enact the right to play through resistance and subversion? Prism, 1-22.

Bradbury, A., Wright, D., Boardman, K., Thompson, P., Jarvis, P., Cowley, S., Veale, V., Wayne, D., Swailes, R., Scollan, A., Grimmer, T., & Renshaw, K. (2025) Play Matters. Available at: https://www.early-years-reviews.com/playmatters Bradbury, A., & Grimmer, T. (2024) Love and Nurture in the Early Years. London. Learning Matters.

Bransford, J.D., Brown, A.L., & Cocking, R.R. (2000) How People Learn: Brain, Mind, Experience, and School: expanded Edition. Washing DC: The National Academies Press.

Kolb, D. (1984) Experiential Learning: Experience of the source of learning and development. FT press.