2.2: The Importantance of Play and the Teacher's Role

Learning Objectives

After reading this chapter, students will be able to

• Define play
• Discuss the importance of play in learning
• Explain the teacher's role in play
• Identify ways teachers can foster play

Introduction

Play is a fundamental aspect of childhood that goes beyond mere entertainment. It serves as a crucial mechanism for learning and development. Through play, children engage in activities that inspire imagination, facilitate creativity, foster problem-solving skills, and promote the development of new abilities. It builds confidence and self-esteem, allows for free exploration of the environment, and encourages learning through hands-on and sensory experiences.

Research has shown that moments often dismissed as "just play" are actually significant opportunities for active learning (Hirsh-Pasek et al. 2009; Jones and Reynolds 2011; Zigler, Singer, and Bishop-Josef 2004; Elkind 2007). During play, children explore the physical properties of materials and experiment with various actions, transformations, and representations. This active engagement with their surroundings begins from birth and continues to shape their understanding of the world.

This perspective on play as a vital component of learning informs the role of educators working with young children from birth to five years old.

Observing and Listening:  The Beginning of Teaching and Learning

Early childhood teaching and learning begin with teachers watching and listening to discover how infants and young children actively engage in making sense of their everyday encounters with people and objects. When teachers observe and listen with care, infants and young children reveal clues about their thinking, their feelings, or their intentions. Children’s actions, gestures, and words illuminate what they are trying to figure out or how they attempt to make sense of the attributes, actions, and responses of people and objects. Effective early childhood teaching requires teachers to recognize how infants and young children actively search for meaning, making sense of ideas and feelings.

Figure \(\PageIndex{1}\): This teacher has an opportunity to discover how this child is understanding her experience.¹

When teaching is viewed in this light, children become active participants alongside teachers in negotiating the course of the curriculum. Families who entrust their children to the care and guidance of early childhood teachers also become active participants in this process. Shared participation by everyone in the work of creating lively encounters with learning allows a dynamic exchange of information and ideas—from child to adult, from adult to child, from adult to adult, and from child to child. The perspective of each (child, family, teacher) informs the other, and each learns from the other. Each relationship (child with family, child with teacher, child with child, and family with teacher) is reciprocal, with each participant giving and receiving from the other and each adding to the other’s learning and understanding.² The image below shows the reciprocal, back-and-forth nature of teaching and learning.

Figure \(\PageIndex{2}\): Each perspective informs the other.3

The Importance of Play

The Educators’ Guide to the Framework for School Age Care in Australia discusses the benefits of play:

Play is a valued process, not only for enjoyment and leisure but also for learning. Through play, children develop a sense of identity and an understanding of their social and cultural worlds. Children use play to explore and understand cultures, communities, and friendships. We gain a lot through playing, not just as children but also as adults.

Recent brain research has heralded the benefits of a stimulating, play-based environment in encouraging the brain to grow and develop (Diamond 1988). Low stress levels and high engagement combine to nourish neural development. Research by Vandell and others (2005) demonstrates how school-aged care environments achieve this through the combination of high intrinsic motivation and challenge, effort, and enjoyment. Lester and Russell (2009) identified the flexibility and plasticity of the brain, which develops through play and increases the potential for learning later in life.

The intellectual and cognitive benefits of playing have been well documented. Children who engage in quality play experiences are more likely to:

• Have well-developed memory skills and language development,
• Have the ability to regulate their behavior, leading to enhanced adjustment to school and academic learning.

Play also provides children with an opportunity to just ‘be’.⁴

Pause to Reflect

What does it mean to just be? Consider a time, either as a child or an adult, when you had an opportunity to just be. What facilitated the opportunity? What feelings did you experience? What might this mean for young children?

Supporting Learning Through Play

As we learned in the previous section, play is much more than fun—it’s a vital way that children explore the world, experiment with ideas, and build important skills. When children play, they aren’t just passing time; they are actively discovering how things work and how to interact with others. Research shows that play-based environments help lower stress, encourage creativity, and even support brain development, setting a strong foundation for future learning. ​But how do teachers plan and support play to foster growth and development? What strategies can be used to transform everyday play into rich learning experiences that build on children’s natural curiosity?

Supporting Play in the Classroom

Creating a supportive play environment means more than just filling a room with toys. It involves:

Selecting Materials and Equipment:

• Variety of Tools: Teachers choose a variety of tools and open-ended materials that invite children to explore, experiment, and use their imaginations. These resources are carefully selected to be safe, age-appropriate, and engaging. The idea is to offer materials that stimulate curiosity and allow for a wide range of activities—from role-playing and problem-solving to creative construction.

Designing a Stimulating Environment:

• Thoughtful Arrangement: An effective learning space is thoughtfully arranged so that every corner of the classroom encourages exploration. Whether it’s a cozy reading nook, a well-stocked play area, or an outdoor space for active play, the environment is set up to support children’s natural desire to learn by doing. Such spaces give children the chance to test ideas, interact with peers, and gradually build confidence in their abilities.

Being Intentional:

• Purposeful Actions: Teachers act purposefully with a clear goal and a well-thought-out plan when setting up and facilitating play. For example, when offering dress-ups, educators provide a wide selection of costumes to ensure that all children have opportunities to engage in rich group play and to promote respect for diversity and choice. This intentional approach involves explaining what and why resources are chosen, establishing routines, and arranging materials in a way that minimizes conflicts over sharing while maximizing creative exploration.

The Teacher’s Role: Before, During, and After Play

How do teachers plan and support play to foster growth and development? What strategies can be used to transform everyday play into rich learning experiences that build on children’s natural curiosity?

In reality, teachers do much more than simply watch children or check their phones from the sidelines—they engage in a thoughtful, proactive process of designing, facilitating, and reflecting on play. Every play session is carefully planned and executed with clear objectives in mind, ensuring that children are supported, challenged, and encouraged to explore, create, and learn. Explore how they do this below.

Before Play: Teachers lay the groundwork for a successful play session by carefully planning and preparing the environment. This proactive process ensures that children have everything they need to explore, experiment, and learn during play.

Planning and Preparation:

• Preparing the Environment:
  • Select and rotate materials that match children’s interests and developmental needs.
  • Arrange the classroom to be inviting, safe, and stimulating, creating areas for both group and individual activities.
• Scheduling Uninterrupted Time:
  • Set aside dedicated play sessions—typically between 30 and 90 minutes—so that children can fully immerse themselves in their activities without feeling rushed.
• Setting Learning Objectives:
  • Identify potential learning outcomes or skills to support during play, such as problem-solving, collaboration, or creativity.
  • Plan a balance between free exploration and guided discovery to extend children’s learning.
• Anticipating Needs and Safety:
  • Ensure materials are easily accessible and that the play area is free of hazards.
  • Organize supplies and equipment in a way that promotes independence and smooth transitions between activities.

By thoroughly planning and preparing the play environment, teachers create the essential conditions that allow children to engage in meaningful, self-directed learning experiences. The vignette below shares how one preschool teacher plans for play.

Vignette:  Preparing for Play

Laying the Groundwork for a PLAY: Community Play Centers

In preparation for exciting “Community” play centers, Ms. Rivera begins by carefully planning and setting up her classroom. She selects a diverse range of materials that will later allow children to explore various community roles. For instance, she gathers costumes representing firefighters, doctors, teachers, and store clerks, along with props such as toy money, miniature vehicles, maps, and art supplies for creating community badges. Each item is chosen not only for safety and age-appropriateness but also for its ability to spark curiosity and support a wide range of imaginative activities.

Ms. Rivera then thoughtfully arranges her classroom into a stimulating “Community Corner.” She creates distinct areas—a cozy reading nook stocked with books about local heroes, an art station for designing personalized items, and a designated space for role-play—that invite children to interact and explore at their own pace. In addition, she schedules a dedicated, uninterrupted play session of 60 minutes, ensuring that the children will have ample time to fully immerse themselves in the experience without feeling rushed.

Beyond physical preparation, Ms. Rivera sets clear learning objectives for the session. She identifies the skills she hopes the children will develop, such as problem-solving, collaboration, and an understanding of community roles, and she plans a balance between free exploration and guided discovery. By anticipating potential safety issues and ensuring that all materials are easily accessible, she organizes the space in a way that promotes independence and smooth transitions between activities.

Through this meticulous and intentional planning, Ms. Rivera creates a foundation that not only supports the children’s immediate play experience but also sets the stage for meaningful, self-directed learning.

During Play

Teachers play an active role during play, engaging with children to guide their learning while fostering independence and creativity. They work to ensure that every play session becomes a rich opportunity for exploration and growth.

Observing and Guiding

Observing:

• Monitor Children Closely: Understand what interests them.
• Identify Challenges: Recognize difficulties they might encounter during play.

Encouraging Inquiry:

• Ask Open-Ended Questions: Prompt deeper thinking and creativity (e.g., “What do you think will happen if…?”).
• Invite Reflection: Encourage children to reflect on their choices and explore new ideas.

Mediating and Supporting:

• Conflict Resolution: Step in when conflicts arise to help children negotiate and resolve issues.
• Extend Learning: Offer suggestions or new perspectives without taking over the play.

Promoting Independence:

• Space for Experimentation: Allow children to learn from their own discoveries.
• Ensure Each Child’s Voice is Heard: Support individual expression and exploration.

Fostering a Positive Environment

Role Modeling:

• Act as a Positive Example: Demonstrate how to engage with materials and play activities.
• Model Learning Activities: Show clear strategies and techniques step-by-step.

Selective Participation:

• Enhance Learning: Join in the play only when it enhances the learning experience.
• Connect Ideas to Real-World Concepts: Encourage children by linking their ideas to broader concepts.

Extending Learning:

• Introduce Additional Materials: Modify activities to build on children’s interests.
• Provide Gentle Guidance: Help children make connections between their play and broader learning objectives.

By employing these strategies during play, teachers ensure children are supported in their exploration, build confidence, and develop critical social and problem-solving skills. These detailed steps help make every play session a meaningful and enriching learning experience. The vignette below highlights the roles Ms. Rivera assumes while the children are engaged in play.

Vignette: Teacher Engagement During Play

During the “Community” play centers, Ms. Rivera actively engages with her students as they immerse themselves in role-playing and creative exploration. She moves around the room, carefully observing how the children interact with the diverse costumes, props, and play stations she has set up. As she watches, she notes which community roles spark the most curiosity and where a few children might be facing challenges in negotiating roles or sharing materials.

Ms. Rivera gently steps in to encourage inquiry, asking open-ended questions such as, “What do you think will happen if we try a new role?” or “How can you use this costume to show what a community helper does?” Her questions prompt the children to reflect on their choices and experiment with new ideas. When conflicts arise, she mediates calmly, offering suggestions and guiding the children to negotiate solutions on their own, ensuring every voice is heard.

Throughout the session, Ms. Rivera models learning by demonstrating how to use a prop correctly or by showing a step-by-step example of a game, effectively connecting their imaginative play to real-world concepts. She participates selectively, joining in when it enhances the learning experience, but always allowing the children the space to lead their own play. Additionally, as new interests emerge, she introduces extra materials or tweaks the activity on the fly, reinforcing that learning is an ever-evolving process. In doing so, Ms. Rivera fosters an environment where independence and creativity thrive, making every moment of play a rich opportunity for exploration and growth.

Play Facilitation⁵

During play, you can...

Be a player. Take on a role in the play and follow the children's lead. 

Be a mirror. Describe in detail what the children are doing, using rich vocabulary. E.g., "You're drawing a curved yellow line using the thin paintbrush..." 

Be a connector. Scaffold children to connect with each other around a common goal or play theme. 

Be a steering wheel. When play becomes unproductive, repetitive, or unsafe, steer it back in a positive direction. 

Be a rubber band. Stretch and extend the play through open-ended questions, embedding vocabulary, and reinforcing the teaching of concepts. Try the question stems below. 

Be a documenter. Record learning processes in order to deepen and extend learning. 

Questions to Extend Play and Deepen Thinking:

• How did you create this?
• What part did you do first? What could you add?
• What else could you try?
• Tell us more about your (painting, structure, game…)
• What do you wonder?
• What do you notice about (that structure, object, etc.)?
• What do you think is going on?
• Why do you think that?
• What might happen if….?
• What is the problem? What ideas do you have to solve that problem?
• Can you teach me/us how to…?

After Play

Reflecting and Documenting: A teacher’s work is not done once play ends; the teacher’s work continues in several important ways.

After Play: Teacher's Next Steps

Reflecting on the Session:

• Document Observations: Note how children interacted with each other and with the materials.
• Resource Effectiveness: Identify which resources sparked interest and which did not.
• Challenges and Conflicts: Record any challenges or conflicts that arose during play.

Analyzing Learning Outcomes:

• Evaluate Objectives: Assess whether the play activities met the intended learning objectives.
• Skill Development: Consider what skills (social, cognitive, motor) were developed or need more support.

Communicating with Stakeholders:

• Share Observations: Provide key observations and progress reports to parents through brief reports or discussions.
• Collaborate with Colleagues: Discuss successful strategies and areas for improvement with fellow educators.

Planning for Future Activities:

• Adjust Themes: Modify or expand on themes that engaged the children, introducing new, related materials if needed.
• Revise Classroom Setup: Make changes based on observed challenges and successes.
• Develop New Activities: Create new activities that build on children’s interests and address any identified gaps.

Self-Reflection and Professional Growth:

• Reflect on Practices: Evaluate personal teaching practices and intervention strategies used during play.
• Professional Development: Identify opportunities for professional growth to enhance play facilitation skills.

These detailed steps ensure that the teacher’s role continues to support and enhance the learning experience even after play has ended.

Adjusting the Environment

Feedback from play is used to adjust the classroom setup and materials:

Adjusting the Environment: Key Considerations

Expand Themes:

• Add Related Materials: If a resource captures children’s imagination, introduce new, related materials to build on that interest.

Increase Supplies:

• Ease Sharing: Duplicate materials or add extra supplies to ensure every child has access.

Reconfigure Layout:

• Define Areas: Create more defined spaces for group activities and individual work.
• Promote Collaboration: Adjust seating arrangements to enhance collaboration and reduce distractions.

Update Visuals:

• Refresh Displays: Update posters and displays to match current themes and projects.

Improve Storage:

• Accessible Solutions: Use flexible, accessible storage solutions so that materials are easy for children to reach.

Optimize Environment:

• Comfortable Space: Adjust lighting or reduce noise levels to create a comfortable, focused space for play.

These steps help ensure that the classroom environment evolves to meet each child’s learning and developmental needs. The vignette below shows how Ms. Rivera is a reflective teacher after the children are done playing.

Vignette: Reflecting and Adjusting After the Community Play Centers

After the “Community Celebration” play session concludes, Ms. Rivera shifts into a reflective mode to ensure that every learning opportunity is captured and built upon. She gathers her observations, noting how children interacted with the diverse costumes, props, and play areas. Ms. Rivera documents which resources sparked curiosity and engagement, and she carefully records any challenges or conflicts that arose, such as difficulties sharing limited costumes or negotiating roles. This detailed reflection not only helps her evaluate whether the session met its objectives (like fostering problem-solving, collaboration, and community awareness) but also guides her in assessing the development of social, cognitive, and motor skills.

Following her observations, Ms. Rivera collaborates with colleagues and communicates with parents by sharing key insights from the session. She discusses what strategies worked well and identifies areas needing improvement. With this feedback, she plans for future activities by adjusting or expanding on themes that captured the children’s interest—for instance, by introducing additional role-play materials or redesigning the “Community Corner” to allow for smoother group interactions. Additionally, Ms. Rivera makes thoughtful adjustments to the environment: expanding themes with new, related resources; increasing supplies to ease sharing; reconfiguring the layout for better collaboration; updating visual displays to reflect current projects; and optimizing lighting and noise levels to create a comfortable, focused space. This comprehensive process of reflection, communication, planning, and environmental adjustment ensures that every play session continuously evolves to meet each child’s learning and developmental needs, thereby laying a robust foundation for lifelong learning.

Play and Developmentally Appropriate Practice (DAP)

Before concluding, it is important to recognize that effective play-based learning is rooted in intentional, developmentally appropriate practice (DAP). According to the National Association for the Education of Young Children’s Position Statement, “The core of developmentally appropriate practice lies in… intentionality, in the knowledge that practitioners consider when they are making decisions, and in their always aiming for goals that are both challenging and achievable for children.” In order to achieve this, educators draw on three critical areas of knowledge:

• Age-Appropriateness: Using what is known about child development and learning in general.
• Individual-Appropriateness: Understanding each child as an individual and being responsive to their unique needs.
• Social- and Cultural-Appropriateness: Considering the social and cultural contexts in which children live.

Frameworks like Head Start and WMELS emphasize that every child is unique, learns within relationships, and thrives when emotionally and physically secure. They build on Developmentally Appropriate Practice (DAP) principles. These concepts will be explained in future chapters.

Conclusion

In summary, play is far more than mere fun—it is an essential process through which children actively explore their world, experiment with ideas, and build vital skills. Teachers intentionally create play environments by selecting engaging, age-appropriate materials and designing spaces that encourage exploration, collaboration, and creative problem-solving. This intentional approach is at the heart of developmentally appropriate practice (DAP), which emphasizes planning with clear goals based on what is known about child development, individual needs, and the social and cultural context of learning. As the National Association for the Education of Young Children’s Position Statement explains, DAP is rooted in intentionality, with educators purposefully making decisions to provide experiences that are both challenging and achievable.

By carefully planning, actively facilitating, and continuously reflecting on play experiences, teachers ensure that each session not only nurtures children’s natural curiosity but also builds a robust foundation for lifelong learning.

References

1. Image Source by the California Department of Education is used with permission
2. The Integrated Nature of Learning by the California Department of Education is used with permission (pg. 5);
3. Content by Clint Springer is licensed under CC BY 4.0
4. President and Fellows of Harvard College. Developed by Pedagogy of Play at Project Zero. Funded by the LEGO Foundation, the work is licensed under Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International.   Inspired by Powerful Interactions and by the Opal School’s Asking Big Questions tool
5. Australian Government Department of Education (n.d.) Educator My Time, Our Place. Retrieved from files.acecqa.gov.au/files/National-Quality-Framework-Resources-Kit/educators_my_time_our_place.pdf
6. Head Start Early Learning Outcomes Framework(opens in new window) by the U.S. Department of Health and Human Services(opens in new window) is in the public domain
7. Wisconsin Model Early Learning Standards