WHAT IS PLAY BASED LEARNING?
WHAT IS PLAY\BASED LEARNING?
PLAY\BASED LEARNING PROVIDES OPPORTUNITIES FOR CHILDREN TO DEVELOP A SENSE OF
THE WORLD AROUND THEM THROUGH INQUIRY, EXPLORATION, INTERACTION AND
PROBLEM SOLVING.
?? Play develops childrens content knowledge and provides
children the opportunity to develop social skills,
competencies and disposi on to learn.1 When children
engage in real\life and imaginary ac vi es, play can be
challenging childrens thinking.2
?? Addi onally, children learn best through first\hand
experiences the purpose of play\ac ve learning is that it
mo vates, s mulates and supports children in their
development of skills, concepts, language acquisi ons/
communica on skills and concentra on.3
?? During play, children use all their senses, communicate
their thoughts and emo ons, explore their environment,
and connect what they already know with new knowledge,
skills and a tudes. They bring their language, customs and
culture into the classroom as they reveal themselves to
their classmates and teachers through play.
?? Play contributes to language acquisi on, early literacy,
conceptual learning, problem solving, large and small
motor skills and crea vity. Children are most recep ve to
learning during play and explora on, and are generally
willing to persist in order to learn something new or solve
a problem.
?? Teachers help enhance play\based learning by crea ng
environments in which rich play experiences are available.
Providing the right materials and crea ng a space that is
focused around the needs of the children in the room,
teachers become facilitators of child led learning. These
rich play experiences create powerful connec ons and
naturally build on all domains of a childs development.
?? Teachers must take advantage of their natural curiosity and
exuberance to guide their students toward topics and ideas
that interest them.
?? Play evokes innova on and crea vity as children explore
and experiment, clarify and construct knowledge leading to
a deep understanding that connects with their prior
knowledge. They are mo vated and empowered to take
ownership and responsibility for their own learning as the
desire to explore comes from a developing sense of
iden ty. In the NWT JK/K Curriculum, iden ty is grounded
in the Dene and Inuit cultures by bringing in values and
experiences
that are
unique to
the north
through
materials
and
ac vi es
that are
relevant to
where the
JK/K
program is
being o?ered.4
1
Wood, E. and J. A ield. (2005). Play, learning and the early
childhood curriculum. 2nd ed. London: Paul Chapman
2
Whitebread, D., Coltman, P., Jameson, H. & Lander, R. (2009).
Play, cogni on and self\regula on: What exactly are children
learning when they learn through play? Educa onal & Child
Psychology, 26(2), 40\52
3
Welsh Assembly Government. (2008). Play/ac ve learning:
Overview for 3\ to 7\year olds. Retrieved October 21st,
2012,from: h p://.uk/topics/educa onandskills/
earlyyearshome/founda on_phase/
founda onphaseprac oners/playac ve/?lang=en
4
Department of Educa on, Culture and Employment,
Government of the Northwest Territories (2014). Integrated
Kindergarten Curriculum: A Holis c Approach to Childrens
Early Learning, from h ps://.nt.ca/sites/
.nt.ca/files/resources/
kindergarten_curriculum_2014.pdf
Updated
January 2017
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