The potential and power of learning through play
What does it mean to learn through play?
Learning through play is complex and often misunderstood.
Images of play show children together, jumping or skipping, or with an adult, building with blocks. In contrast, images of learning, show a child alone with a book, or in a classroom listening to a teacher. We have two very different ideas in mind when we think about play and learning.
When we combine them, we seek to harness the best of both ideas – the joy, spontaneity, freedom and movement of play with the shifts in thinking, growth and change associated with learning. We aim to make visible the connection between play and learning.
Learning through play with others
When we play together, we benefit from being with others – the joy of relating, sharing ideas and creating new ones together. It feels good and it is good for us to connect with people – this is proven through studies revealing the brain chemicals that are released when playing together and the positive contribution this makes to our mental health and wellbeing. We connect and communicate through speech and body language. We share, take cues from each other, listen, console, encourage and take turns, developing important skills such as empathy and emotional regulation.
Learning with others at school
Let’s now take this idea to the classroom. How can we learn with and from each other at school? On this, the evidence is strong. Our peers can motivate us to attend school, achieve more, extend our friendship groups and provide feedback on our learning. In addition, when teachers and learners build strong relationships, the impact on learning is high.
But what of play? How does playing with others fit in the classroom, with its desks, schedules, curriculum and lesson plans? How can spontaneous, joyful, free exploration belong in this environment?
Balancing instruction and exploration
The answer is found in research that shows how structure and guidance support learning just as much as freedom and exploration – that learners always benefit from a balance of instruction and self-direction and this balance is determined by what we are trying to learn, how and for what purpose.
These findings and more were revealed in the Learning through play at school report, authored by Global Play Lab’s Founder, Rachel Parker, and Associate Bo Stjerne Thomsen. The report unpacks the role, benefits and enabling factors for effective playful learning at school.
A related journal article, which presents a framework for policy and practice at school, has been viewed and downloaded more than 350,000 times.