Frequently Asked Questions

It's easy to understand why many people associate play with early childhood. Young children often express their curiosity through imaginative, physical and exploratory play, making it highly visible. As children get older, however, play doesn't disappear - it changes. Games become more strategic, stories become more complex, investigations become more sophisticated, and experimentation becomes increasingly purposeful.

The same qualities that make play such a powerful way for young children to learn (curiosity, creativity, problem-solving, collaboration and persistence) continue to support learning throughout life. In fact, many of the skills we value most in adults, from innovation and critical thinking to teamwork and adaptability, are rooted in these same playful ways of thinking.

Play is not something children grow out of. More often, it is something education gradually stops recognising.

Want to explore this idea further? Read our What Is Play? and Why Play Matters Foundation pages.

This question assumes that play and learning are two separate things, when in reality, play is one of the most powerful contexts in which learning happens. As children build, create, negotiate, investigate and imagine, they are developing knowledge, skills and understandings that extend far beyond the activity itself.

The learning taking place during play is often less visible than a completed worksheet or test, but it is no less significant. Children are making predictions, testing theories, solving problems, developing language, applying mathematical thinking, regulating their emotions and collaborating with others; all while pursuing goals that are meaningful to them.

Play is not a break from learning, nor is it simply a reward for finishing 'real work'. When thoughtfully supported by a responsive teacher, it becomes a rich context in which children make sense of the world and develop the confidence and capability to continue learning.

Want to explore this idea further? Read our Why Play Matters, Quality Play and The Role of the Teacher Foundation pages.

Literacy and mathematics are not separate from play, they are woven naturally through it. As children pursue ideas that matter to them, they read, write, count, measure, estimate, compare, communicate and solve problems for authentic purposes.

A group designing a café may write menus, read orders, calculate prices and use money. Children building a bridge might measure lengths, compare heights, explore balance and test different solutions. During an investigation, they may record observations, create labels, use increasingly precise vocabulary or interpret information from books and other sources. In each case, literacy and mathematics become meaningful because they help children achieve something they genuinely care about.

This does not replace explicit teaching. Responsive teachers move between observation, play, discussion and direct instruction, introducing new knowledge and skills when they will have the greatest impact. Play and explicit teaching are not competing approaches; they work together to help children develop deep understanding as well as essential knowledge and skills.

Want to explore this idea further? Read our Why Play Matters and The Role of the Teacher Foundation pages.

Yes, but only when play is understood as a context for learning rather than an alternative to it. High-quality play does not sit outside the curriculum; it provides meaningful opportunities for children to develop the knowledge, skills and capabilities their curriculum expects.

A common misconception is that teachers must choose between covering the curriculum or allowing children to play. In reality, responsive teachers weave the two together. They observe children's interests, recognise the learning opportunities emerging through play and intentionally introduce new knowledge, skills and experiences that deepen understanding. There are also times when explicit teaching is the most appropriate approach, with those new understandings then being applied and strengthened through meaningful play.

The curriculum is not something teachers leave behind during play. It is something they thoughtfully bring to life through children's investigations, questions and experiences.

Want to explore this idea further? Read our The Role of the Teacher, Why Play Matters and Learning Environments Foundation pages.

It's tempting to judge the quality of play by what it looks like, but appearances can be misleading. A busy classroom isn't always a place of deep learning, just as a quiet group of children may be engaged in complex thinking and problem-solving.

Instead of asking, "What are the children doing?", it can be more helpful to ask, "What are the children thinking?" Are they asking questions, testing ideas, solving problems, collaborating with others, revisiting previous experiences or becoming increasingly absorbed in what they're doing? These are often stronger indicators of quality than the activity itself.

Quality play is not defined by expensive resources, elaborate set-ups or how long an activity lasts. It emerges when children are curious, challenged and actively making sense of the world, supported by a teacher who knows when to observe, when to participate and when to gently extend their thinking.

Want to explore this idea further? Read our Quality Play and Sustained Shared Thinking Foundation pages.

One of the biggest misconceptions about play pedagogy is that teachers simply step back and let children get on with it. In reality, teaching through play requires constant professional judgement and decision-making.

During play, teachers are observing children's thinking, listening to their conversations, noticing emerging interests, assessing learning, documenting progress and identifying opportunities to extend understanding. They are also making ongoing decisions about when to introduce new vocabulary, pose a thoughtful question, offer a different perspective or provide explicit teaching that builds on what children are trying to understand.

Sometimes the most valuable teaching happens through active participation. At other times, it comes from carefully observing without interrupting. Knowing when to step in, when to step back and when to think alongside children is one of the most important skills of a responsive teacher.

Want to explore this idea further? Read our The Role of the Teacher and Sustained Shared Thinking Foundation pages.

No. While choice is an important part of play, meaningful play is not the same as unlimited freedom. High-quality play takes place within environments that have been intentionally designed by teachers, with thoughtful routines, expectations and opportunities for learning.

Children exercise agency by making decisions, pursuing ideas, solving problems and contributing to their learning. At the same time, teachers remain actively involved. They introduce new experiences, extend children's thinking, establish boundaries that keep everyone safe and ensure learning remains purposeful and inclusive.

Rather than asking whether children can do whatever they want, a more useful question is whether children have meaningful opportunities to influence their learning. Agency is not about the absence of structure; it is about children having genuine ownership within a carefully considered learning environment.

Want to explore this idea further? Read our Agency and Choice, Learning Environments and The Role of the Teacher Foundation pages.

Direct instruction is a highly effective teaching approach for some learning goals. There are times when children benefit from clear explanations, modelling, guided practice and explicit teaching of new knowledge or skills. The question is not whether direct instruction works, it does. The more useful question is when it is the most appropriate approach.

Learning rarely happens through a single teaching strategy. Children need opportunities to be introduced to new ideas, practise developing skills and apply their learning in meaningful contexts. Play provides those contexts, allowing children to use, test and deepen what they have learned while also generating new questions that can become the focus of future teaching.

Rather than seeing direct instruction and play as competing approaches, responsive teachers draw on both. They make deliberate decisions about which approach will best support children's learning at any given moment, recognising that effective teaching is not about following a single method but about responding thoughtfully to the learners in front of them.

Want to explore this idea further? Read our Play Is Not the Opposite of Teaching, The Role of the Teacher and Why Play Matters Foundation pages.

There is no universal rule for how often teachers should intervene during play. The better question is not "How much?" but "Why?" Every interaction should have a clear purpose that supports children's thinking, wellbeing or learning.

Sometimes the most valuable decision is to simply observe. Children often need uninterrupted time to grapple with challenges, negotiate with others and develop their own ideas. At other times, a well-timed question, new piece of information, additional resource or explicit teaching moment can extend learning in powerful ways.

Responsive teaching is about noticing when children are ready for support and recognising when stepping in too quickly might interrupt the very thinking we hope to foster. Effective teachers continually move between observing, participating and teaching, making thoughtful decisions based on the needs of the learners and the opportunities emerging in the moment.

Want to explore this idea further? Read our The Role of the Teacher, Sustained Shared Thinking and Play Is Not the Opposite of Teaching Foundation pages.

Repetition is a natural and important part of learning. When children return to the same play over days or even weeks, they are often refining skills, testing ideas, developing confidence or working to understand something more deeply. What may look repetitive on the surface is frequently becoming more sophisticated over time.

At the same time, repeated play can also signal that children have reached the limits of their current knowledge or experiences. Rather than stopping the play, teachers can enrich it by introducing new materials, sharing new information, modelling unfamiliar ideas or creating opportunities that expand what children already know. In doing so, the play evolves while still remaining connected to the children's interests and intentions.

The goal is not to make children play something different every day. It is to ensure that their thinking continues to grow, even when the play itself remains familiar.

Want to explore this idea further? Read our Play Invitations, Loose Parts and The Role of the Teacher Foundation pages.

No. High-quality play is not determined by the cost of the resources or how impressive a classroom looks. Children learn through the opportunities they have to explore, imagine, create and solve problems; not through perfectly styled spaces or expensive equipment.

Many of the richest play experiences emerge from simple, open-ended materials that can be used in countless ways. Everyday objects, recycled materials and natural resources often provide more opportunities for creativity and problem-solving than highly specialised toys with a single purpose.

This doesn't mean the learning environment isn't important. It is. Thoughtful organisation, easy access to materials, clear routines and spaces that invite curiosity all influence how children learn. The goal is not to create a classroom that looks perfect, but one that reflects your values and supports children's thinking, agency and sense of belonging.

Want to explore this idea further? Read our Learning Environments, Loose Parts and Play Invitations Foundation pages.

Many parents want the very best for their children and naturally want reassurance that they are learning and making progress. Because many adults experienced education as teacher-led instruction, play can sometimes be misunderstood as simply 'having fun' or a break from learning.

One of the most important roles of the teacher is to make the learning visible. Sharing photographs, learning stories, examples of children's conversations and explanations of the thinking taking place during play helps families see the knowledge, skills and dispositions their children are developing. When parents understand the purpose behind play, they are much more likely to recognise its value.

Strong partnerships are built through ongoing communication rather than a single explanation. Inviting families into the learning journey, explaining the research that informs your approach and celebrating children's growth together helps build trust and a shared understanding of what meaningful learning looks like.

Want to explore this idea further? Read our Why Play Matters, Quality Play and The Role of the Teacher Foundation pages.

Assessment during play begins with noticing. By observing children's conversations, actions, questions and problem-solving, teachers gain rich insights into what children understand, what they are curious about and what they are ready to learn next.

Rather than relying on a single product or completed task, assessment during play draws on a range of evidence gathered over time. Teachers may use observations, photographs, conversations, work samples and learning stories to build a picture of each child's developing knowledge, skills and dispositions. These insights not only document learning but also inform future teaching, ensuring assessment and planning remain closely connected.

Play does not make learning harder to assess; it simply asks us to look beyond what children produce and pay closer attention to how they think, interact and make sense of the world.

Want to explore this idea further? Read our Quality Play, Sustained Shared Thinking and The Role of the Teacher Foundation pages.

Yes, but like any approach to teaching, its effectiveness depends on how thoughtfully it is implemented. High-quality play offers flexible ways for children to participate, communicate and demonstrate their learning, making it particularly valuable for learners with diverse strengths, needs and experiences.

Because play is responsive rather than one-size-fits-all, teachers can adapt materials, environments, expectations and levels of support to meet children where they are. Some children may benefit from additional structure or explicit teaching, while others need greater flexibility, sensory supports or alternative ways to communicate and engage. Responsive teachers continually adjust their practice to ensure every child has meaningful opportunities to participate, belong and succeed.

Play is not a strategy reserved for some children. It is a powerful context for inclusive teaching because it recognises that children learn, communicate and develop in different ways. The goal is not for every child to learn in the same way, but for every child to have equitable opportunities to learn well.

Want to explore this idea further? Read our Why Play Matters, The Role of the Teacher and Learning Environments Foundation pages.

You don't need to redesign your classroom or change everything overnight. The best place to start is by becoming more curious about children's thinking. Spend time observing, listening and noticing what captures their attention, the questions they ask and the strategies they use to solve problems. These moments provide valuable clues about where learning can go next.

As your confidence grows, you might begin making small changes to your learning environment, offering more open-ended materials, creating opportunities for greater choice or experimenting with play invitations that spark curiosity. Reflect on what you notice, adapt your approach and remember that developing a play pedagogy is an ongoing process rather than a destination.

Like children, teachers learn through experience. Play pedagogy is not about getting everything right from the beginning. It is about continually observing, responding, reflecting and refining your practice in ways that create richer opportunities for children to think, learn and flourish.

Want to explore this idea further? We recommend starting with What Is Play?, Why Play Matters and The Role of the Teacher before exploring the rest of the Foundations of Play series.