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More Than “Just Play”: Exploring Differing Perceptions of Play-Based Learning Among Educators
This study looks at how early childhood educators understand and use play-based learning in preschool and kindergarten classrooms. Even though many people agree that play is important for children’s learning and development, not all educators see or use play in the same way.
The goal of this study was to understand why this difference exists and what affects how play is used in the classroom. To do this, the study reviewed research articles published between 2015 and 2025. These studies were carefully selected and analyzed to find common ideas and patterns.
The results showed that most educators believe play is important, but they do not always use it in their daily teaching. This can happen for different reasons, such as pressure to focus on academics, different ideas about what play is, or not having enough training or support.
This study shows that educators may need more guidance and support to feel confident using play-based learning. By better understanding play, educators can create learning environments where children can explore, learn, and grow through play.
Study Findings
Study Findings
- Educators believe play is important
Educators know that play helps children learn and grow
Play supports thinking, social skills, and creativity
Many see play as a natural way for children to explore the world
There is strong support for play-based learning
- There is a gap between belief and practice
Educators believe in play, but it is not always used in the classroom
Play is sometimes seen as free time instead of learning time
Some educators are unsure how to connect play to learning goals
This creates a gap between what they believe and what they do
- Play is defined differently
Educators have different ideas about what play looks like
Some think play should be child-led and open-ended
Others think play should be more structured or guided
These differences lead to inconsistent use of play
- There are challenges in implementing play
Educators may not have enough time in the day for play
Large group sizes can make play harder to manage
There may be limited materials or resources
Some educators feel unsure how to support learning during play
- External pressures impact play
There is pressure to focus on academic skills
Curriculum expectations can limit time for play
Safety rules and schedules can restrict play opportunities
These pressures make it harder to use play in the classroom
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