Play-based learning

Play is a very important aspect of learning. As an educator, I have always believed that play is a fundamental component in childhood educaton. However, increasing demands for teacher accountability and measurable results in prekindergarten and kindergarten are pushing play to the margins of the curriculum. On the other hand, nowadays we can find different approaches  that are child-cntered, encourages autonomy and promotes not only critical thinking, but also the development of social, cognitive and motor development. 

Play has captivated the attention of child development and learning scholars, psychologists, and educators. Jean Piaget (1962) and Lev Vygotsky (1978) were pioneers in connecting play with cognitive development. detailed review of multiple studies on play has shown that it supports progress in areas such as verbal skills, vocabulary, language comprehension, attention span, imagination, concentration, impulse control, curiosity, problem-solving strategies, cooperation, empathy, and group participation (Smilansky & Shefatya, 1990). Recent research reinforces the strong relationship between high-quality play during the preschool years and children's readiness for formal education (Bowman, Donovan, & Burns, 2000; Ewing Marion Kauffman Foundation, 2002; Shonkoff & Phillips, 2000). Furthermore, there is evidence that play is linked to children's ability to acquire academic skills, including literacy and numeracy. For example, children's involvement in pretend play has been positively associated with skills such as text comprehension, metalinguistic awareness, and an understanding of the purposes of reading and writing (Roskos & Christie, 2000).

Make believe play

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