Play is more than just fun — it is how children make sense of the world, develop confidence, build relationships and grow into capable learners.
Play Is the Foundation of Learning
Early childhood research shows that play supports all areas of children’s development — social, emotional, physical, language and cognitive. Through play, children:
- explore ideas and solve problems,
- express feelings and build resilience,
- develop communication skills,
- and learn how to collaborate with others.
The Early Years Learning Framework (EYLF) recognises play-based learning as essential to children’s learning, supporting all five learning outcomes, including children’s sense of identity, wellbeing, confidence and communication.
Natural Materials Encourage Curiosity and Connection
Natural materials such as leaves, sticks, stones, sand, water and wood invite children to explore using their senses. These materials:
- encourage creativity and imagination,
- support calm, focused engagement,
- help children develop respect for the natural environment,
- and promote sustainable thinking.
Research shows that access to natural play materials supports children’s wellbeing and deepens learning. The EYLF also emphasises children’s connection to nature as an important part of learning and identity.
Open-Ended Resources Support Creativity and Problem-Solving
Open-ended resources are materials with no fixed outcome — children decide how they are used. Examples include:
- blocks and loose parts,
- recycled and natural materials,
- art and construction resources.
These resources allow children to experiment, revisit ideas and extend their thinking over time. Studies consistently show that open-ended play encourages higher-order thinking, creativity and persistence.
Books Build Language, Identity and Understanding
Sharing books supports children’s language development and emotional growth. Books that reflect:
- different cultures and family structures,
- diverse abilities and experiences,
- familiar places and stories,
help children feel seen, valued and connected. When children recognise themselves — and others — in stories, they develop empathy and a strong sense of identity.
Books can also be woven into play, such as retelling stories, creating characters or acting out events, making learning meaningful and engaging.
Identity and Multiple Perspectives in Play
Play gives children opportunities to explore who they are and how they belong. Through role play, storytelling and creative expression, children:
- explore family roles and community experiences,
- share their own perspectives,
- learn to respect differences and similarities.
The EYLF highlights the importance of children developing a strong sense of identity and understanding that there are many ways of seeing and experiencing the world. Play supports this by allowing children to express their ideas, cultures and lived experiences.
Learning Grows From Children’s Interests
Children learn best when play is built around what interests them. When educators and families observe and respond to children’s ideas:
- engagement increases,
- confidence grows,
- learning becomes deeper and more meaningful.
Interest-based play also supports children’s agency — their ability to make choices and influence their learning, which is a key principle of the EYLF.
Quality Learning Environments Matter
Under the National Quality Framework (NQF), high-quality early learning services provide environments that are safe, inclusive and responsive. These environments offer:
- natural and open-ended materials,
- rich language and literacy experiences,
- opportunities for children to explore identity, culture and perspectives through play.
A Message for Families
Play is essential learning.
When children have time, space and resources to play with natural materials, open-ended resources and meaningful books — guided by their interests and identities — they develop the skills they need to thrive now and in the future.
References
- Australian Government Department of Education. (2022). Belonging, Being and Becoming: The Early Years Learning Framework for Australia (Version 2.0).
- Australian Children’s Education & Care Quality Authority (ACECQA). (2020). National Quality Standard.
- Ginsburg, K. R. (2007). The importance of play in promoting healthy child development. Pediatrics, 119(1), 182–191.
- Edwards, S., Cutter-Mackenzie, A., & Moore, D. (2013). Environmental education and play-based learning. Australian Journal of Early Childhood.
- Weisberg, D. S., Hirsh-Pasek, K., & Golinkoff, R. M. (2013). Guided play: Where curricular goals meet a playful pedagogy. Mind, Brain, and Education, 7(2), 104–112.