Part 1: Playful Learning is not just for K: Reimagining Learning Beyond Kindergarten

As a parent, I’ll never forget the joy my son brought home from kindergarten—his excitement about using clay to learn about the letters of the alphabet, inventing and acting out stories, or playing “vet” during free play. Little did he know that through these purposeful play stations, he was developing muscle memory for the alphabet, building literacy skills by crafting imaginative narratives, and fostering empathy as he cared for stuffed animals in the “vet clinic.” His days were filled with curiosity, creativity, and a deep love for learning through play. But when he started first grade, that spark dimmed. One day, he came home and said, “I have a feeling we’re not going to play anymore.” My heart sank. Why does the magic of playful learning have to stop?

I also stand on the other side of the fence. As a former high school teacher, I know how it feels to have a curriculum to follow, to prepare students for ministerial exams, and to ensure they’re “ready” for the next grade. The pressure to focus on outcomes often overshadows the joy of the process.

However, as I watched my son’s enthusiasm for school shift during that transition from K to grade 1, I realized how vital it is to advocate for playful learning in every grade. Play doesn’t just belong in the early years—it belongs in every classroom.

Many of us, as parents, students or teachers, can relate to this: seeing young children’s joy, creativity, and wonder gradually dim as they navigate the traditional school system. Activities like dramatic play are often tasks such as running records and, eventually, examination prep. Yet, the truth is that our innate desires to play, create and wonder never truly disappear. Think about your own passions – whether it’s gardening, painting, playing music, or exploring new hobbies. These activities often tap into that same sense of playfulness and curiosity we experienced as children and are frequently tied to our most engaged learning experiences.

The Research Behind Play

Research highlights the numerous health, social, physical, and cognitive benefits of play. Regular play has been shown to reduce stress and improve emotional regulation (Ardelean, Smith & Russell, 2021). It also fosters strong communication and socialization skills, including negotiation and problem-solving skills, while enhancing physical fitness, motor skills and balance (Ardelean, Smith, & Russell, 2021). Additionally, play can increase classroom attention, especially for children diagnosed with attention difficulties (Ardelean, Smith, & Russell, 2021).

The cognitive and academic benefits of play are equally compelling. For instance:

• Playing with blocks in early childhood enhances counting, classifying, and pattern recognition skills.
• Sociodramatic play builds vocabulary and storytelling abilities, contributing to literacy development, but also a deepened comprehension as well as empathy for characters.
• Playful lessons promote creativity and help children grasp abstract concepts, such as environmental phenomena.

“Indeed, children who participate in play-oriented early childhood classrooms show long-term academic gains. Research in primary- and middle-year classrooms also demonstrates links between play and the acquisition of academic skills, deepening content knowledge in the domains of mathematics, literacy, science, and computer technology.” (Mardell, Ryan, Krechevsky, Baker, Schulz, and Constant, 2023, p.39)

Play in Québec Classrooms

“Play isn’t something children do outside of learning; it is how they learn” – Ana Ardelean, OPAL Play Worker, What is Free Play?

The new 2021 Preschool program in Québec emphasizes the educational power of free play. During a typical day, students engage in two 45-60-minute blocks of continuous free play. It is important to note that even though it’s called ‘free play,’ it is, in fact, not without purpose. It allows children to process and reinforce what they are learning in content areas and working on in terms of developmental skills.

During our recent free play-themed Open Creative Space day with Donna Skea, a Vanier Early Childhood Education teacher and fieldwork supervisor, educators explored how to create purposeful free-play stations. These stations enable teachers to observe students’ curriculum competencies and developmental skills. Just like everything we do in our classrooms, all play has a purpose, and a key takeaway from that session was backward design; educators first identify the competencies they wish to observe and then create free play stations that naturally prompt students to practice and refine those skills or knowledge. Many teachers expressed how crucial this time was to their students and also their assessment practices. Some noted that free play provides invaluable insights into students’ abilities, particularly for introverted children who may appear more relaxed and authentic during such activities. 

However, as children transition to first grade, the emphasis shifts from playful exploration to a more structured academic focus. This shift is often influenced by increased academic expectations, notably the pressure to read and write fluently by the end of Cycle 1, as well as a shift towards more structured classroom environments. While these factors are understandable, it’s essential to remember that play remains a powerful learning tool that fosters many cross-curricular competencies like problem-solving and collaboration skills and the ability to exercise creativity.

Furthermore, traditional assessments may not fully capture the range of a child’s abilities, particularly for those who struggle to express themselves in structured settings. This raises an important question: How might our assessment practices evolve if we prioritized free or purposeful play as a more significant part of the learning experience?

Call to Play with Purpose

Play isn’t just for young children. Research has even shown a strong correlation between adult play, discovery and innovation (Mardell, Ryan, Krechevsky, Baker, Schulz, and Constant, 2023). So why is play often relegated to ‘free time’ or used as a reward system when it has the potential to significantly enhance learning across all subjects and grade levels? What message does this send to children?

The evidence for play’s profound impact on learning is undeniable. From fostering cognitive flexibility and creativity to enhancing social-emotional development, play is not merely a pastime; it’s a fundamental pathway to deep, meaningful learning and engaged, happy students. Imagine a classroom where playful exploration is not viewed as a distraction or a reward system but rather as a cornerstone of the curriculum. Imagine assessments that authentically capture the brilliance emerging from purposeful play.

What might this look like beyond Kindergarten? In our next post, we will explore practical strategies for integrating play into your classroom, including approaches and strategies for purposeful play across grade levels.

Resources

Andersen, Marc Malmdorf. 2022. Play. Translated by Heidi Flegal. 1st ed. Baltimore MD Aarhus Denmark: Johns Hopkins University Press; Aarhus University Press.

Ardelean, A. (2022). Preschool Cycle Program Training: Unpacking Play [PowerPoint Slides]. https://docs.google.com/presentation/d/1YoJk73OFPSOWx1V7A8bJ-zj9lbabM9rm/

Ardelean, A., Smith, K. and Russell, W. (2021). The Case for Play in Schools: a review of the literature. Bristol: OPAL.

Mardell,B. , Ryan, J., Krechevsky, M., Baker, M., Schulz, S, and Constant, Y. L. (2023). A PEDAGOGY OF PLAY: Supporting playful learning in classrooms and schools. https://pz.harvard.edu/sites/default/files/PoP%20Book%203.27.23.pdf

Embracing learning through play. (2023, May 17). Harvard Graduate School of Education. https://www.gse.harvard.edu/ideas/usable-knowledge/23/05/embracing-learning-through-play