The Importance of Play-Based Learning Beyond EYFS: Part 1

In England, the importance of play-based learning is often recognised as an essential part of the Early Years Foundation Stage (EYFS). It is mentioned within the EYFS Framework and identified as good practice within the EYFS Ofsted Inspection Framework 2024. However, as children transition into Key Stage One (KS1) the emphasis of learning through play often shifts towards a more structured, traditional way of learning where children sit at tables and complete activities after a teacher input. 

This more traditional approach, however, overlooks the huge range of research in child development, neuroscience, and anecdotal evidence which explores the profound benefits that play-based learning can have beyond the early years. In this blog, we’ll explore why play-based learning is crucial for children beyond EYFS and how we can support teachers to confidently integrate this approach in their classrooms. 

The importance of play

Play is, fundamentally, innate. Research tells us this is because it is an evolutionary survival trait linked to life expectancy (Kingston-Hughes, 2022). It is something that all mammals do and when opportunities for play are limited, this is shown to have a long-term impact on cognitive development and mental health. 

In fact, play is so fundamental to child development that it is specified in the UN Convention on the Rights of the Child (UNCRC) as Article 31 (UN, 1989). As educators, we know children are more likely to thrive when their natural, intrinsic needs – including play – are met, but what impact can play have on learning? 

Play can improve cognitive development 

Through play, children explore new concepts and ideas, which enhances their cognitive development and helps to create life-long, independent and motivated learners. This process is not confined to the early years. One of the most long-standing child development theories, The stages of the intellectual development of the child (Piaget, 1962) emphasises the importance of giving opportunities for play as the child grows. 

Piaget does not suggest that play ends when children reach the age of 4-5, as the preoperational stage spans the ages of ages 2-7. In the preoperational stage, children use symbols to represent words, images, and ideas, which is why children in this stage engage in pretend play. A stick, for example, is symbolic in that it might become a sword, a broom stick, or even a walking stick and the play evolves as children have more opportunities to play. One example of how play evolves is ‘play with rules’. This may start towards the end of the Preoperational Stage, around the ages of 4-7, but it is more common for children to develop this within the next stage, known as the concrete operational stage, which spans the ages of 7-11 years (Nicolopoulou, 1993). 

Play helps to develop speech, language and communication skills 

As children grow, their social interactions become more complex. Play-based learning environments provide older children with opportunities to develop these critical social skills in a natural and engaging way. Through play, children also encounter new words and phrases. Whether they’re pretending to be superheroes, building with blocks, or engaging in imaginative scenarios, they naturally learn and use a broader range of vocabulary. Children then develop skills in listening to instructions, follow rules, and respond to cues from others. These activities strengthen their receptive language skills. 

Vygotsky’s play theory suggests that by interacting with more knowledgeable others in play (be it parents, teachers, or peers) children can further develop language and problem-solving strategies. As a result, speech gradually internalises as self-guiding inner speech which can continue to support children in their play as their play develops (Smolucha, L., & Smolucha, F, 2021). 

Play supports wellbeing and fosters emotional resilience 

 Play allows children to express their emotions, develop empathy, and build resilience. By engaging in play, children learn to cope with stress and bounce back from setbacks, which is essential for their overall emotional well-being. In contrast, children who do not engage in social play are more likely to demonstrate a variety of later difficulties: mental health and wellbeing issues, problems with peer relationships, and poor academic outcomes (Rubin et al, 2009; Coplan et al, 2017). 

Play promotes physical development 

Physical play promotes motor skills, coordination, and overall physical health. Older children still need plenty of opportunities for physical activity, which can be seamlessly integrated into a play-based learning approach. Research indicates that in order to be able to sit still and learn, children have to be able to move! (Archer & Siraj, 2015). When children leave EYFS, it isn’t that they just don’t want to sit still on the carpet, it is that they are not developmentally ready to do so. Likewise, just because a child can hold a pencil and write, it doesn’t mean they are developmentally able to do so – both within the way in which the child’s brain develops but also the way in which their bones develop too!  

Though there is a vast amount of research about a child’s development, there is no suggestion as to why children wouldn’t benefit from play! Despite this, many teachers face challenges in implementing play-based learning beyond the EYFS.  

 In Part 2 of this blog series, we will consider the barriers to play and explore potential solutions. Read here.

References and Further Reading 

Archer, C., & Siraj, I. (2015). Encouraging Physical Development Through Movement-Play. SAGE Publications. https://books.google.co.uk/books?id=t_saCAAAQBAJ  

Kingston-Hughes, B. (2022). A Very Unusual Journey Into Play. Sage  

Nicolopoulou, A. (1993). Play, Cognitive Development, and the Social World: Piaget, Vygotsky, and Beyond. Human Development, 36. https://doi.org/10.1159/000277285    

Piaget, J. (1962). The stages of the intellectual development of the child. Bulletin of the Menninger Clinic, 26(3), 120–128.  

Rubin, K. H., Coplan, R. J., & Bowker, J. C.. (2009). Social Withdrawal in Childhood. Annual Review of Psychology, 60(1), 141–171. https://doi.org/10.1146/annurev.psych.60.110707.163642 

Smolucha, L., & Smolucha, F. (2021). Vygotsky’s theory in-play: early childhood education. Early Child Development and Care, 191(7–8), 1041–1055. https://doi.org/10.1080/03004430.2020.1843451 

United Nations General Assembly. (1989). “Text of the UN Convention on the Rights of the Child”. ohchr.org. UN Office of the High Commissioner for Human Rights.24/5/24