Why talk about theory when we talk about play?

When discussions about education happen at national or international levels, the focus often falls on outcomes, assessments, and measurable results. Yet, in these conversations, we frequently overlook the central role of play in children’s learning, the importance of the environment, and the power of discovery.

Play is not separate from learning. It is deeply connected to how children develop, think, and make sense of the world. For this reason, understanding developmental theories is essential when we talk about play-based learning in early childhood.

Key Theories of Play and Learning

Froebel – Play as Child-Led Learning

Friedrich Froebel, the founder of kindergarten, viewed play as the highest expression of human development in childhood. He believed that children learn best through self-activity and exploration rather than direct instruction. For Froebel, play was not simply recreation but a meaningful way for children to express thoughts, emotions, and understanding. His emphasis on child-led learning laid the foundation for modern play-based and holistic approaches in early childhood education.

Piaget – Cognitive Development and Stages of Play

Jean Piaget’s cognitive theory explains how children’s thinking develops through stages. He argued that play reflects cognitive development and evolves as children move through these stages. For Piaget, play is a process of assimilation, where children integrate new experiences into existing mental structures. His theory highlights children as active learners who construct knowledge through interaction with their environment.

Vygotsky – Social Constructivism and Play

Lev Vygotsky viewed play as a socially mediated activity that supports both cognitive and social development. He introduced the concept of the Zone of Proximal Development (ZPD), suggesting that children learn most effectively when supported by more knowledgeable others. Through play, children operate beyond their current abilities, practising roles and skills they have not yet fully mastered. Vygotsky’s theory emphasises the importance of social interaction, language, and cultural context in learning.

Montessori – Play as “Work”

Maria Montessori challenged the traditional distinction between play and learning. She believed that children’s purposeful activity is their form of “work,” through which they develop independence and understanding. Montessori environments are carefully prepared to support concentration, autonomy, and intrinsic motivation. Rather than free play alone, Montessori emphasised meaningful engagement with materials that meet developmental needs.

Psychoanalytic Perspectives – Freud and Klein

Psychoanalytic theorists viewed play as a way for children to express unconscious thoughts and emotions. Sigmund Freud saw play as a means of coping with anxiety and emotional experiences. Melanie Klein expanded this idea, suggesting that play functions as symbolic communication through which children reveal inner conflicts and feelings. From this perspective, play is not only cognitive but also deeply emotional and psychological.

Play-Based Learning in Practice and the Role of Adults

More recent research explores how play-based learning is experienced in real educational settings. A qualitative study on kindergarten teachers using play-based learning strategies shows that educators strongly value play as a child-centred approach reflected in the curriculum.

However, the study also highlights significant challenges. Teachers often struggle to balance play with curriculum expectations, assessment requirements, and the time needed to design rich play environments. From my own experience as an early years educator, this tension is familiar. Play is still frequently viewed as something “extra,” rather than as a core part of learning. In many settings, there has been a noticeable shift towards table-based teaching, which limits flexible and exploratory learning opportunities.

Interestingly, the research suggests that one reason play-based learning is difficult to implement is the lack of shared understanding of what play actually means. This becomes evident when we compare the diverse perspectives of theorists discussed above.

The role of adults in play has also evolved. In the past, play was often seen as an activity that adults should not interfere with. More recent studies suggest that adult involvement can positively support learning — as long as adults do not take over children’s ideas or leadership in play. Research also shows that children transfer knowledge from formal learning into their play. For example, children who learn musical concepts may later explore rhythm and sound independently during free play.

Teachers’ views on play-based learning remain mixed, partly because the approach is still developing. Some educators report that play-based learning has helped them redefine their role — not as instructors, but as co-learners, facilitators, and supporters of children’s learning journeys.

Emerging Questions About Play and Learning

Across theory and practice, one key insight becomes clear: play is central to learning, yet it is still not fully understood or consistently implemented in early childhood education.

If cognitive development follows stages (Piaget’s theory), and if play is a natural way for children to express themselves (Froebel’ theory), then play should not be treated as secondary to “real learning.” Instead, it should be recognised as one of the primary methods’ children think, learn, and develop.

This raises important questions:

• What do we really mean by play?
• Why is play still difficult to integrate into formal education?
• How can theory and practice be better connected in early childhood learning?

I would love to hear your thoughts on these questions — whether you are a parent, educator, or early childhood policy advocate.

In the next post of this series, we will explore play-based learning more deeply and unpack what it truly means in practice.

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References

Froebel, F. (1887). The Education of Man.

Suborna, T., Su, S., & Masud, N. (2025). Experiences of kindergarten teachers utilising play-based learning strategies and instructional techniques.

Pakpahan, F., & Saragih, M. (2022). Theory of cognitive development by Jean Piaget. Journal of Applied Linguistics, 2, 55–60. https://doi.org/10.52622/joal.v2i2.79

Vygotsky, L. (1967). Play and its role in the mental development of the child. Soviet Psychology.

Montessori, M. (1912). The Montessori Method.

Freud, S. (1920). Beyond the Pleasure Principle.

Klein, M. (1932). The Psycho-Analysis of Children.