Play-based Curriculum

 A play-based curriculum is informed by children’s interests and needs (as they

emerge). The teacher has fixed learning goals, but these are achieved holistically,
responsively and flexibly as the children grow and develop (Van Oers and
Duikers, 2013).
 A play-based curriculum puts play and activity at the center of children’s
learning. It is usually reserved for early years pupils, recognizing that it is
through play that children develop basic knowledge and skills. However, it is not
a laissez-faire approach, as it needs to be carefully planned and implemented
through the design of inclusive learning spaces that support children’s holistic
development (Van Oers and Duikers, 2013).
 In a play-based or child-centered preschool program, children are able to
choose activities based on the current interests. Learning activities such as
creative arts, literacy, numeracy, social studies, science, etc. are presented to
children through play. Educators encourage children to play, facilitating both
social and emotional skills along the way. It often looks like children are “just
playing”, but in fact, they are learning important educational, social,
emotional, and life skills through the process of play.
 Play enhances children’s physical, social/emotional, and creative growth and
development. It is the primary means by which children explore their world and
begin to make sense of the world around them. Without play, it is difficult for a
child to understand how the world functions and how they can function in it.
 Through play, children actively post problems, explore solutions, and begin
to develop a real understanding of how things function in the world around
them. Educators can support this play-based philosophy by offering and
encouraging the engagement in play-based activities centered around academic
areas that will allow for cognitive development as well as activities that will
promote social and emotional learning.
 A play-based curriculum is built around the design of the learning environment
which, according to Loris Malaguzzi, can act as a third teacher to ensure that
children are able to develop emotionally, physically, socially and cognitively.
Each classroom will often include the following areas:
 Role-play where children can use their imagination to act out and communicate
in a number of different roles.
 Small-world play where children can play with miniature worlds, such as farms
or dolls’ houses, and immerse themselves in storytelling.
 Construction play where children can design and build models out of numerous
materials, such as wooden blocks.
 A sand and water area where children can conduct investigations or use small-
world figures to create stories.
 A creative workshop where children are given the freedom to select from a wide
range of materials to create, for example, paintings or collages.
 An investigative area where children can conduct mathematical
and scientific experiments with access to a range of resources such
as tape measures, mirrors and magnifying glasses (Bromley, 2009).
What are the implications for teachers?

 Within a play-based curriculum and classroom, teachers can enhance productive

play using a number of expert strategies, including:
 Orienting: The teacher explores the situation and activities with the children,
focusing the children’s attention on specific aspects.
 Structuring and deepening: The teacher sets the scene by introducing a problem
and discussing what is to be done.
 Broadening: The teacher connects the play activity with other activities and the
children’s capabilities.
 Contributing: The teacher introduces new tools into play that
answer specific needs of the children.
 Reflecting: The teacher constantly gets the children involved in
little moments of reflection and discourse on the ongoing activity
(Janssen-Vos quoted in Van Oers and Duikers, 2013).
What Does a Play-based Classroom Look Like?

 A play-based learning environment is generally set up into sections. There are

typically sections for science, literacy, writing, reading, dramatic play, blocks
and building, and social studies. These areas of learning will then incorporate
play-based materials and activities that the children will find engaging and fun.
 The learning environment will be inspiring, stimulating, and nurturing, and it
will welcome all children of cultural, ethnic, and linguistic backgrounds.
 The classroom will be a place that children can feel safe to learn, play and
explore. It will be organized in a way that supports the child’s social and
emotional development as well as cognitive learning.
In Play-based Curriculum:

 Children are encouraged to explore their school environment independently and

with the guidance of the teacher.
 Self-created play is an essential part of an early childhood educational
experience.
 Children are encouraged to take risks under the direction of a teacher and will be
encouraged to explore and learn at their own individual pace.
 Self discovery and experiential learning are highly valued.
 The social-emotional aspect of the child is highly valued, and the child will learn
social-emotional skills through play.
 Children will build foundations for learning in areas such as literacy, math,
social-emotional skills, and life skills, and they will be exposed to these
educational areas in a developmentally appropriate manner.
 Children develop a love of learning through play.
 Collaboration between the primary caregiver at home and the
teacher is highly valued.
References

Egan-Simon, Daryn. Curriculum design: A play-based curriculum.

https://my.chartered.college/research-hub/curriculum-design-a-play-based-curriculum/
Play-based curriculum. Imagination station preschool. http://www.imaginationstationps.com/what-is-a-play-based-
curriculum/