#play-based-learning

#play-based-learning

Childhood doesn't end the day you turn five, Ruth Lue-Quee said to me on the phone as she shepherded her son to the playground this half term. Playing is what children are born to do. It's innate in them. It is how they learn. The former deputy headteacher's petition to make play-based pedagogy a core part of the key stage 1 (KS1) national curriculum in England has garnered almost the required 100,000 signatures for debate in parliament.

In contemporary Japanese and Chinese kindergarten design, architects are transforming the interior spaces from a simple container into an active, multi-sensory environment. This shift seems to follow Studies in developmental psychology that suggest that a child's experience of space begins with a sensorimotor engagement through touch and manipulation. Thus, they place a strong emphasis on the use of materials and the approach of learning through play.

Providing opportunities for children to engage in parent-directed and self-selected play can support this rapid phase of synaptic growth for boosted cognitive development and emotional maturity.