Lynda Eagle
Play should sit naturally in early childhood education, as it reflects how young children come to know themselves, others and the world.
Yet too often, play is the very space that requires the most protection.
This tension usually arises from a culture that prioritises early academic achievement and holds the belief that accelerating formal learning guarantees future success.
When children are rushed or pressured into formalised academic outcomes too early, short-term gains may be visible for some, but the long-term cost can be significant, an education expert says.
Play is not separate from learning; it is the medium through which learning becomes possible.
Early learning that prioritises performance over understanding risks weakening curiosity, motivation and wellbeing.
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Strong foundations are built not through acceleration, but through experiences that nurture thinking, communication, collaboration, and joy – conditions that sustain lifelong learning.
Children engage with play in ways that reflect their own pace, interests, and needs.
It provides space for difference and diversity while offering opportunities for connection and shared experience. Importantly, play supports emotional regulation and prepares children for future learning by strengthening the foundations required for inquiry, reflection, and participation in real-world contexts.
Play and responsiveness are often described as abstract concepts, yet they require intentional commitment from both educators and families.
Responsiveness asks adults to understand the value of play and to reflect on their role within it: how they observe, when they intervene, how they extend thinking, and how they remain present without directing or interfering.
By engaging in careful observation and thoughtful support, adults come to know children more deeply, including learning about their interests, strengths, and emerging identities.
It also plays a big role in building key life skills – things like thinking deeply or critically, solving problems, working with others, communicating effectively, and self-management. When children play, they’re constantly exploring new ideas, testing their theories, inventing solutions, and figuring out how the world works. Along the way, they learn to take manageable risks and handle challenges. And, very importantly, to stick with things even when they’re difficult, which gradually builds their confidence and a real mindset for growth.
Partnerships between families and educators are central to this work.
Together, they can create learning experiences that balance freedom and structure, offering both flexibility and clear boundaries. This balance provides children with emotional safety while teaching respect for themselves, for others, and for the environment. Such stability supports the development of empathy, resilience, and perseverance.
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Within these conditions, children form relationships, make connections, and gradually become independent learners. They develop conceptual understanding and learn to reason, transfer knowledge, and apply ideas in new contexts, moving from concrete experience toward more abstract thinking.
Any tension between our aspirations for children and our understanding of play and responsiveness deserves careful reflection.
When adults deepen their understanding of why play matters and how responsiveness supports learning, they are better positioned to guide children with intention and trust.
Ultimately, early learning is not only about what children know, but about how they think, how they relate to others, and how they come to see themselves in the world, a world full of possibility.
Lynda Eagle is Advtech Schools Specialist: Early Years Phase.
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