Learning Through Play
Play is one of the many ways children make sense of their world. Building, pretending, creating, and playing games offer opportunities to explore ideas, practice language, solve problems, and connect with others. In this section, you’ll find playful activities, simple ideas, and insights to help you support learning at home—without turning every moment into a lesson. From board games and building blocks to imaginative adventures, discover ways to nurture curiosity, confidence, and creativity using everyday materials and time together.
Research Spotlight: Does Learning Through Play Really Work?
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Research Summary: The Role of Play in Early Mathematics Learning
A 2026 study published in Educational Research Review, titled Early Mathematics Interventions in Pre-Primary Education: A Three-Level Meta-Analysis of Intentional Teaching and Exploratory Play Approaches, examined 74 studies to better understand how young children develop mathematical skills through different instructional approaches. Researchers compared intentional teaching, which involves structured lessons and direct guidance from educators, with exploratory play, which allows children to investigate mathematical concepts through games, hands-on activities, and meaningful experiences.
The findings revealed that both intentional teaching and exploratory play had positive effects on early mathematics learning. Although structured instruction produced a somewhat larger average effect, the difference between the two approaches was not statistically significant. One particularly important finding was that play-based learning was more effective when activities included meaningful situations or scenarios. For example, children who engage in pretend shopping, building with blocks, sorting objects, or playing counting games have opportunities to explore mathematical relationships in ways that connect learning to everyday experiences. The research suggests that the context in which children play can influence how effectively they develop mathematical understanding.
The study also reinforced the value of intentional instruction. Researchers did not conclude that play should replace direct teaching. Instead, the findings suggest that both approaches have important roles in early childhood mathematics education. While structured instruction can help children develop specific mathematical skills, exploratory play provides opportunities to investigate concepts, make discoveries, and apply mathematical ideas in meaningful situations.
Why This Research Matters
This research is significant because it challenges the traditional assumption that meaningful academic learning must always involve formal instruction. Young children often learn through exploration, experimentation, and interaction with their environment. The findings provide evidence that purposeful play can support mathematical development and should be recognized as a valuable learning opportunity rather than simply a break from academic activities.
For parents, the research offers an important perspective on learning beyond the classroom. Everyday experiences such as cooking, shopping, building, sorting household objects, and playing board games can create opportunities to introduce and reinforce mathematical concepts. Although the study focused on preschool and kindergarten interventions rather than home activities specifically, its findings highlight the educational potential of meaningful, playful experiences.
For educators, the study reinforces the importance of balancing direct instruction with opportunities for exploration. Rather than viewing structured teaching and play-based learning as competing approaches, educators can recognize the unique contributions of each. Ultimately, the research suggests that early mathematical development can be supported through a variety of learning experiences, particularly when children are given opportunities to engage actively with mathematical ideas.
The central takeaway is that play and learning are not separate experiences. When play is purposeful and connected to meaningful concepts, it can become a valuable pathway to early mathematical understanding.
Source: Early Mathematics Interventions in Pre-Primary Education: A Three-Level Meta-Analysis of Intentional Teaching and Exploratory Play Approaches. Educational Research Review (2026).
Research Spotlight: How Parent-Child Play Supports Early Development
Article: Blended Delivery of a Primary Care Parenting Program for Child Development: A Randomized Clinical Trial
Authors: Susan M. Chang, Joanne A. Smith, Amika S. Wright, and colleagues
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DOI: https://doi.org/10.1001/jamanetworkopen.2025.56024
Research Summary
A 2026 study published in JAMA Network Open examined how parent-child interactions, purposeful play, and early learning activities can influence children's development during their earliest years. Researchers conducted a randomized clinical trial involving 627 parent-child pairs in Jamaica, focusing on children between the ages of 3 and 28 months at enrollment. The study investigated whether providing parents with guidance and support in using play-based activities and responsive interactions could improve children's developmental outcomes and strengthen the home learning environment.
Over an eight-month period, participating families received support through a combination of home visits and telephone conversations with trained community health workers. Parents were introduced to age-appropriate activities designed to encourage early learning through play, communication, and interaction. These activities emphasized using everyday objects, engaging children in playful experiences, responding to children's actions and vocalizations, and creating opportunities for learning within familiar home environments. Parents also received learning materials and encouragement to practice these activities regularly with their children.
The findings revealed small but statistically significant improvements in several areas of development. Children whose families participated in the program demonstrated stronger overall developmental outcomes and fine motor abilities compared with children in the control group. Researchers also observed improvements in parenting behaviors and the quality of the home learning environment. Parents receiving the intervention were more likely to create toys for their children and use positive praise during interactions. However, the study did not find statistically significant differences in children's language or cognitive scores when those areas were examined separately.
One particularly meaningful aspect of the research was its emphasis on strengthening parents' ability to support learning through everyday interactions. Rather than relying exclusively on formal educational materials or structured lessons, the program encouraged parents to recognize the learning opportunities already present in their daily routines. The findings suggest that providing families with practical guidance in playful, responsive interactions can contribute to early development, even when support is delivered through a combination of in-person visits and remote communication.
Why This Research Matters
This study highlights the important role parents and caregivers play in supporting children's development long before formal schooling begins. Early learning does not occur exclusively in classrooms or through organized educational programs. Young children begin developing essential skills through interactions with the people around them, particularly when adults engage with them, respond to their interests, and encourage exploration through play.
For parents, the research offers an encouraging message: supporting early development does not necessarily require expensive toys, elaborate activities, or specialized educational materials. Simple experiences such as stacking objects, exploring household items, playing imitation games, and talking with children during daily routines can provide opportunities for learning and interaction. The study also emphasizes the importance of responsive caregiving, in which adults observe children's interests, respond to their communication, and provide encouragement as they explore their surroundings.
For educators and early childhood professionals, the findings reinforce the value of building partnerships with families. When parents receive practical guidance and encouragement, they may become better equipped to create stimulating home environments that support their children's development. The study also demonstrates the potential value of making parenting support more accessible through a combination of face-to-face and remote services.
It is important to recognize that the study evaluated a comprehensive parenting support program rather than the effects of play alone. Its results were also based on families with infants and toddlers living in low-income communities in Jamaica, and the researchers measured outcomes after eight months. Consequently, the findings should not be interpreted as proof that every form of play produces the same developmental benefits or that the improvements necessarily persist over time.
Ultimately, this research contributes to a growing understanding of the relationship between early learning, responsive caregiving, and purposeful play. It reminds us that some of children's earliest learning experiences happen through ordinary moments of interaction, exploration, and discovery. When parents are supported in making these moments meaningful, everyday play can become an important part of a child's developmental journey.
Source: Chang, S. M., Smith, J. A., Wright, A. S., et al. (2026). Blended Delivery of a Primary Care Parenting Program for Child Development: A Randomized Clinical Trial. JAMA Network Open, 9(2), e2556024.
Research Spotlight: Learning Through Play and the Developing Child
Article: Play-Based Learning in Early Childhood Education: A Scoping Review
Authors: Aregash Hassen Mohammed, Berhanu Nigussie, Tammy Schellens, and Tijs Rotsaert
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DOI: https://doi.org/10.1007/s10643-026-02127-6
Research Summary
A 2026 study published in Early Childhood Education Journal examined the relationship between play-based learning and children's overall development during the early childhood years. Researchers conducted a comprehensive review of 51 peer-reviewed studies published between 2015 and 2023, focusing on children between the ages of four and six. The purpose of the review was to explore how play-based learning contributes to children's cognitive, academic, social, and emotional development while also identifying factors that influence its successful implementation in early childhood classrooms.
The researchers examined studies conducted across several regions of the world, including North America, Europe, Asia, and Africa. The studies used a variety of research methods, including classroom observations, interviews, surveys, and experiments. By bringing together findings from different educational settings and research approaches, the authors sought to develop a broader understanding of how play-based learning is used and what benefits it may offer young children.
The findings revealed that play-based learning was associated with positive outcomes across several areas of child development. Studies using quantitative and mixed-methods approaches reported benefits in cognitive development, academic learning, and social-emotional skills. Qualitative research also highlighted the ways play can support children's independence, problem-solving abilities, and opportunities to make decisions during learning activities. Together, these findings suggest that play-based learning may contribute to children's development in ways that extend beyond the acquisition of traditional academic skills.
Another important aspect of the review was its examination of the challenges educators face when implementing play-based learning. The researchers explored how teachers, parents, and other stakeholders understand the role of play in education, as well as the difficulties involved in assessing children's learning through play. These findings highlight the importance of thoughtful implementation, appropriate teacher preparation, and educational practices that recognize both the developmental and academic value of play.
Although the review identified encouraging findings, it also revealed gaps in the existing research. Because the included studies used different methods, definitions, and measurements, the researchers could not establish that all forms of play-based learning produce the same outcomes. Additionally, as a scoping review, the study primarily mapped and summarized existing evidence rather than calculating an overall effect or demonstrating a direct cause-and-effect relationship.
Why This Research Matters
This research is significant because it encourages parents and educators to consider learning as a process that involves much more than academic achievement. While literacy and mathematics remain essential components of early childhood education, children are also developing independence, communication, emotional understanding, and problem-solving abilities. Play creates opportunities for children to explore these skills in environments that encourage curiosity, experimentation, and interaction with others.
For parents, the findings reinforce the potential value of everyday play experiences. Activities such as imaginative play, building with blocks, creating stories, participating in games, and exploring the outdoors can provide opportunities for children to practice decision-making, cooperation, communication, and problem-solving. These experiences may appear simple, but they offer opportunities for children to investigate ideas, interact with others, and develop confidence in their abilities.
For educators, the research highlights the importance of recognizing play as a meaningful part of early childhood education rather than viewing it as separate from academic instruction. Play-based learning can provide opportunities for children to engage with concepts actively, ask questions, test ideas, and develop understanding through experience. At the same time, the review emphasizes that implementing play-based learning effectively requires thoughtful planning, an understanding of children's developmental needs, and appropriate methods for observing and assessing learning.
The study also raises important questions about the increasing emphasis on formal academic instruction during the early childhood years. As educational expectations continue to evolve, there is value in examining whether young children have sufficient opportunities to explore, imagine, create, and interact with their environment. The findings suggest that play-based learning deserves serious consideration as part of a balanced approach to early childhood education, although further research is needed to establish which approaches are most effective for particular developmental outcomes.
Ultimately, this review contributes to a broader understanding of how young children learn and develop. It reinforces the idea that education during the early years should nurture the whole child, recognizing that academic, cognitive, social, and emotional development are interconnected. Play is not simply an activity that fills the time between lessons; when thoughtfully incorporated into children's learning experiences, it can provide meaningful opportunities for exploration, discovery, independence, and growth.
Source: Mohammed, A. H., Nigussie, B., Schellens, T., & Rotsaert, T. (2026). Play-based learning in early childhood education: A scoping review. Early Childhood Education Journal, 54, 3929–3975.