Teachers unclear about play-based learning despite proven benefits
Recent research has found that many teachers remain uncertain about how to effectively implement play-based learning in the classroom. While a substantial body of evidence indicates that play can help students develop essential skills including creativity, problem-solving, communication, and resilience there is still confusion over best practices and how play fits within formal curriculum requirements.
Evidence highlights play’s role in skill development
Educational studies consistently show that play-based approaches support cognitive, social, and emotional development. Through structured and unstructured play, students have opportunities to explore ideas, collaborate with peers, and build foundational skills that underpin academic achievement.
Barriers include lack of clarity, training, and curriculum alignment
The research highlights several barriers to wider adoption of play-based learning, including a lack of clear guidance for teachers, limited professional development, and uncertainty about how play aligns with assessment standards. Many educators report feeling pressure to focus on traditional instruction and measurable outcomes, which can make it difficult to incorporate play into daily routines.
Calls for more support and professional learning
Experts and advocates are calling for increased support for teachers, including targeted training, resources, and examples of effective play-based practice. They emphasise that integrating play into the classroom should not come at the expense of academic learning, but rather complement and enhance it.
Sector looks to bridge gap between research and practice
As awareness of play’s benefits continues to grow, education leaders are working to bridge the gap between research and classroom practice. Ongoing professional development and clear policy guidance will be crucial to helping teachers confidently use play-based approaches to support student learning and wellbeing.
