Watch a group of children building a den or fort, and you will see negotiation, problem-solving, mathematics, language and a fair bit of courage all at once. That is the quiet power of play. For early childhood educators in Australia, play is not a break from learning; it is how young children learn best. The Early Years Learning Framework (EYLF) in Australia and Te Whāriki in New Zealand, place play at the heart of the curriculum. In this blog, we look at what play-based learning is, why it matters and how you can bring it to life across outdoor spaces, children’s interests and different areas of learning.
What is play-based learning in early childhood?
Play-based learning is an approach where children learn by actively and imaginatively engaging with people, objects and their environment. Pretending, building and exploring sit at its core, and educators support play before, during and after it happens (Queensland Government, n.d.).
It is not simply letting children play. The EYLF pairs play-based learning with intentionality, noting that “educators are intentional in all aspects of the curriculum and act deliberately, thoughtfully and purposefully” (ACECQA, 2024). The Australian Education Research Organisation describes intentionality as “thoughtful guidance by teachers and educators to extend each child’s learning” (AERO, n.d.).
In practice, this is intentional teaching. Children lead their play, choosing ideas and resources, while educators tune in, observe and step in at the right moment with a question, a new material or a challenge that stretches thinking.
As Christine Howitt puts it, “Play and learning. Not opposites, but complementary” (Howitt, 2021).
Why is play-based learning important?
Play supports the whole child. It “promotes the holistic development (physical, social, emotional, cognitive and creative) of a child” and can also build a broad range of early literacy and numeracy skills (Queensland Government, n.d.).
It gives children agency. “By allowing them to set their own goals, try new ideas and make decisions, play provides young children with agency” (Howitt, 2021). That sense of control builds confidence and resilience, which children carry into school and beyond.
Play is deeply social. “When children play with other children and interact with adults, they create relationships and friendships” (ACECQA, 2024). Through play, children practise turn-taking, empathy and communication in ways that feel meaningful to them.
And when educators are intentional, the benefits grow: “As they engage in exploration, they begin to develop attitudes and expectations that will continue to influence their learning throughout life.” (Te Whāriki, 2017).
What are good examples of play-based learning?
Play-based learning works best when it reaches across the whole day and every space. Here are some ideas to try.
Outdoor and risky play
The outdoors offers space, weather, natural materials and room to move. Climbing trees, balancing on logs, digging, using real tools and rolling down hills all invite children to test their limits.
This kind of risky play helps children learn to judge risk, manage their bodies and build confidence. The educator’s role “isn’t just about keeping children safe” (Halton, 2025). Rather than removing all challenge, educator supervision supports children to assess risk themselves and make their own decisions. Our blog on effective supervision strategies offers practical ways to balance safety with healthy challenge.
For more fresh ideas, Play in the Early Years: Outdoor Play includes EYLF-linked outdoor activities alongside guidance on planning and running outdoor sessions.
Following children's interests
Children are most engaged when play connects to what they care about. If a child is fascinated by diggers, a construction zone with sand, rocks and toy vehicles can spark counting, storytelling and problem-solving. A shared interest in a bird nesting nearby could lead to nest-building with natural materials, drawing and research with picture books.
Observe, document and plan from what you see. Our blog on three ways to embrace learning through children’s interests explores this further.
Role play is another great way to build on interests. Play in the Early Years: Role Play shows how children can make their own props to sustain open-ended play, from a vet clinic to a café.
Across areas of learning
Play can carry rich learning in every subject area:
- Literacy: Set up a post office with paper, envelopes and stamps, or retell favourite stories with puppets.
- Numeracy: Count shells in the sandpit, sort leaves by size or measure water in the trough.
- Science: Explore floating and sinking, mix colours or investigate bugs with magnifiers.
- Creative arts: Offer loose parts, music and open-ended art materials.
- Sensory learning: Try playdough, water, sand, textured fabrics and natural objects.
For younger children, Play in the Early Years: Discovery Play and Play in the Early Years: Sensory Play offer ideas for treasure baskets and sensory experiences that let children explore at their own pace.
If you want to deepen your understanding of how children learn through play, the Learning and Teaching in the Early Years series, including Playing and Exploring in the Early Years, links theory to everyday practice.
Bringing play-based learning together
Play is not an extra. It is the foundation of learning in the early years. When educators combine child-led play with thoughtful, intentional teaching, children grow in confidence, curiosity and capability.
Start small. Choose one area, such as an outdoor challenge, a child’s latest interest or a new sensory tray, and see where the play takes you. For more practical ideas, explore our other early childhood blogs, starting with Play and learning in the early years.
References
ACECQA. (2024). Information sheet: EYLF practices – Play-based learning and intentionality. acecqa.gov.au
Australian Education Research Organisation (AERO). (n.d.). Introduction: Play-based learning and intentionality. edresearch.edu.au
Halton, N. (2025, May 16). Effective supervision strategies for safer, risk-rich play. Essential Resources. essentialresources.com.au
Howitt, C. (2021, December 1). Play and learning in the early years. Essential Resources. essentialresources.com.au
Queensland Government. (n.d.). Play-based learning. Early Childhood Education and Care. earlychildhood.qld.gov.au
Te Whāriki. (2017). Tāhurangi – Te Whāriki Online. tewhariki.tahurangi.education.govt.nz