Play-based learning is to learn while at play. Introduction. Since the early 2000s, there has been a shift towards recommending the use of play-based learning in early education curricula across several different countries, including Canada, 1 Sweden, 2 China 3 United Arab Emirates, 4 and New Zealand. 2 This paper introduces some of the key issues surrounding the pedagogy of play-based.. Play-based learning: theoretical and empirical insights. Although there is a long-established agreement about the centrality of play in early childhood, conceptualizations and theories of play abound (Bennett, Wood, and Rogers Citation 1997; Bergen Citation 2014).Indeed, the vast scientific literature on play draws on multi-disciplinary perspectives and, rather than offering a universal.
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Play can be chaotic, messy, and loud; schools aspire to be places of order. In play, children take risks (physical and psychological); schools are places where children should be safe. Play is unpredictable and full of surprises; school has a clear agenda. Play emerges from children's desires and vitality—the child is in charge; at school.. Play and playfulness are at the core of early childhood education (Singer 2013 ), although educators are not always aware of their role in fostering play (Bodrova 2008; Vu, Han, and Buell 2015 ). It is important to distinguish between activities, which are play-based and adult-initiated activities, which resemble school-like tasks (Bergen 2015 ).
