Play gains renewed focus as essential for effective learning in schools

Despite reduced recess time, educators emphasise play’s critical role in fostering cognitive, social, emotional, and physical growth, with recent research highlighting its benefits for academic engagement and inclusion.

Play may be getting squeezed out of the school day, but many educators still see it as central to how young children learn. In a recent Psychology Today piece, the author noted that recess time has shrunk in many schools, with a 2010 survey finding that half of nearly 2,000 schools reported recess of 30 minutes or less a day. That matters because play is not just a break from lessons; it is part of the learning process itself.

Research cited in the article draws a clear distinction between structured and unstructured play, and shows that both serve important purposes. Guided play can help children practise following instructions, taking turns, cooperating and remembering sequences, while free play builds creativity, negotiation, patience, empathy, problem-solving and physical coordination. The broader case for play is reinforced by Playworks, which says recess supports cognitive, social, emotional and physical development, and by a Stanford study that found well-run recess can help children return to class ready to learn.

The article also points to recent classroom research suggesting that play-based learning can strengthen engagement and academic outcomes. In one study discussed by the author, kindergarten teachers who received support in shifting to a play-based model saw students become more active, communicative and involved with learning materials. Other studies cited in the piece found that playful learning helped preschool children from disadvantaged backgrounds acquire new vocabulary just as effectively as shared reading, with gains lasting months later.

Teachers interviewed for the article were broadly united in their view that play is indispensable. Two kindergarten teachers and one English as a second language teacher said children learn through play in ways that complement formal instruction, from early maths and teamwork to conflict resolution and language development. The ESL teacher said play gives multilingual pupils a low-stress setting in which to take linguistic risks, build relationships and grow more comfortable participating in class.

That point is echoed by other research on school climate. Playworks says recess can reduce bullying and exclusion, while the Stanford work suggests that quality playtime can improve the transition back to lessons, especially in lower-income schools. The challenge, as the Psychology Today article notes, is that many educators still feel pressure to balance play with testing and academic targets. Yet the evidence in the article, and in the studies it draws on, suggests the two need not be in conflict. For young children, play may be one of the most effective ways to support learning, confidence and belonging at the same time.