THE ROLE OF PLAY

When children build a tower out of blocks, pretend to run a grocery store, or explore mud in a forest, they’re not just “playing” — they are laying the neural groundwork for literacy, math, problem-solving, and emotional resilience.

In fact, decades of developmental research and recent neuroscience confirm what early childhood educators have long known: play is foundational to how children learn and grow. Here’s how.

1. Play Builds the Brain — Literally

Modern brain imaging techniques such as fMRI and EEG show that play activates multiple areas of a child’s brain at once — especially the prefrontal cortex, which governs attention, planning, and emotional regulation.

According to a 2023 review in Nature Reviews Neuroscience, unstructured and social pretend play significantly supports executive functioning and cognitive flexibility — both crucial for later academic achievement.
Read the study – Lillard et al., 2023

In the early years, neural plasticity is at its peak. Experiences during this period — especially emotionally engaging ones like play — have an outsized impact on long-term development.

2. Real-Life Reflective Play Promotes Deeper Learning

Children naturally imitate adult life — shopping, caregiving, cooking — and when educators support this kind of real-life role play, learning becomes meaningful and memorable.

Vygotsky’s sociocultural theory posits that children learn best within social interactions that reflect their lived experiences. Play creates a “zone of proximal development” where skills are practiced just beyond the child’s current ability.

A study from the University of Helsinki found that when Finnish preschoolers engaged in play that mirrored real-life routines (e.g., doctor’s office, public transport), they demonstrated higher social understanding, language complexity, and self-regulation.
Read the study – Kalliala, 2020

Similarly, Marilyn Fleer’s “Conceptual PlayWorlds” approach shows that children can learn scientific thinking and reasoning through guided pretend scenarios anchored in everyday experiences.
Conceptual PlayWorlds – Fleer, 2018

3. Play Supports Emotional and Social Development

Play helps children navigate emotions, understand others’ perspectives, and develop empathy — all crucial traits for life readiness.

According to Weisberg et al. (2016), pretend play enhances children's theory of mind, a cognitive skill that enables them to understand others’ thoughts and feelings.
Read the study – Weisberg et al., 2016

Play is also a safe space for children to process trauma, fear, and change — something increasingly important in today’s world of global uncertainty.

4. Educational Systems that Prioritize Play See Results

Countries like Finland, Sweden, and Singapore have built early childhood systems around play — not in spite of their focus on academic success, but because of it.

In Finland, formal academics start at age 7, yet children consistently perform among the top in the world in literacy and problem-solving.
Their secret? Play-based, real-life reflective learning in early years, underpinned by neuroscience and pedagogical science.
Read about the Finnish ECEC Curriculum

What Happens When Play Is Undervalued?

Conversely, systems that rush academic instruction or limit free play in favor of testing often see increased stress, behavioral issues, and lower long-term academic motivation.

A 2019 OECD report warned that reducing play in early education may undermine children’s long-term well-being and engagement.
OECD Starting Strong VI Report

Final Thoughts: Play Is a Brain-Building Superpower

Let’s shift the conversation from “just playing” to “powerfully playing.”

When children play:

• Their brains make vital connections.

• Their emotions find healthy expression.

• Their creativity, empathy, and thinking skills flourish.

If we want to raise a generation of curious, resilient, and capable learners, then play must be at the heart of how we teach and care for them.

References and Further Reading

• Lillard, A. S., et al. (2023). Play and the developing brain. Nature Reviews Neuroscience.

• Kalliala, E. (2020). Toddlers’ experiences of the everyday life in a Finnish daycare center. Early Years.

• Fleer, M. (2018). Conceptual PlayWorlds, Monash University.

• Weisberg, D. S., Hirsh-Pasek, K., & Golinkoff, R. M. (2016). Guided play: Principles and practices. Cognitive Development.

• OECD (2019). Starting Strong VI: Supporting Meaningful Interactions in Early Childhood Education and Care