Early Years

Written by Ellie Murray

Introduction: The Need for Play 

The Early Years Foundation Stage (EYFS) statutory guidance (DfE, 2024), despite its complex and contradicting nature, is explicit in recognising and recommending the benefits of play for children within early years environments. However, this is not translated into policy outside of the EYFS, such as the National Curriculum (DfE, 2013). Despite a plethora of research supporting the continuation of a play-based approach in fostering social development (Martlew et al., 2011), emotional development (Owen, 2021) and cognitive development (Play Scotland, 2023), the National Curriculum fails to acknowledge such benefits in supporting its subject-driven learning.  

Play is a difficult concept to define but is recognised within research by Møller (2015, cited in Kangas and Harju-Luukkainen, 2021) as dynamic and dialogical. While interpretations of this definition may be said to be subjective, it is pivotal in depicting the fundamental principles that play should represent. In which play should be child-centred, supporting intrinsic motivation (Deci et al., 2011), targeting active learning and engagement (Sheridan et al., 2010) and enabling children to develop holistically through a collaborative and flexible approach (Kangas et al., 2019). The absence of such approach in Key Stage One learning, as defined in the National Curriculum (DfE, 2013), inevitably results in a developmentally inappropriate, structured and target-driven environment which is unnecessary for children of this age.  

The Problem: The Sudden ‘Schoolification’ of Early Childhood 

Moss (2012, cited in Evans, 2025) considers this notion through his definition of schoolification; indicating it promotes a subordinate relationship which encourages unequal pressures on early childhood education. As a result of this, practice experiences more formal and unsuitable pedagogical approaches which in turn, inhibits teacher’s autonomy and initiatives. This structured framework is implemented at the expense of the creative and exploratory play-based approach in the EYFS.  

This shift in practice causes more than just a pedagogical change – it moulds perceptions and influences the way play is implemented within settings. In some cases, this leads to play being viewed as a reward as the OHMCI report (1995, cited in Cox, 2014) revealed that in ¼ of infant classrooms there was a clear distinction between work and play. This attitude can have detrimental effects as Chen (2023) reports the contrast between work and play in the early years hinders children’s intrinsic motivation; essential for purposeful, lifelong learning. Pushing young learners into such structured learning before they are developmentally and academically ready can only have negative effects on their overall enjoyment of school at a time where children should be free to be directors of their own learning.  

Global Perspectives: What Can we Learn? 

An example of a successful play-based provision is observed in Finland. Through this educational approach, Finnish children do not start formal education until the age of 7 and thus experience a play-based early years prior to this. The Finnish model views play as an attitude, an approach and a tactic, symbolising that play is not merely just a tool for enhancing learning and development but an experience in which children should have the freedom to engage with in their own individual way (Sefton and Green et al., 2015 cited in Kangas and Harju-Luukkainen, 2021).  

Finnish educators construct the learning environment strategically. Each aspect of the setting, the classroom, corridors, playground, the area surrounding the school, is carefully considered in such a way that poses a question to the practitioner, ‘How will play aid to enhance learning here?’, and with this mindset the possibilities for play are endless (Ferreira, 2021). Additionally, the Finnish education system lacks the formal assessment that we place such great emphasis upon. Children within the early years do not engage in any high-stake assessments, giving teachers the autonomy to let learning unfold organically (Vainkainen and Harju-Luukkainen, 2020). Highlighting that children within Finnish classrooms do not experience the same level of ‘schoolification’ as suggested by researchers analysing England’s education system. Although some critics argue that free play has detrimental effects on the development of social skills (Kalliala, 2011 cited in Kangas and Harju-Luukainen, 2021), the broader research suggests that play encourages negotiation, communication and personal, social and emotional development, especially for children within the early years (Owen, 2021).  

Teacher’s Role and Attitudes: 

The value of play is not just shaped by policy but also influenced by teacher’s beliefs Studies have revealed that often key stage one teachers are aware of the benefits of play and are in favour of utilising it within their settings, however, struggle to implement play-based learning successfully due to the constraints of the curriculum (Martlew et al., 2011). Although, Siraj-Blatchford and Sylva (2004, cited in Martlew et al., 2011) counteract this view by suggesting that the time a teacher devotes to play provides ‘messages’ regarding its importance and value to learning. Their general findings report that teacher’s focus is primarily centred around ‘best practice’ outlined within statutory documents such as the EYFS (DfE, 2024); denoting that some staff may not observe the correlation between the principles of play and the described ‘best practice’.  Recent research validates this view as Bilton (2019) notes that lack of attention to play is not typically due to ill intent. It is crucial that, despite the pressures of the curriculum, teachers are aware of the value they place on play to enhance learning in their settings. Research conducted by Whitebread (2012) affirms this, he argues that limited opportunities for self-initiated play throughout the early years can lead to the forming of a negative relationship with play; potentially leading to play being viewed as a task itself, limiting its effectiveness in encouraging learning and development and thus taking away from the value of play to education. 

The Role of Policy and Children’s Rights

Play is not just important for learning and development in the early years – it is also a children’s right. Article 31 of the United Nations Convention on the Rights of a Child (UNCRC) (United Nations, 1989 cited in UNICEF, 2022) states ‘every child has the right to play’. The International Play Association (2013) takes this even further by expressing the significance of play to a child’s health and wellbeing. They highlight that play opportunities aid the development of creativity, self-confidence, imagination and physical, social and emotional skills (International Play Association, 2013). This idea also ties in with other relevant legislation, like the 17 Sustainable Development Goals (United Nations, 2015). Goal 4 states that children require ‘quality education’. As research by Logan and Sumison (2010) indicates, the term ‘quality’ is a contested term that can be interpreted in various ways and be implemented varyingly to adapt for different purposes. Birth to 5 Matters (Stewart et al., 2021) provides one viewpoint by stating quality provisions must improve outcomes for every child by providing effective pedagogy that motivates aspirational learners. Research supports this view as a study conducted on key stage 2 developmental outcomes (Sylva et al., 2008) reveals that children who had attended more effective early years settings – the kind that reflect the above quality features – portrayed notably better social and behavioural development. To sum up, it is evident that play provides a considerable number of benefits for learning and development in the early years. It is important to recognise these benefits in order to create quality learning environments and to also honour children’s right to play. 

Where Do we Go from Here? 

If we are aiming for play to remain a central component of early years practice beyond the Reception classroom, we must take steps to shift both practice and policy. Responsibility does not lie solely on policymakers to initiate change; early years educators, researchers, parents and the wider early years community may also catalyse such change by advocating for the following: 

Training and Teacher Autonomy: Continuous professional development training should focus on how to implement a play-based approach whilst still meeting expected learning and developmental outcomes as outlined in the curriculum. 

Challenging Traditional Assessment Practices: Advocating for formative, observation-based models of assessment that align with how young children learn.  

Making Changes to Policy: Campaigns should call on policymakers to integrate play into the curriculum and condemn the use of play throughout the entirety of the early years. Additionally, provide financial support for provisions that support this.  

Children deserve curious and creative learners – and embedding play throughout the early years is the most natural and effective way of doing so.  

References: 

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