USA study highlights the power of playful learning in early childhood classrooms

A new international study has reinforced the value of play-based learning, finding that playful, child-led approaches are among the most effective ways to support holistic development and engagement in early education.

Published in Humanities and Social Sciences Communications by researchers Metehan and Elif Buldu, the study explored the experiences of 11 early childhood teachers across the United States who are committed to playful learning.

The participating teachers described playful learning as the most developmentally appropriate approach for young children, one that fosters curiosity, collaboration and agency. The research highlights how playful learning bridges the gap between traditional academic instruction and free play, combining the structure of intentional teaching with the creativity and joy of exploration.

“Playful learning enables children to make choices, ask questions and construct understanding through social and imaginative experiences,” the authors write.

The findings echo long-standing early childhood education principles, including those outlined in Australia’s Early Years Learning Framework, which emphasises the importance of learning through play.

The study also notes the critical role of educator skill and confidence in successfully balancing curriculum expectations with open-ended, child-led exploration.

The authors argue that reconnecting play and learning is essential to counter a growing focus on academic readiness and assessment in early years settings.

Ultimately, the research concludes that playful learning should not be seen in contrast to academic learning but rather as its foundation, supporting creativity, problem-solving and emotional wellbeing.

Read the full study via Humanities and Social Sciences Communications here.