Play-based learning strengthens continuity and capability across the early years

A recent play-based learning panel discussion from the NSW Department of Education highlights how schools are embedding play as a deliberate and rigorous pedagogical approach in K–2 settings – with clear implications for the early childhood education and care (ECEC) sector.

Drawing on insights from teachers and school leaders, the discussion reinforces the value of play in supporting engagement, wellbeing and deep learning. While designed for primary contexts, the resource offers meaningful insights for ECEC leaders seeking to strengthen continuity of learning and align practice across the early years.

For approved providers, centre managers and educational leaders, the panel offers a valuable perspective on how schools are interpreting play, building educator capability, and communicating with families about its purpose.

A central theme of the discussion is that play is not an alternative to academic learning, but an intentional and evidence-informed method for achieving curriculum outcomes.

This framing aligns closely with established ECEC pedagogy and supports the development of a shared language across sectors.

For ECEC services, this alignment:

• validates play-based practice as evidence-informed

• supports conversations with families about learning and development

• strengthens transition statements and cross-sector collaboration

When schools articulate play as a rigorous and purposeful approach, it reinforces the professional practice of educators and supports greater continuity for children moving between settings.

Although the panel focuses on school environments, many of the strategies discussed are directly applicable to ECEC contexts.

These include:

• starting small by trialling a single learning space or routine before scaling

• designing environments with open-ended materials that promote inquiry

• embedding assessment within play through documentation such as photos, videos and learning stories

• supporting educator capability through collaborative planning and reflection

• sustaining practice through leadership rather than reliance on individual champions

These approaches align with the National Quality Standard, particularly in relation to intentional teaching, environment design and continuous improvement.

The panel also reflects on the evolving needs of children entering school, particularly those whose early experiences were shaped by the COVID-19 pandemic.

Educators note that play-based approaches support:

• communication and social skill development

• problem-solving and critical thinking

• engagement and agency in learning

• connections to real-world contexts

These observations are consistent with experiences across the ECEC sector and reinforce the importance of developmentally appropriate practice.

A recurring theme is the need to build shared understanding with families about the purpose and value of play-based learning.

Some families continue to associate learning with formal instruction. In response, schools are actively reframing play as a structured and intentional approach to achieving learning outcomes.

ECEC services can support this shift by:

• clearly articulating how play supports literacy, numeracy and social development

• reinforcing that play is purposeful and evidence-informed

• aligning messaging with local schools to support continuity

Consistent communication across settings can strengthen family confidence and support smoother transitions for children.

For ECEC leaders, the panel provides practical insights that support governance and strategic decision-making.

Key considerations include:

• ensuring service philosophy reflects contemporary, play-based pedagogy

• prioritising professional learning to deepen educator capability

• embedding play-based approaches into systems and routines

• using cross-sector examples to support advocacy with stakeholders

These actions align with obligations under the Education and Care Services National Law and Regulations, as well as the quality expectations outlined in the National Quality Framework.

The panel discussion reinforces a long-established understanding within the ECEC sector, that play is a powerful and intentional context for learning.

Greater alignment between schools and early learning services supports continuity for children and strengthens the collective impact of the early years system.

For the sector, this resource serves not only as professional learning, but as affirmation of the expertise and leadership that underpin high-quality early childhood education and care.

Source

NSW Department of Education, Play-based learning panel discussion.