Learning Through Play at School – A Framework for Policy and Practice

Learning through play has emerged as an important strategy to promote student engagement, inclusion, and holistic skills development beyond the preschool years. Policy makers, researchers educators have promoted notion that learning though is developmentally appropriate—as it leverages school-age children’s innate curiosity while easing often difficult transition from school. However, there a dearth of evidence practical guidance on how can be employed effectively in formal school context, conditions support success. This paper addresses disconnect between policy, research practice by presenting range empirical studies across number well-known pedagogies. These describe children foster cognitive, social, emotional, creative physical active engagement experienced joyful, meaningful, socially interactive, actively engaging iterative. The authors propose expanded definition for at based science learning, summarize key findings international impact play. They identify four challenges underpin considerable gap education policy practice, useful framework these via common language structure implement