Part of the EYFS Glossary
This article forms part of our EYFS Glossary of Early Years Education Terms, which explains key curriculum, pedagogy, and assessment language used in early years practice.
Play Pedagogy refers to an approach to teaching and learning in which play is the primary context through which children explore, develop skills, and build understanding.
What is Play Pedagogy?
Play pedagogy describes an approach where play is central to how children learn. Rather than separating play from learning, this approach recognises that play itself provides meaningful opportunities for development.
In early years settings, children learn through exploring, experimenting, imagining, and interacting with others. Play pedagogy supports these processes by creating environments and experiences that encourage active engagement.
Why Play is Central in the EYFS
In the Early Years Foundation Stage (EYFS), play is recognised as a key way in which children learn and develop. Through play, children can explore ideas, practise skills, and make sense of their experiences.
Play allows children to:
investigate and explore the world around them
develop language and communication
build relationships with others
express ideas and emotions
develop problem-solving and thinking skills
These experiences support learning across all Areas of Learning and Development.
Characteristics of Play Pedagogy
Play pedagogy often includes:
child-initiated exploration and activity
open-ended resources and environments
opportunities for creativity and imagination
flexible learning experiences
a balance between child-led and adult-supported learning
These characteristics allow children to engage deeply with their learning.
The Role of the Adult in Play Pedagogy
Practitioners play an important role in supporting play-based learning. This involves observing children’s play, recognising learning opportunities, and interacting in ways that extend development.
Adults may:
join children’s play and contribute ideas
model language and thinking
support problem-solving
introduce new possibilities or resources
provide guidance when appropriate
The adult role is flexible and responsive, adapting to children’s interests and needs.
Play Pedagogy and Children’s Development
Play pedagogy supports children’s development across a range of areas, including:
communication and language
social and emotional development
physical development
thinking and problem-solving
Through play, children develop confidence, independence, and engagement in learning.
Common Questions About Play Pedagogy
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Play pedagogy includes child-led play but also involves intentional adult support and interaction to extend learning.
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Yes. Teaching can take place through interaction, guidance, and shared exploration during play.
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Play allows children to explore ideas, practise skills, and develop understanding in ways that are meaningful and engaging.
Summary
Play pedagogy refers to an approach where play is central to learning and development. Through exploration, interaction, and engagement, children develop skills and understanding across the early years curriculum.
Related Glossary Terms
The following glossary entries are closely related to Play Pedagogy and provide additional context:
Further Guidance | Related Documents within our ‘EYFS Curriculum & Pedagogy’ suite:
Below you will find a selection of guidance documents from within our Little Owls Resources ‘Curriculum & Pedagogy’ area which explore this concept (& its age-specific application within EYFS settings) in greater depth.
[For additional documents please visit our support pathways: Baby | Toddler | Preschool | Reception | Mixed-Age]
Further Guidance | Related Resources within our ‘Printable Provision’ area:
Disclaimer
The information provided in this glossary is intended to support understanding of terminology commonly used within the Early Years Foundation Stage (EYFS). It does not constitute official guidance and should not be considered a substitute for the EYFS Statutory Framework or other Department for Education publications.
Terminology and interpretations may vary between settings and professional contexts.