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.
Teaching Through Play refers to an approach in which practitioners support children’s learning and development by using play as the primary context for teaching, interaction, and exploration.
What is Teaching Through Play?
Teaching through play describes an approach where learning is supported within play experiences rather than through separate, formal instruction. Practitioners recognise that children learn effectively when they are actively engaged, motivated, and exploring ideas through play.
In this approach, teaching does not replace play. Instead, teaching is embedded within play through interaction, guidance, and thoughtful provision.
Teaching Through Play in the EYFS Context
In the Early Years Foundation Stage (EYFS), teaching through play reflects the understanding that young children learn through exploration, interaction, and experience.
Play provides opportunities for children to:
explore ideas and concepts
develop language and communication
practise skills and problem-solving
engage with others
express creativity and imagination
Practitioners support learning within these experiences rather than separating play from teaching.
How Teaching Happens Through Play
Teaching through play may occur in a variety of ways within early years settings.
For example, practitioners may:
engage in conversation to extend children’s thinking
introduce new vocabulary during play
support problem-solving through interaction
model ideas or behaviours
adapt resources to create new learning opportunities
These interactions allow teaching to take place within meaningful and engaging experiences.
The Role of the Adult in Teaching Through Play
The adult plays a key role in recognising opportunities for teaching within play. This involves observing children’s interests and engagement and responding in ways that support development.
Adults may:
join children’s play and contribute ideas
guide learning through questioning or commenting
scaffold children’s thinking
introduce new possibilities or challenges
The adult role is flexible and responsive, adapting to the needs and interests of the child.
Teaching Through Play and Children’s Development
Teaching through play supports children’s development across all areas of learning, including:
communication and language
social and emotional development
physical development
thinking and problem-solving
By embedding teaching within play, children are more likely to remain engaged and motivated in their learning.
Common Questions About Teaching Through Play
-
No. Teaching through play involves intentional adult support and interaction within play, whereas free play may involve minimal adult involvement.
-
Practitioners may use direct teaching when appropriate, but much of the teaching occurs through interaction and support during play.
-
Teaching through play allows children to learn in ways that are meaningful, engaging, and developmentally appropriate.
Summary
Teaching Through Play refers to an approach where practitioners support learning within play experiences. Through interaction, guidance, and responsive teaching, children develop knowledge, skills, and understanding in meaningful and engaging ways.
Related Glossary Terms
The following glossary entries are closely related to Teaching Through Play 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.