Learning Through Play and Project-based Learning
Why Play and Project-based Learning?
Play and inquiry are a child’s natural ways of exploring the world, fostering growth across all areas of development – physical, social, emotional, and cognitive. These approaches provide interactive, multi-sensory, creative, and imaginative learning opportunities.
Through play, children do more than just engage in activities or work toward outcomes. They collaborate, negotiate, resolve conflicts, and build friendships. Play pedagogy learning is developmentally appropriate, culturally responsive, and nurtures the whole child, laying a strong foundation for lifelong learning.
Through fostering Learning Dispositions (Habits of Learning) like Curiosity, Collaboration, Critical thinking, and Creativity, we support healthy childhood development. Research shows that play is the most effective, developmentally appropriate way to nurture these lifelong skills.
There is a strong link between Learning Through Play, physical movement, and the development of executive functioning skills – which are essential for success in the 21st-century. These skills help us plan, focus, remember instructions, and complete tasks effectively.
All students must see themselves reflected in their learning, with their voices shaping the curriculum. This means providing personalised, inclusive, and culturally responsive education – teaching traditional subjects while also focusing on broader and deeper learning experiences that support the growth of the whole person.
Learning Through Play and Project-based Learning align with this. These approaches are research-based, developmentally appropriate, engaging, and fun.
Notice, Recognise and Respond
The teacher’s role is to make the link between what they notice is happening in the play, the urges and interests along with the student voice, the NZ Curriculum learning they recognise and the purpose for responding.
Achieving an appropriate balance between direct instruction (viewed as the more traditional method of teaching) and self-directed, exploratory learning is the “art of teaching”
(Robinson & Aronica, 2015, p.103).
Clarifying Misconceptions about Play
Some may misunderstand “Play” as simply laughter, silliness, or games. However, in an educational setting, play is a powerful tool for learning.
According to Leslee Allen, play helps children:
Communicate using various signals Express and regulate emotions Build trust and connections Develop problem-solving and social skills
At its core, play is learning -shaping confident, capable, and engaged learners.
What about Reading, Writing, and Maths?
While play is a crucial part of learning, foundational skills in literacy and numeracy are equally as important. Children receive explicit teaching in Reading, Writing, and Mathematics, tailored to their individual learning needs.
See: Learning at Otonga School
Years 1 to 3: Building Strong Foundations
Play-based Learning supports a smooth transition for new entrants, as it aligns with the learning environments they are familiar with in ECE settings. Through play, children naturally engage with literacy and numeracy while teachers explicitly teach the NZ Curriculum to develop knowledge, Values and Learning Dispositions.
Research consistently highlights oral language, executive functioning, self-regulation, secure relationships and curiosity as powerful predictors of later academic success. Children learn best when they feel connected, confident and engaged.
Years 4–6: Integrated Learning for Deeper Understanding
In Years 4 to 6, learning is inquiry-driven and incorporates Project-based learning.
The opportunity before us is not to choose between academic excellence and holistic development. It is to recognise that one grows from the other.
What is PBL?
Project-based Learning (PBL) is a teaching method in which students learn by actively engaging in real-world and personally meaningful projects.This definition comes from the Buck Institute for Education’s PBL Works.
This integrated approach ensures: A strong connection between curriculum objectives, standards, and assessments. Authentic learning experiences that encourage problem-solving and critical thinking. Students develop passion, resilience, and curiosity through exploration and experimentation.
By connecting learning to real-world contexts, students grow into confident, open-minded learners who can apply their skills beyond the classroom.
Teaching Through Play – Play-based Learning Observation Tool (P-BLOT)
(Dr Sarah Aiono & Associate Professor Tara McLaughlin, 2018)
This tool enables teachers to clearly identify their strengths and areas of need regarding play pedagogy and will be able to provide a clear outline as to the progress our teachers make in embedding evidence-based pedagogy in their daily practice.
Our Teachers will engage in evidence-based play pedagogies reflecting what works best when teaching and learning through play for students in an inclusive setting.
Teachers will be inspired to recognise that their learners can take control of their own learning and to have confidence in the creative abilities of all children. Teachers are encouraged to promote and advocate for developmentally appropriate teaching practices and learning opportunities for all children in our school environment.