The Power of Play in Early Childhood

In response to the government's recent push to increase school readiness rates, it’s crucial that we remind ourselves of a fundamental truth that often gets lost in the noise: Play is the most important thing a child can do in their early years.

We live in an age where productivity and academic outcomes are often prioritised above all else. However, child development research tells us that play is not just a “nice-to-have” part of childhood- it’s the foundation of future learning and development.

The Science of Play

When children engage in play, they’re learning at an incredible rate. Play nurtures cognitive development, social skills, emotional regulation, and problem-solving. It builds brain architecture- quite literally creating neural pathways that influence all aspects of a child's life.

Here are just a few things play helps children develop:

• Language Skills: Role-playing and storytelling enhance vocabulary and communication skills.

• Social Skills: Through play, children learn how to collaborate, share, and negotiate.

• Cognitive Skills: Problem-solving, decision-making, and creativity are all fostered through play.

• Emotional Resilience: Playing with others helps children understand and manage their emotions, promoting healthy emotional development.

Play in Europe: A Different Approach

Unlike the UK, many European countries have a much later start for formal schooling, typically at 6 or 7 years old. This isn’t by accident. Countries like Finland and Sweden have long recognised the value of a slower, play-based pedagogical approaches in early education. Their systems prioritise creativity, collaboration, and emotional development before introducing formal academic skills.

The result? These countries consistently outperform the UK in global education rankings and their children enter school with a deep love of learning rather than burnout.  We call this the skill, the will and thrill of learning.

The UK's Struggle with Play

Here’s where the disconnect happens. In the UK, policy makers often mistake academic benchmarks as the gold standard for school readiness. But when we push children too soon into structured learning environments without giving them the foundational benefits of play, we do them a disservice.

At Atelier, we will continue to take a stand: Play is integral to early childhood education, and we work tirelessly to create environments that foster this vital development. Whether it’s through personalised learning, rich enabling environments, tailored training, reflective practice, or value-led strategies, we are committed to ensuring play is at the heart of early learning.

A Call to Action for the PVI Sector

The government’s focus on school readiness, while important, shouldn’t come at the expense of the play-based practices that have been proven to work. We need to advocate for an education system that recognises the power of play in setting children up for success.

The PVI sector is the bedrock of early years education. We are the ones laying the foundations for future generations. It’s time for the government to recognise the critical role PVI settings and early years educators play in developing well-rounded, capable, and resilient children.

So, I invite Bridget Phillipson to come along to Atelier, to visit a setting where play is at the heart of children’s learning every day. Where child development and research inform early years practice.  Where children are resilient, happy, autonomous, social, curious and capable.