Learning Through Play

Andria Englehardt

One of the most rewarding moments in early childhood happens when children are deeply immersed in play. Whether they are building block towers, negotiating roles in dramatic play or exploring the natural world around them, these moments reveal far more than play. They showcase learning in action through problem solving, collaboration, emotional regulation, and persistence. For educators, the challenge is capturing these moments through assessment while preserving the joy and authenticity of play.

Why Play Matters for Assessment

Play is a natural window into children;s development. It provides authentic opportunities to see how children apply social, emotional, and cognitive skills in real time. Research supports this approach. Wolf et al (2024) validated the Playful Learning Across the Years (PLAY) observational tool. It effectively captures children’s engagement, social connections, and emotional state during play. Demonstrating that play is not just a context for learning but a legitimate avenue for assessment.

Challenges in Assessing Play

Despite the benefits, many educators feel pressure to use more traditional methods of assessment. Families and administrators may ask how play connects to benchmarks. Teachers worry that pausing play for a checklist could disrupt children’s focus and joy.The key is finding ways to document and assess without interrupting the learning process.

Strategies for Authentic Assessment

• Embedding observation in routines by keeping anecdotal notes or digital portfolios.
• Documenting the process, not just the product. How are children working together, solving problems, or persisting with a challenge?
• Connect play to learning goals.
• Communicating with families by sharing photos or captions to illustrate how play supports academic and social growth.

Keeping Play Joyful

Assessment through play should remain invisible t children, Instead of interrupting, teachers should watch, listen, and reflect. Offering comments to affirm the child;’s efforts and highlight the learning taking place. By embedding observation seamlessly, teachers maintain the integrity of play while still gathering valuable insights.

Conclusion

Assessment does not need to take away the joy of play. When teachers treat assessment as a natural part of their practice, play becomes both the pathway and proof of learning. This approach allows educators to meet accountability requirements while still honoring children’s right to joyful play experiences in the classroom.

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References:

Wolf, S., et al. (2024). Examining the validity of an observational tool (PLAY) to assess support for engaged learning in early childhood. Early Childhood Research Quarterly, 69, 178–190. https://doi.org/10.1016/j.ecresq.2024.06.005