Play-Based Learning and the Play Cycle - A Consideration of the Adult Role in the Process of Play

Oct 15, 2026

Uploaded by Mabel

Play-based learning is examined as a continuum of child-directed, collaborative, and adult-directed play, with attention to how adults shape the process rather than outcomes. The discussion frames play through three professional contexts—play as a beginning, an outcome, and a process—and uses the play cycle theory to analyze tensions between policy, practice, and interpretations of play. The article reviews global curriculum references and research definitions, then positions adult roles along a play continuum spanning free play to structured instruction.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages16

Reading Time40 min

AccessFree to download

Introduction

The significance of the focus on the process of play within play-based learning

Play-Based Learning

Play-based learning across curricula and countries

Tensions in play-based learning

Play-Based Learning Continuum

Play-Based Learning and the Play Cycle A Consideration of the Adult Role in the Process of Play • Pete King The author looks at play-based learning as a concept that supports the holistic development of children, defining such learning as a continuum of a childdirected, collaborative, and adult-directed play and discussing the role of adults on this continuum. King introduces into the discussion the theory of the play cycle and reviews tensions in play-based learning between policy, practice, and the interpretation of play, using the play cycle and adult roles in it to focus on the process of play rather than on its outcomes, which also contributes to a developing understanding of play-based learning itself. Keywords: adult role in play; play-based learning; play cycle; play cycle observation method; playwork Introduction The role of play within professional practice comes in three interchangeable contexts—play as a beginning; play as an outcome; and play as a process (Howard and King 2015) . Play used as a beginning, for example, could be play occurring in a child care–related setting, as in a nursery where play helps settle children into a new environment. Play as an outcome commonly means play within educational contexts, often linked to development—for example, within play-based learning (Pyle et al. 2020) . Play as a process, although it may have both a beginning and an outcome (if a child so chooses), focuses on how play develops and becomes led by children, for example, in playwork (Brown 2002). The role of the adult within professional practice relies on whether the play focuses on a beginning, an outcome, or the process. I consider how the process of play can develop more focus and attention as outcome-based play within play-based learning. The significance of the focus on the process of play 309 American Journal of Play, volume 17, number 3 © 2025 The Strong [Contact Pete King at P.F.King@Swansea.ac.uk](Contact Pete King at P.F.King@Swansea.ac.uk) within play-based learning is that it better enables adults to consider their role in supporting children’s play rather than directing or controlling it. Play-Based Learning Indeed, play-based learning is a concept used worldwide, including in the education curriculum of the four nations of the United Kingdom (UK). Play-based learning appears in the English early years foundation stage (EYFS) (Department for Education [DoE] 2021), the Scottish curriculum for excellence (CfE)(Scottish Government [SG] 2019), the Welsh foundation phase (FP) (Welsh Government [WG] 2015), and the Northern Ireland curriculum primary (Council for the Curriculum, Examinations, and Assessment [CCEA] 2007) . Research concerning a play-based approach to the primary curriculum has been undertaken in Wales (Wainwright et al. 2020), Scotland (Martlew et al. 2011), and in Northern Ireland has been extensively researched (Walsh et al. 2006; Walsh et al. 2010; Taylor and Boyer (2020) have defined play-based learning as centered on “children’s academic, social, and emotional development, and their interests and abilities through engaging and developmentally appropriate learning experiences”(127) . In addition to more formal kinds of education, we typically use play-based learning in a child’s early years. For example, Wales has also produced a curriculum for funded, nonmaintained nurseries focusing on a play-based approach (WG 2022). Play-based learning also features in other country’s early childhood education—for example, in Ethiopia and Liberia (Wang 2018), Australia (Nolan and Paatsch 2018), Iceland (Gunnarsdottir 2014), Zambia (Lungu and Matafwali 2020), the United States (Lynch 2015), Canada (Peterson et al. 2015), Hong Kong (Wong et al. 2011), and Turkey (Aras and Merdin 2020) . Play-based learning uses play to achieve the outcomes adults desire—for example, literacy and numeracy (McGuinness et al. 2014), scientific concepts (Jahreie et al. 2011), mathematics (Ramani and Scalis

FAQs

How does the article define play-based learning in relation to adult involvement?

Play-based learning is presented as a continuum that ranges across child-directed, collaborative, and adult-directed play, depending on the adult’s role in supporting the process of play.

What three contexts of play does the article use for professional practice?

It distinguishes play as a beginning, play as an outcome, and play as a process, noting that adults’ roles differ across these contexts.

What does the play continuum describe in the article?

The continuum positions free play at one end and more work or structured instruction at the other, including guided or directed forms where adult involvement may vary.

Oct 15, 2026

Uploaded by Mabel