Play is Not the Opposite of Work
Written by: Savannah Schadegg
“Play is the highest form of research.” -Albert Einstein
Play is a powerful tool for reducing behaviors, increasing connections, and building family partnerships in early childhood education. Play is not the opposite of work; it is the most important work a child does in their early years. According to the National Association for the Education of Young Children (NAEYC), children who engage in play-based learning show stronger problem-solving skills, better language development, and improved executive function, including attention control, memory, and planning.
When children engage in play, they activate different areas of their brain responsible for emotional processing, which helps them develop coping skills, build social skills, create problem-solving pathways in the brain, and regulate the nervous system. Some examples include big-body play, which activates vestibular and proprioceptive systems needed to self-soothe. It also reduces anxiety and increases problem-solving skills. Risky play builds intrinsic trust and an individualized awareness of personal boundaries. This helps manage fear and develops an awareness of others, increasing empathy. Construction or engineering play takes patience and persistence. Building structures takes imagination and communication. Sharing thoughts and ideas increases the depth of learned knowledge while increasing social skills. Dramatic play allows children to process emotions by giving them an indirect way to experience roles, challenge anxieties, discuss fears, and practice expressing emotions in a controlled environment. Messy play (my personal favorite) builds a stronger understanding of cause and effect. It offers a grounding effect when the tactile system is engaged in sensory stimulation such as mud, playdough, gel, shaving cream, and fingerpaints. This is the play that most teachers avoid because clean-up is a nightmare; but from one early childhood advocate to another, don’t skip this one! Teachers and caregivers who provide a play-based environment offer children the space and tools to process their emotions safely. As a result, children learn how to calm themselves, handle conflict, and express their needs appropriately. This leads to a reduction in challenging behaviors because children can regulate their emotions more effectively. Play is a child’s work, and we all benefit from it.
Play is not just an essential part of childhood development—it’s a powerful tool that can reduce challenging behaviors, increase connection with caregivers, and build trust within family systems. Educators, directors, allies, and advocates can create environments where children feel safe, supported, and emotionally secure. We have an opportunity to embrace the power of play, enhancing academic outcomes, while nurturing the emotional and relational well-being of children and families. Research shows that by prioritizing play, children experience better academic, social, and health outcomes. The Perry Preschool Project (Schweinhart, 2005) found that children who attended preschool programs with a strong play-based component experienced greater academic achievement in later years, compared to those in more traditional, academically rigorous programs. These children were more likely to graduate from high school and attend college. By fostering connection and trust, we give children the foundation they need for a lifetime of emotional health, positive relationships, and resilience.
The act of playing together encourages children to trust that adults are there for them, not just as authority figures, but as partners in learning and emotional growth. It’s through this shared experience that children feel valued, seen, and understood—key elements in fostering emotional security. Emotional security leads to healthy attachment. As previously established in a previous blog, cooperation follows connection. Play is a powerful tool. We should all strive to play more.