We all talk about play, but do we even understand what play is?

A small vocabulary of play

Play may be the most often misunderstood term in early learning. The reason for it relates to its many different forms and misunderstood nature in itself. We adults, educators and parents alike, often think of play either as something fun and unrelated to learning or as something to be used to teach a child. In this blog, we try to explore the different forms of play and what happens during them to better understand and also appreciate them. 

Play could be divided into two basic categories:

1. Free play. It is completely initiated by children and does not have specific objectives or a broader purpose. This type of play is innate for both children and adults. As humans, we have a natural tendency to play. In free play, children can engage in it naturally, without requiring guidance.

2. Play as a method of learning, or commonly called as learning through play. This type of play is what play-based learning is all about. While it can incorporate free play as one of its techniques, play-based learning typically involves more guided or structured activities with specific educational objectives.

Let’s first look at the first category, what is often referred as Free play (or we often call it as unstructured play)

Free play

As mentioned above, because free play is a play led by children without specific rules, directions or goals, allowing children to use their imagination and creativity freely, it represents the most genuine form of play. Children play for the sake of play itself rather than being directed by outer motives, while adults often play to get some objectives or rewards.

The benefits of free play from research

In the recent discussions ignited for example by Jonathan Haidt in his book Anxious Generation, the decline in free play has been lifted up and linked to for example in the decline of children’s overall wellbeing. Common reasons for the decline include safety concerns (stranger danger, crime, traffic), eroding social capital, increasing time spent in school, a rising belief that childhood is a time for resume building , and an overemphasis on structured activities (sports, clubs, etc.).

Another respected psychologist, Boston College emeritus professor Peter Gray, explain how hundreds of studies on animals and humans show that young mammals want to play, need to play, and end up socially, cognitively, and emotionally impaired when they are deprived of play. Professor Gray’s recent research focuses on the role of play in human evolution and how children educate themselves, through play and exploration, when they are free to do so. Professor Lipponen of University Helsinki, a co-founder of HEI Schools, also articulates that "Children do not play to learn, but they learn while they play."

It’s been argued by researchers Hansen Sandseter, Kleppe and Ottesen Kennair that evolution may have created free play as the natural practice tool for children to strengthen their resilience as they have gotten to test and practice their developing skills in a safe play environment.
Read more about how play strengthens children's resilience and other skills here.

One crucial aspect of play is risk taking. Children and adolescents must take age-appropriate risks and fail—often—in environments in which failure is not very costly. This is how they extend their abilities, overcome their fears, learn to estimate risk, and learn to cooperate in order to take on larger challenges later. Researchers Hansen Sandseter, Kleppe and Ottesen Kennair talks about how thrilling play might be the most effective kind for overcoming childhood anxietiesand building social, emotional, and physical competence in a study published in the International Journal of Play.

Examples of free play

Free play is very diverse and includes the following examples:

• Creative play e.g.drawing & painting, dramatic play, building structures with loose parts.
• Exploratory play involves hands-on experiences with natural elements like sand, water and nature.
• Physical play (2-7yrs) incorporates climbing, running, dancing, building obstacle courses etc.
• Social Play (4-7yrs) consists of imaginative group play through role play.
• Solitary play (0-2yrs) includes puzzle solving, exploring materials & storytelling with toys.
• Outdoor play include gardening, playing with mud kitchens & chalk drawings. Loose parts play involves using open-ended materials such as cardboard, natural & re-purposed materials to create.

Adults can support children's free play

With adult support or gentle guidance, free play can be more enriched and meaningful. Teachers or caregivers may set up a play environment with learning objectives in mind, allowing children to explore while subtly steering the experience. The educator can for example set up the environment with blocks, legos, dolls, animals, or whatever toys or materials they wish to use. They could be setting up an environment that mimics a house or kitchen and allowing children to decide how they wish to use the play area and the toys and materials found in that area. Often open ended materials like blocks versus highly structured materials like fireman outfits can induce more creativity from children.

But remember, educators' role is to support and complement to children's play, not so much to guide. We can add new colors to the play by introducing perspectives or information but also let children decide what they want to do with the offer. 

• Creating a themed play area (like a grocery store) to teach about money or healthy eating.
• Dramatic play could include sensory play; nature inspired sensory bin literacy play; story-telling with puppets & other props, music & movement play; creating own instruments with recycled materials.

Do you know?
At HEI Schools, we train educators to enhance and enrich children's free play opportunities throughout the school day. Children are consistently encouraged to engage in play that aligns with their own interests and the rules they establish. This method not only fosters confidence in making independent choices but also instills a sense of responsibility for those choices. Learn more about approach in free play by book a meeting to preview our curriculum here. 

If you're a parent and wanting to enrich your child's free play, we give more detailed instructions and tips in our free parent handbook! The handbook is free for anyone who wants to learn the secret of Finnish families to raise confident and resilient children! Sign up here.

Play as a Method of Learning 

The second category of Play is play-based learning. Play-based learning is a teaching method where various knowledge and skills are taught to children through play. The adult is primarily responsible for planning the goals. In this approach, play has mainly an 'instrumental value.' There can be several different types of play-based learning. Let’s take a look at some of them:

1. Sensory Play

Sensory play engages children’s senses—touch, smell, sight, sound, and taste—encouraging exploration and discovery. It helps develop sensory processing skills and supports cognitive growth. By interacting with different textures, smells, and sounds, children sharpen their ability to process sensory information while fostering creativity and curiosity.

Examples of sensory play:

• Playing with sand or water.
• Exploring sensory bins filled with items of varying textures, colors, and shapes.

How is sensory play supported in our curricula at HEI Schools?
Our curricula provides practical lesson plans and activities to help educators incorporate sensory play into their teaching. For example:

• Playtime Molding: A creative activity from the Tiny Tots Crafts and Visual Expression program.
• Bubble Wrap Activity: A fun and tactile experience from the Lively Learners Verbal and Bodily Expression program.

These resources are designed to make sensory play both engaging and impactful, ensuring that children not only enjoy the activities but also benefit from meaningful learning experiences.

2. Parallel Play

Parallel play occurs when children play alongside each other without direct interaction. Common among younger children, this type of play allows them to observe and learn from one another before engaging in more social forms of play.

• Example: Two children playing separately with their own toys in the same space.

Parallel play is often observed in activities like:

• Crafting: Children sit side by side, each creating their own drawing or painting, often using shared art supplies.
• Construction Play: Children build individual towers or structures in close proximity without collaborating.
• Sensory Play: At a sand or water table, children play next to each other, independently scooping, pouring, or exploring.

This stage is crucial for fostering independence while subtly encouraging social awareness.

3. Onlooker Play

Onlooker play refers to a stage where children observe others playing without directly participating. Though it may appear passive, this form of play is an important learning opportunity. By watching others interact, solve problems, and follow rules, children are building the foundation for future active engagement.

• Example: A child watching peers construct a tower without joining in.

Parents often worry when they notice their child engaging in onlooker play, wondering, "Why isn't my child playing with others?" It's crucial to reassure them that this stage of play is a natural and valuable part of a child's development.

To support onlooker play, parents and educators can:

• Use encouraging phrases like, "Wow, look at what they're building!" to spark interest.
• Model participation by joining the activity and showing that it’s fun and safe.
• Be patient and give the child the time and space to join in when they feel ready.

By understanding and supporting onlooker play, we can help children transition confidently into active participation.

4. Cooperative Play

Cooperative play occurs when children interact and engage with their peers, helping them develop essential social skills such as communication, cooperation, and conflict resolution. It plays a key role in understanding group dynamics and fostering teamwork.

For children aged 4–7, cooperative play often involves imaginative group activities, such as role-playing. This form of play is a natural and fundamental way for children to immerse themselves in pure, creative interaction.

• Examples: Playing board games, participating in group activities, or collaborating on a shared project.

5. Pretend or Dramatic Play

Dramatic play allows children to step into different roles and act out various real-world scenarios. This type of play helps them understand their surroundings while building essential social and emotional skills. It fosters language development, empathy, and cooperation, making it a powerful tool for learning and growth.

• Examples include playing "house," "doctor," or "teacher."

How is dramatic play supported in our curricula at HEI Schools?

We support dramatic play by providing educators with themed play scenarios, role-play prompts, and printable props to spark imagination. We also include guidance on setting up dramatic play areas, like pretend kitchens, doctor’s offices, or transportation hubs, using low-cost or repurposed materials. Educators receive tips on facilitating imaginative play while encouraging social interaction, language development, and problem-solving skills. By aligning these activities with developmental milestones, we want to ensure that dramatic play becomes a powerful tool for learning and creativity.

6. Physical Play

Physical play engages children’s motor skills and physical abilities, helping them develop coordination, strength, and spatial awareness. It’s an excellent way to channel their energy while promoting overall physical health.

Examples: Activities such as climbing, running, dancing, or playing with balls are perfect for fostering physical play.

How we support Physical Play in our curricula at HEI Schools?

Our curricula provide educators with practical tools to encourage and enable physical play in children.

These activities are designed to inspire movement, creativity, and fun while supporting physical development: 

• Hop, Hop, Jump: This activity helps children develop gross motor skills through jumping and hopping.
• Origami Workshop: Origami is a creative and hands-on activity that helps improve fine motor skills and promotes concentration.

7. Constructive Play

Constructive play focuses on building and creating, promoting cognitive development, problem-solving, and fine motor skills. It encourages children to explore different materials, experiment with structures, and bring their imagination to life.

• Examples include building with blocks, solving puzzles, or engaging in creative activities like drawing.

How we support constructive play in our curricula at HEI Schools?

We provide a safe and stimulating environment where children can freely explore and create. Aditionally, our educators support children in their play by providing open-ended materials and encouraging them to think critically, communicate with others, and use their problem-solving skills. Here are some sample resources designed to help educators nurture constructive play:

• Paper Mache Sphere: A creative hands-on activity to inspire imagination.
• Structure of the City: A project that combines design and problem-solving to build intricate structures of a city.

8. Rule-Based Play

Rule-based play involves activities with clear rules or guidelines, supporting cognitive development, self-regulation, and an understanding of structure. This type of play becomes more common as children grow older and develop the ability to comprehend and follow rules.

• Examples include games like "Simon Says," card games, or simple board games.

How is rule-based play supported in our curricula at HEI Schools?

Our teachers facilitate these activities by actively encouraging children to follow the rules and guiding them to create the rules of their own. An example of a rule-based activity that requires no materials or equipment:

• Noisy Ball: Children imagine a ball that makes fun, unique sounds of their choice. They "throw" and "catch" the imaginary ball, passing it around while creating the sounds.

9. Storytelling or Narrative Play

In this form of play, children create stories or scenarios, either through verbal expression or by acting them out. This type of imaginative activity fosters language development, enhances creativity, and supports cognitive growth as children learn to structure narratives and articulate their ideas.

Examples include:

• Inventing stories using toys or characters
• Performing puppet shows
• Engaging in collaborative storytelling with peers

How is narrative play supported in our curricula at HEI Schools?

At HEI Schools, we believe that imaginative and narrative play is an essential part of a child's development. Our curriculum incorporates various activities and materials to support children in their imaginative play, allowing them to express themselves freely and creatively. Our teachers actively engage with the children during playtime, asking open-ended questions and encouraging language development through storytelling. Examples of activites we organize with HEI curriculum:

• HEI Story of the Month: Explore how the HEI program facilitates creative storytelling opportunities for children.
  

Conclusion

As you have seen from this article, the world of play is very rich and there are many different ways children play and also learn, as the natural by-product of the play. In the era of artificial intelligence, creativity and out-of-the box thinking are getting more and more valuable and needed skills. If you are still interested in getting deeper into the topic, HEI Schools Teacher Diploma course delves deeper into the Play and its role in learning. 

There is nothing better than playing to practise those skills. And not to think again that play is for certain purpose, let’s keep in mind that play is a child’s right. As Professor Lipponen says: “Children do not play to learn social-emotional skills or to enhance their well-being – children play for the sake of playing.” To simplify it, children play as it makes them happy! 

Therefore, perhaps we adults as educators and parents should re-think the role of play in a child’s life and start appreciating especially the free play? By giving children time to play freely every day may be the best investment we make into their future. 

Interested in implementing play-based learning at your school? Explore more with our educational solutions for you

We would like to invite you to take a look at our Toolkit Curriculum, which is one of our educational solutions that encompasses all the play-based learning mentioned above into one complete and implementable curriculum. The Toolkit curriculum comprises all the lesson plans, activities, and additional resources that can be readily used by teachers at your school(s).