the Y
the Y
Play at kinder isn’t something that happens as a break from learning, it is learning.
Play-based learning is an evidence-based approach used in early childhood education. A child’s natural curiosity and their motivation to play are the basis for an engaging curriculum which underpins essential learning and development. It’s child-centred, hands-on and holistic.
Play is how young children make sense of the world and grow physically, socially and cognitively. We see it every day.
Below we discuss some common questions kindergarten families have about play-based learning and the benefits for children.
We know how important the early years are, with 90% of a child’s brain growth occurring before the age of 5. Play acts as an essential catalyst, fundamental to learning and development.
At a Y Kinder, play-based learning creates a sense of excitement and discovery, as children explore, test ideas, practise social skills and build confidence.
These years at kinder are a time of wonder, of moments of fascination and sheer joy when experiencing something for the first time. A sense of delight from connecting ideas, and the warmth that comes with a broader sense of belonging.
For many children, kinder is the start of their educational journey outside of the home.
The social aspect of kindergarten is one of the most important foundations for children’s lifelong learning and wellbeing. Before children can confidently engage with academic learning at school, they need to feel secure, understood and capable in social environments. Kindergarten is often the first place where this is practised every day.
At kindergarten, children learn how to be part of a group beyond their family.
Through play and daily routines, they practise sharing, turn-taking, negotiating, cooperating and resolving conflicts. Agreeing on the rules of a game or working through a disagreement, are moments that help children develop empathy, communication skills and emotional awareness. These abilities are essential for forming friendships and participating positively in a range of current and future situations and settings.
Play-based learning encourages social learning, which in turn supports emotional regulation.
Educators intentionally guide children to recognise and express their feelings, manage frustration, and seek help when needed. Learning to cope with big emotions in a supportive environment builds resilience and confidence, helping children feel safe to engage in learning and relationships.
Kinder parent, Emily, worried that her son would not be able to manage his emotions in a kindergarten setting, especially with so many other children demanding the teacher’s time, “I spoke with our kinder teacher, and her experience and reassurance was invaluable. We worked through my concerns and she explained the strategies and the tools that they use at kinder. I felt so much better and have also started using some of these at home.”
“For many children, kindergarten is also where they develop a greater sense of belonging,” explains Camilla McInerney, Y Kinders’ Area Director for our Central Metro kinders. “Feeling accepted and valued within a group builds self-esteem and encourages positive attitudes towards school and learning.”
Being integrated in communities is essential at Y Kinders when it comes to supporting the educational journey. “We work closely with local schools and provide early social experiences that lay the groundwork for respectful relationships, wellbeing and successful transitions into school and beyond,” Camilla outlines.
If you’re worried that play-based learning sounds like “no teaching”, it helps to know this approach is evidence-based and carefully guided. Play is the central context for learning in both the Victorian Early Years Learning and Development Framework (VEYLDF) and the National Quality Framework (NQF).
“Our qualified teachers create welcoming environments where children can explore, discover and have fun while learning,” says Rhiannon Musgrove, Y Kinders’ Pedagogical Leader.
“By observing each child’s interests, our educators plan experiences that not only extend learning but also build confidence and curiosity. Every activity is thoughtfully designed to support children’s growth and development in line with the VEYLDF principles and the NQS, so you can feel confident that they’re learning in meaningful ways.”
The National Quality and Victorian Early Years Learning and Development Frameworks highlight that play is not passive. Educators use intentional teaching: they set up provocations, scaffold language and problem-solving, document learning, and adapt the program so that the children in their program are challenged at the right level.
These practices meet the National Quality Standards‘ requirements for quality programs and responsive teaching.
What does that look like at kinder? A water play table might become a measurement activity comparing volumes of liquid, a ‘dress-up’ corner supports storytelling, imagination and vocabulary, and a nature walk can prompt questions about science and sustainability.
Behind each activity there’s observation, learning goals and assessment, not an absence of planning or education.
If you are unsure about what play-based learning looks like at your Y Kinder, or how your child’s interests are taken into account, approach your child’s teacher who will be happy to answer your questions. They’ll be able to explain how they link play to learning outcomes, document progress for families and listen to children’s voices.
Play-based learning at kindergarten prepares children for school by laying foundational skills they need to succeed. Growing their social, emotional, physical and academic abilities builds essential school-readiness skills.
At Lucas Kindergarten, Centre Director Annette Archer-Jeffrey sees children develop skills which equip them for experiences beyond the classroom, such as Bush Kinder sessions. “Through play-based learning, we see children learn how to listen, take turns, follow instructions, ask questions and solve problems,” she shares. “It’s amazing to see these develop throughout the year. One example where we really see their progress is when we go on excursions. The children are able to walk safely together, listen carefully and follow other expectations to be safe when we venture out.”
At kinder, there is a whole myriad of ways that children are becoming familiar with concepts and routines in anticipation of their school years.
Area Director, Camilla, often hears of family concerns regarding whether their children are being prepared for school.
“When children negotiate roles in dramatic play, persist with a puzzle or collaborate to build something together, they are practising self-regulation, resilience and teamwork, which are all critical for a classroom environment,” she outlines.
“Play also supports early literacy and numeracy. Storytelling, drawing, mark-making, counting games, construction and role play naturally develop language, early writing skills, mathematical thinking and concepts such as patterns, size and quantity.
Our Educators intentionally plan these experiences and extend children’s thinking, helping them make connections and deepen understanding.”
Importantly, play builds confidence and a love of learning. Children who feel safe to explore, make mistakes and try again are more likely to engage positively at school. They learn how to learn. They are supported to be curious, independent and motivated.
Far from delaying readiness, play at kinder ensures children arrive at school with strong learning dispositions, social skills and the confidence to thrive in a more structured setting.
If you’re unsure, ask your child’s educators how they plan and assess learning: what learning goals are in place, how they extend on an idea, and examples of documented outcomes. Our teams welcome questions from families and can show you the intentional steps behind the play.
Trust that play-based learning is a researched, framework-backed approach that values children’s curiosity while being led by our talented, skilled, purposeful educators. It’s part of an essential and thoughtfully planned educational path, which engages children, and sets them up for a life of learning.
