Playing smarter: how play builds human intelligence

The arena of early years education in Britain has, over the past two decades, been pitched into a culture where professionals feel as though they are constantly swimming against a relentless tide of inappropriate policy ‘initiatives’. This situation has developed because those charged with policy creation and funding are not developmental specialists, and appear to be driven by a belief that the quickest route to learning is to fill children’s heads with ‘knowledge’. But knowledge is not just absorbed, it is actively and individually constructed within each human brain, most particularly in early childhood.

Why ‘play smarter’?

A wide range of research evidence from the fields of anthropology, neuroscience, psychology and education indicates that, particularly for children under seven, slow-burn play-based learning is most effective in developing the core skills upon which later academic and practical achievements are based. This includes academic and practical curiosity, self-regulation and the confidence and enthusiasm to engage independently in enquiry-based learning activities, which create the basis for adult scientific research.

The facts-and-skills transmission factories that many early learning environments have become are highly unnatural environments for human beings. We are, at base, members of a highly evolved, linguistic primate species, born with a flexible neuronal construction ‘program’ which undergoes a huge amount of development in interaction with the environment. In common with other naturally evolved species, young children principally achieve such development through collaborative play activity, engaging spontaneously with both peers and adults.

Children are programmed by nature to achieve social, emotional and intellectual development through play activity in early childhood. The list of human competencies that cannot be addressed by ‘listening to the teacher’ is vast, including the experience of engaging in tasks where ‘getting it wrong’ and working independently towards a solution, frequently in collaboration with others, is an integral element of the learning process.

Building brains

Internationally renowned psychologist Alison Gopnik proposes that direct teaching at an early stage in a child’s development “leads children to narrow in, and to consider just the specific information a teacher provides. Without a teacher present, children look for a much wider range of information and consider a greater range of options.”

This is something that professionals working with children aged between birth and seven comprehend very quickly, not only from academic research evidence but also from practical experience. But in the current education world, they are overwhelmed by the demands of non-practitioner policymakers and funding gatekeepers who promote shallow rote teaching because it is less expensive than providing environments for children to learn through play, even though the level of learning that worksheets, rote tasks and ‘sit and listen to the teacher’ produce is superficial.

Learning through play literally builds brains. It provides children with adult-supported, open-ended activities that construct qualities such as foresight, stamina, mental and physical agility and most importantly, social and linguistic competence and emotional resilience.

Play is the way

So, what are those who play and work with children doing to communicate this crucial information to the wider society, including most importantly, parents of young children? Scotland picked up this challenge first, with the publication of Play is the Way by the Upstart campaign in 2020.

Chief Editor Sue Palmer says:

“The book was published in 2020. With help from a crowdfunder campaign, we sent a copy of Play is the Way as a Christmas present to every MSP (Member of the Scottish Parliament) and the DoE.

“We promoted it via social media and the initial print run sold out within six months. This meant we were able to release a second edition with an extra chapter on Equalities and Inclusion, inspired by the Black Lives Matter movement. We organised online Book Groups, where authors spoke about their chapters, and attracted large audiences. The book continued to sell well. It was named a ‘Book of the Year’ in the Scottish Review.

“One of our supporters was inspired to write an illustrated Play is the Way Little Book of Quotes which was published (along with a free poster) by Cosy in late 2021.

“In 2022, we were contacted by grassroots members of the SNP who wanted to propose a motion at the SNP conference to introduce a relationship-centred, play-based kindergarten stage. The motion was carried overwhelmingly.

“There was a parliamentary debate on a kindergarten stage in 2023 at which MSPs from all political parties spoke in favour of a kindergarten stage. There was very little opposition.

“Since then, Upstart has concentrated on an attempt to get a kindergarten stage into every political manifesto for the Scottish parliamentary elections in 2026. This is ongoing. Play is the Way continues to be the best-selling book on the Postcards from Scotland list, so they commissioned another book (Born to Play) which will be launched on 27 March.”

Play matters

I wrote a chapter called The Myth of Early Acceleration in Play is the Way, and (given that I have now retired from my role as a childhood studies researcher and lecturer) encouraged younger colleagues to produce a similar document for England. This was somewhat hampered by the opposition of the 2019–2024 Tory government to learning through play; for example, their OFSTED inspectorate suggested in October 2024 that, for five- to seven-year-olds, play “did no more than occupy children’s time”, and prescribed “extra teaching” instead.

However, the sector persevered, and following the change in government in July 2024, I was delighted to co-write and edit a chapter called The Playful Brain in their document Play Matters, which is free to download online from 18 March, please follow this link.

Chief Editor Dr Aaron Bradbury says:

“The Play Matters project is dedicated to championing the vital role of play in every aspect of a child’s life. At its core, the project seeks to advocate for an early years sector that not only recognises the intrinsic value of play but also places the child at the heart of learning and development.

“By equipping parents, educators and caregivers with practical resources, Play Matters empowers them to seamlessly integrate play into daily routines, enhancing both learning and well-being. Beyond individual support, the project aims to influence policies and practices that prioritise play as an essential element of child development.

“Through these efforts, Play Matters strives to foster vibrant communities where every child has the opportunity to experience the joy, creativity and transformative power of play.”

Play does matter, and it is the way

We live in an increasingly uncertain world. Children currently aged birth to seven will become the young adults of the 2040s, and society leaders during the 2050s, 60s and 70s. The Postwar consensus is currently in the process of being consigned to history; democracy is under attack, and global warming is proceeding apace. A bland diet of rote learning will not prepare them for what they will have to face.

As Khalil Gibran wisely advised us:

“Your children are not your children.
They are the sons and daughters of Life’s longing for itself. […]
You may house their bodies but not their souls,
For their souls dwell in the house of tomorrow, which you cannot visit, not even in your dreams. […]
For life goes not backward nor tarries with yesterday.”

Across Britain, the early years workforce is ready and willing to play its part in preparing the current generation of young children for a future that they will forge without us, drawing upon the basis of rich, challenging and joyful experiences that we provided for them.

As adults, they will need to use every ounce of human ingenuity they possess to meet the challenges that will be presented to them. It is therefore imperative that we nurture them to become resilient, independent learners. We appeal to parents, policymakers and the public at large to support our expertise as we go about this crucial task.