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To create a collection of play-based resources and examples that support children, aged 3-5, the emotional, physical, and overall well-being, while adhering to the principles outlined in the Early Learning Framework and the ECEBC Code of Ethics.

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There are organizations arranging play-based learning.

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We provide high-quality early care and learning environments for all children by drawing on specialized knowledge, education, and diverse perspectives.

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The resources are tailored for novice Early Childhood Educators (ECEs) employed in preschool or daycare settings catering to children aged 3-5. The collection is set to serve as a valuable resource for the community of educators, providing opportunities for reflection on resources and daily practices. We are going to create “high-quality early care and learning environments for children” (Code of Ethics | Early Childhood Educators of BC, n.d.) from a professional knowledge perspective.

Delivered through an online platform, these resources are part of an ongoing initiative, enhancing the project's sustainability and longevity. Prior to embarking on their play-based learning journey, educators can conveniently peruse the available resources to gain a comprehensive overview.

This approach saves them valuable time that would otherwise be spent searching for scattered online resources.

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-Have space dedicated to play with materials that children can easily access

-Leave open space for children to engage in their choice of pretend play

-Offer open-ended toys that can be many different things

-Such toys foster creativity, exploration, and imagination

-These could be wooden blocks, recycled materials, loose parts, etc

-Get outside! Natural environments offer endless opportunities for imagination and open-ended play

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Loose Parts 4: Inspiring 21st Century Learning

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Loose Parts 4: Inspiring 21st Century Learning

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Loose Parts 4 written by Lisa Daly & Miriam Beloglovsky is a useful resource featuring examples and ideas for loose parts to engage children.

Daly, L., Beloglovsky, M., & Knight, J. (2020). Loose parts 4: Inspiring 21st-century learning. Redleaf Press.

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This book, written by Sandra Duncan, provides an excellent perspective reflecting on how infants and toddlers learn through free play in nature and natural environments.

Duncan, S., Penix, S., & Haughey, S. (2022). The Honeycomb Hypothesis: How Infants, Toddlers and Two-Year Olds Learn Through Nature Play. Exchange Press.

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Practical ideas for physically active play

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Ideas for physically active play for under 5 suggested by

1. Babies (non walkers) divided into approximate months (0–3 months, 3–6 months and 6–12 months)

2. Toddlers (walking up to about age 3 years)

3. Pre-schoolers (age 3–5)

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Loose parts are about real world learning for all children. The process of introducing them and of playing with them involves collaboration, sharing thinking, problem-solving and decision-making. The impact of embedding loose parts play is a positive cycle of improved health and wellbeing. The toolkit provides information about how to embed loose parts into play.

Theresa, C., & Juliet, R. (2023, September 6). Loose parts play - A toolkit 2019. Play Scotland. https://www.playscotland.org/resources/loose-parts-play-toolkit-2019-web-2/

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Loose Parts Play - A Toolkit 2019 - Play Scotland

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Loose parts create richer environments for children to play, giving them the resources they need to do what they need to do.

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The Play Today B.C. Handbook is a comprehensive resource designed to assist educators, parents, and families throughout British Columbia by:

Offering diverse examples of integrating various play experiences into programs tailored for children.

Demonstrating the implementation of play-based learning experiences within early learning environments.

Highlighting the adaptable role of educators, which can be adjusted based on the individual needs of the child and the nature of play.

Children are recognized as co-constructors of knowledge as they engage with people, places, objects, and ideas. Learning and education is envisioned as a continuum as children transition between early years programs, schools and other services (Ministry of Education, 2019).

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Play is an important part of children's learning processes. Through play children learn how to make sense of the busy world around them. Play engages their wonder and curiosity while helping them to develop social, emotional, and cognitive skills to navigate new experiences and spaces. It teaches them to problem solve, to take risks, and encourages use of their imagination.

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1.       Social-emotional well-being

·       Self-regulation skills

o   Children learn to manage their emotions and behaviors during play with classmates (Danniels & Pyle, 2016).

·       Problem solving skills

·       Conflict resolution skills

·       Social norms

o   Children learn turn taking, sharing, responsibility, cleaning up after oneself, and transitions (Taylor & Boyer, 2020).

·       Communication skills

o   Children share thoughts, feelings, and ideas through play (Taylor & Boyer, 2020).

o   Through pretend play scenarios, where children take on roles and navigate the direction of play, children learn routines of conversations and advanced language skills.

2.       Physical well-being

·       Gross motor skills

o   children are running, jumping, skipping, or catching a ball.

·       Fine motor skills

o   they are involved in scissor skills, zippers, using writing utensils, or doing puzzles.

3.       Psychological well-being (Gray & Skenazy, 2024)

3 basic psychological needs

1. Autonomy: freedom to choose one's own activities

2. Competence: being skilled at what one wants to do

3. relatedness: having friends

Gray, P., & Skenazy, L. (2024). Play More. Independent School, 83(2), 43–47.

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Play Wales is an organization dedicated to promoting children's play and advocating for play opportunities. Their website offers resources, publications, and information on play-based approaches in early years settings.

https://play.wales

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We promote the health and well-being of all children.

Play is integral to well-being and learning.Nurturing a sense of well-being and belonging supports children as they learn about and investigate the world around them.(British Columbia Early Learning Framework, 2019)

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https://padlet.com/2ningyim/play-based-learning-well-being-jhdinsnst06v5txz

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We maintain the knowledge, skills, and self-awareness needed to be professionally competent.

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-Play Builds Relationships-

Free play helps children learn how to positively interact and connect with each other. Sharing joyful moments of wonder and play creates connections between those engaged in the moment whether it be a child and caregiver(s) or multiple children together. These moments where you share joy, and comfort scaffold the development of future social and emotional skills.

-Reduce Stress through Play-

Through free play children are able to have fun and be themselves without any expectations. During joyful moments of play your body releases endorphins that promote good feelings within yourself. These good feelings help mitigate and chase away feelings of stress and anxiety.

-Processing Difficult Emotions through Play-

Children deal with difficult emotions too and oftentimes these emotions and scenarios can show up within their play. Try to give them space to work through these moments on their own rather than interrupting them. Play can help a child express their feelings when they may not know how to do so verbally.

-Play to Build Confidence-

Being creative, solving problems, and working hard can all show up in moments of children’s play. All of these can give children a sense of feeling good about themselves; feeling competent in their own abilities.

UNICEF. (n.d.). How play strengthens your child’s mental health. UNICEF Parenting. https://www.unicef.org/parenting/child-development/how-play-strengthens-your-childs-mental-health

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We establish and maintain respectful partnerships with colleagues, allied professionals, community partners, and decision-makers to support the well-being of children and their families.

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According to Principle 1 of the ECEBC Code of Ethics, we promote the health and well-being of all children. As early childhood educators (ECEs), we co-create learning environments that are inclusive, safe, and healthy so that all children can participate, and each child's individual needs are met. It is important to create an inclusive environment for all children to play.

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https://cccf-fcsge.ca/ece-resources/topics/physical-activity-play/

This website provides many resources for physical play for children in their early years, including articles, webinars, and courses. The website's resources enhance educators' expertise in play-based learning and well-being, and support families to know more about their children's interests and needs.

The website's resource reflects the pathway of "Nourishment, sleep, and physical activity" (Ministry of Education and Child Care, 2024). From theories to materials and environments, this website empowers educators with comprehensive knowledge, inspiring them to generate innovative ideas for outdoor and indoor play experiences.

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Physical Activity & Play | Canadian Child Care Federation

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Active play is part of the way children grow and learnPhysical activity and play are necessary for a child's healthy development. Active play is part of the way children grow and learn. Play is how children experience their world and bring meaning to it. It models the social framework that...

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Rest Play Grow-Making Sense of Preschoolers 

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Rest Play Grow-Making Sense of Preschoolers 

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"Why play?" and "How to play?" This book provides answers to these questions, guiding parents and caregivers to explore the deeper meaning behind children's emotions and behaviours through play. Playing enables us to see children's needs and provide enough space for them to connect with the world.

MacNamara, D. (2016). Rest, play, grow: Making Sense of Preschoolers (or Anyone Who Acts Like One). Aona Management Incorporated.

Based on Gordon Neufeld's approaches, the book illustrates children's needs and emotions. It enables us to connect the "Emotions, thoughts, and views" pathway (Ministry of Education and Child Care, 2024) in ELF and apply it to our daily practices. Recognizing and responding to children's emotional expressions based on our understanding of them can foster a sense of belonging and inclusivity, welcoming children of diverse abilities and needs.

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According to the World Health Organization, engaging in active free-play showed positive links to:

enhanced gross and fine motor development

fitness levels

cardiometabolic health

bone/skeletal health

World Health Organization. (‎2019)‎. Guidelines on physical activity, sedentary behaviour and sleep for children under 5 years of age. World Health Organization. https://iris.who.int/handle/10665/311664.

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https://www.childcarevictoria.org/wp-content/uploads/resource-list-march-2022.pdf

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The National Association for the Education of Young Children (NAEYC) is a professional membership organization dedicated to promoting high-quality early learning for all young children, birth through age 8, by connecting early childhood practice, policy, and research. NAEYC works to advance a diverse, dynamic early childhood profession and support all who care for, educate, and work on behalf of young children. Through its website, NAEYC provides a wealth of resources, including research-based articles, best practices, and professional development opportunities for early childhood educators, administrators, policymakers, and families. NAEYC advocates for policies that support early childhood education, fosters collaboration among professionals in the field, and sets standards for quality early childhood programs through its accreditation system.

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Storypark - A child care app for communication and engagement

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Storypark - A child care app for communication and engagement

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Storypark is an app designed for educators and child care programs to promote enhanced practice, family engagement, and empower educators and caregivers.

Storypark supports outcomes and practices that align with the Early Learning Framework through;

-play-based and inquiry based learning

-facilitating holistic processes through partnerships and collaboration between children and adults

-supporting diverse abilities and needs

-unique professional development opportunities meant to enhance educators sense of belonging

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Engage families in children's development in your own private Storypark community
Start your free trial

Record and communicate learning as it happens by sharing photos, video, audio, observations and routines within a secure online environment. Receive instant feedback and plan new ways to extend children's unique interests and abilities.

Built under the guidance of international experts and leading academics, for educators focused on high quality practice.

Trusted by practitioners
across Canada.

Nurture life-long learning

Accessible ePortfolio records that travel with children from birth to school. Support a continuous, cohesive learning journey for each child.

Enhance quality practice

Encourage reflective intentional teaching, personalize learning, and work with mentors or specialists.

Communication made easy

Share notices, events, reminders, policies and messages. Have conversations with individuals and get immediate responses.

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Data-led decision making

Increase enrolment and gain competitive advantage. Streamline assessment and reporting with unique data insights. Do and understand more in less time.

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Led by our values,
in service to our Mothers

Storypark is a for-purpose organization dedicated to making a difference. Our unique heritage has helped us focus on what matters most to children, families and educators.

Why we're doing this >

Powerful professional development tools

Support continuous professional learning in your own educator portfolio.

Have discussions and share resources in private communities of practice.

Show how observations support your plans as a team and with parents.

Simple to implement, easy to use

We're here to help you on every step of the journey with dedicated technical setup and onboarding, advanced teacher training, and prioritized customer care.

Individual voices, interests, strengths and abilities are more easily recognized and supported.

Immediate, timely responses mean current interests are deepened and explored more fully.

Greater emotional support - stronger trust and attachment, important during transitions.

Extended awareness of community, relationships and place in the world.

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Proud to be working with

"We have seen a national shift towards ePortfolios becoming the norm and would strongly attribute this to Storypark's commitment to innovation and quality service. Their alignment with our values makes our relationship that much stronger and we encourage all our members to use Storypark."

"The CCCF is committed to excellence in early learning and child care, and will be encouraging the use of Storypark's innovative technology to improve learning outcomes for children across Canada. Storypark's core values of placing children at the centre of everything they do align well with those of the CCCF."

Flexible and affordable for early learning services.
Free for families.
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Start your full access 30-day free trial and join people in
over 100 countries who rely on Storypark every day.

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Document and support children's learning, together - Storypark

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Start your free trial Record and communicate learning as it happens by sharing photos, video, audio, observations and routines within a secure online environment. Receive instant feedback and plan new ways to extend children's unique interests and abilities. Built under the guidance of international experts and leading academics, for educators focused on high quality practice.

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-Through this project we aim to develop and collect play-based resources that support all aspects of development within young children including cognitive, social, emotional, physical, and creativity.

-We will ensure our project aligns with ECEBC Code of Ethics Principle 1: We promote the health and well-being of all children.

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Goal 2: Promoting Inclusive Care and Respect for Differences

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Goal 2: Promoting Inclusive Care and Respect for Differences

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-This project will feature resources that reflect diverse cultures, backgrounds, abilities and needs.

-Our resources will reflect our devotion to Principle 2 of the ECEBC Code of Ethics: We provide high-quality early care and learning environments for all children by drawing on specialized knowledge, education, and diverse perspectives.

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Goal 3: Promoting Safety and Well-being in Early Years

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Goal 3: Promoting Safety and Well-being in Early Years

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-Safety, health, and well-being will be prioritized throughout this project and reflected in the resources and materials collected.

-ECEBC Code of Ethics Principle 1 will be used to ensure all resources are appropriate and promote well-being in young children

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The Power of Play Enhancing Learning Through Play-Based Approaches - Professional Development

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The Power of Play Enhancing Learning Through Play-Based Approaches - Professional Development

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This Professional Development course is provided by ECE Development of Canada and teaches educators all about play-based learning. Topics of the workshop include defining play-based learning, research/evidence for play-based learning, implementing play-based learning and more.

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The Power of Play Enhancing Learning Through Play-Based Approaches

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What is the Sensory System? Importance of a Developed Sensory System in Children Under 5 Techniques for Enhancing Sensory Development in Children Under 5 Sensory Processing DisorderIdentifying Sensory Processing Issues in Children Under 5Occupational Therapy for Sensory Processing DisorderSensory-Friendly EnvironmentsSensory DietSensory Integration TechniquesSummary

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Every educator has the opportunity to contribute to the evolution of this play-based learning experience by either suggesting additional resources or identifying and shortlisting existing ones that align with our  goals.

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Accessing and Contributing to the package

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Accessing and Contributing to the package

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The Community of Practice on Play is committed to advancing the comprehension, value, and prominence of play within the early childhood sector. Comprised of a diverse array of members including researchers, practitioners, developers, non-profit leaders, and policymaker enhancing the impact of their individual endeavors.

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Center on the Developing Child at Harvard University

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A Community of Practice is a group of people who learn together over time as they work in areas of shared passion or concern. The goal of a Community of Practice is to identify and address shared challenges. By doing so, the community seeks not only to help individual members advance their own work, but also contribute to the larger field.

What do a researcher, museum leader, community program leader, teacher, and an urban architect all have in common? They're all committed to tackling one important question: how can we better understand the science of play and its role in advancing children's developmental outcomes and buffering them from the effects of toxic stress?

The Center's Community of Practice on Play (CoPP) is dedicated to increasing the understanding, appreciation, and presence of play in the early childhood sector. The CoPP's members include global and domestic researchers, practitioners, developers, non-profit leaders, and policymakers. The group works together to support cross-cutting, catalytic relationships among its members that will benefit individual work as well as generate insights that will contribute to the fields of play, learning, and early childhood more broadly.

The CoPP's Activities

Plans for the CoPP began at the Center in September 2016 and resulted in the community of practice's first in-person meeting in July 2017 in Cambridge, MA. Over two days, 30 diverse stakeholders in the field of play discussed four key areas of shared challenge and opportunity:

The science of play

How to measure the impact of playful learning

Play in community settings

Framing of messaging around play

Urban Thinkscape transforms public spaces into opportunities for playful learning by infusing them with activities that challenge the mind while encouraging joyful interactions between children, parents, and caregivers.

CoPP members also plan to develop case studies, interviews, and video logs as a means of synthesizing and sharing the knowledge and work of the community with the field and the general public. The community's first multimedia case study features Urban Thinkscape, an intervention that transforms public spaces into opportunities for playful learning. The Urban Thinkscape team is part of the CoPP and was selected because of the program's unique, built environment that takes the science of play and applies it in a community setting. The Urban Thinkscape story also demonstrates the importance and benefits of co-creation in designing, implementing, and testing interventions-part of the Center's IDEAS Impact Framework approach to innovation.

Currently Funded Projects

In this video, learn more about how play can foster children's resilience to hardship, and how the complex interactions involved when children play help build their brains.

In an effort to build on the generative ideas and connections that were made at the July 2017 meeting, the CoPP offered its members the opportunity to apply for seed funding to help support ideas that can move the work of the community forward. Members submitted their ideas through an RFP process, and the CoPP, with support from the Lego Foundation, is currently funding the following promising projects:

Association of Children's Museums (ACM)/Hume-The ACM and Hume, a science-informed design practice focused on people-centered spaces, are working together to develop educational offerings (a webinar and professional development seminar) that will inform children's museum leaders, educators, exhibit designers, and architects about the role of neuroscience in creating engaging, enriching environments for children and families.

City of Boston-Part of a public space design competition sponsored by the Boston Mayor's Office of Urban Mechanics, this project focuses on ways to create equitable access to play at Boston Public Schools bus stops during the winter months, when outdoor activities and learning are limited. "Play Around the Snowy City" will also document the process of engaging city officials, residents, and other community stakeholders in this type of work.

Early Start Discovery Space-Located at the University of Wollongong, the Early Start Discovery Space is Australia's only dedicated children's museum-an interactive, educational space designed for children and adults to enjoy together. The project will focus on generating new insights about how these types of environments can engage families and encourage them to continue playful learning at home.

Play Walls-Funding for this project will be used to evaluate the effects of chalkboards installed throughout the city of Philadelphia on local communities. The Play Walls chalkboards prompt residents to provide their own responses to the phrase, "When I was little, I loved to play..." Community members will be trained to collect evaluation data by observing behavior and conversations in front of the Play Walls and interviewing residents about the walls and playful learning.

Power Tools in South Africa-Developed by Tools of the Mind, a science-based early learning program, Power Tools is an app that supports and scaffolds individualized reading skills for children and encourages dramatic play. This project and the seed funding will support an adaptation and pilot of Power Tools' play techniques in a classroom in South Africa.

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Case Study: Developing a Community of Practice on Play

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The Center's Community of Practice on Play is dedicated to increasing the understanding, appreciation, and presence of play in the early childhood sector.

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Week 1 (Feb 12-16): Planning and Research

Our team focused on planning and conducting thorough research, identifying goals, and assigning specific research tasks. By week's end, we compiled findings and refined our plan accordingly.

Week 2 (Feb 19-23): Strategy Development

We individually worked on different aspects of our plan, finalizing our framework and creating a detailed action plan.

Week 3-4 (Feb 26-March 8): Collecting Feedback

We sought feedback from experienced educators, refining our ideas based on play-based learning insights and ensuring alignment with ECEBC code of ethics and Early Learning Framework.

Week 5-6 (March 11-March 22): Implementation

We began implementing our plan, allocating resources, and maintaining open communication channels to address challenges.

Week 7-8 (March 25-April 4): Evaluation and Reflection

We evaluated our connection with ECEBC code of ethics and the Early Learning Framework, reflecting on experiences for improvement and gaining valuable insights for future work.