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Where Play Meets Practice in Real Classrooms

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Play, Teaching and Learning in a Redeveloped Primary Curriculum

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Play, Teaching and Learning in a Redeveloped Primary Curriculum

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Play in the New Curriculum: A Game Changer with Dr. Jacqueline Fallon

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Play, Learning & Teaching in a Redeveloped Primary Curriculum

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Play, Learning & Teaching in a Redeveloped Primary Curriculum

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The UDL Guidelines are a tool used in the implementation of Universal Design for Learning, a framework to improve and optimize teaching and learning for all people based on scientific insights into how humans learn. Learn more about the Universal Design for Learning framework from CAST. The UDL Guidelines can be used by educators, curriculum developers, researchers, parents, and anyone else who wants to implement the UDL framework in a learning environment. These guidelines offer a set of concrete suggestions that can be applied to any discipline or domain to ensure that all learners can access and participate in meaningful, challenging learning opportunities.

Reenvisioning the UDL Guidelines

Because the UDL Guidelines are meant to be informed by feedback from the field as well as new research, they have been updated several times in the past. We are in the process of updating the Guidelines once again in our UDL Rising to Equity initiative.

This update will focus specifically on addressing systemic barriers that result in inequitable learning opportunities and outcomes. CAST aims to develop a transparent, inclusive, and community-driven process. If you are interested in collaborating and staying updated on our progress, we invite you to complete a brief survey.

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The UDL Guidelines are a tool used in the implementation of Universal Design for Learning, a framework to improve and optimize teaching and learning for all people based on scientific insights into how humans learn. Learn more about the Universal Design for Learning framework from CAST. The UDL Guidelines can be used by educators, curriculum developers, researchers, parents, and anyone else who wants to implement the UDL framework in a learning environment. These guidelines offer a set of concrete suggestions that can be applied to any discipline or domain to ensure that all learners can access and participate in meaningful, challenging learning opportunities.

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Technology in education | Global Education Monitoring Report

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International Play Association (IPA World)

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The International Play Association has as its purpose to protect, preserve and promote the child's right to play as is a fundamental human right.

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International Play Association (IPA World)

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International Play Association (IPA World)

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The IPA World Channel will share the videos from the International Play Association about children’s play: what it is, why it is important, and lots of fun things that go with that. We may even have a Play Film Festival or two.

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An annual government-led campaign designed to remind everyone of the importance of play

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The Early Childhood team in NCCA is developing a series of blogs to share insights on the recently updated Aistear: the Early Childhood Curriculum Framework.

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There's a warning that playtime is being squeezed out of children's lives, according to a report by early years experts. They're urging the Government to protect playtime in schools after their research found that screen time instead of play, is leaving children unhealthy, https://t.co/YQ1h1BxEn3

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There's a warning that playtime is being squeezed out of children's lives, according to a report by early years experts. They're urging the Government to protect playtime in schools after their research found that screen time instead of play, is leaving children unhealthy, https://t.co/YQ1h1BxEn3

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There's a warning that playtime is being squeezed out of children's lives, according to a report by early years experts. They're urging the Government to protect playtime in schools after their research found that screen time instead of play, is leaving children unhealthy,… pic.twitter.com/YQ1h1BxEn3
— Good Morning Britain (@GMB) February 24, 2025

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There's a warning that playtime is being squeezed out of children's lives, according to a report by early years experts. They're urging the Government to protect playtime in schools after their research found that screen time instead of play, is leaving children unhealthy, https://t.co/YQ1h1BxEn3

# data[].attributes.attachment_link.metadata.attachment_props.original_text
There's a warning that playtime is being squeezed out of children's lives, according to a report by early years experts. They're urging the Government to protect playtime in schools after their research found that screen time instead of play, is leaving children unhealthy, https://t.co/YQ1h1BxEn3

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There's a warning that playtime is being squeezed out of children's lives, according to a report by early years experts. They're urging the Government to protect playtime in schools after their research found that screen time instead of play, is leaving children unhealthy, https://t.co/YQ1h1BxEn3

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Resisting the Marginalisation of Children’s Right to Play

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Resisting the Marginalisation of Children’s Right to Play

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Albin-Clark, J. (2018). 'I felt uncomfortable because I know what it can be': The emotional geographies and implicit activisms of reflexive practices for early childhood teachers. Contemporary Issues in Early Childhood, 21(1), 20-32. https://doi:10.1177/1463949118805126

Albin-Clark, J.(2022). The right to play: Are young children free to determine their own actions? https://blogs.edgehill.ac.uk/isr/the-right-to-play-are-young-children-free-to-determine-their-own-actions/

Albin-Clark, J. & Archer, N. 2023, "Playing social justice: How do early childhood teachers enact the right to play through resistance and subversion? " Prism: Casting new light on learning, practice and theory, 5 (2), 1-22. https://doi.org/10.24377/prism.article714

Archer, N. (2020). Borderland narratives: Agency and activism of early childhood educators [Doctoral dissertation, University of Sheffield]. https://etheses.whiterose.ac.uk/27993/

Archer, N.(2021). 'I have this subversive curriculum underneath': Narratives of micro resistance in early childhood education. Journal of Early Childhood Research https://doi:10.1177/1476718X211059907

Archer, N. & Albin-Clark, J. (2022, July 20). Telling stories that need telling: A dialogue on resistance in early childhood education. FORUM for Promoting 3-19 Comprehensive Education, 64 (2) https://journals.lwbooks.co.uk/forum/vol-64-issue-2/abstract-9564/

Bloch, M. N., Swadener, B. B., & Cannella, G. S. (Eds.). (2018). Reconceptualizing Early Childhood Education and Care-a Reader: Critical Questions, New Imaginaries & Social Activism. Oxford: Peter Lang.

Brooker, L., & Woodhead, M. (2013). The right to play. early childhood in focus, 9. The Open University with the support of Bernard van Leer Foundation

Davey, C., & Lundy, L. (2011). Towards greater recognition of the right to play: An analysis of article 31 of the UNCRC. Children & Society, 25(1), 3-14. https://doi:10.1111/j.1099-0860.2009.00256.x

Fairchild, N., & Kay, L. (2021, November 26). The early years foundation stage: Challenges and opportunities. BERA blog. https://www.bera.ac.uk/blog/the-early-years-foundation-stage-2021-challenges-and-opportunities

Fenech, M., Sumsion, J., & Shepherd, W. (2010). Promoting early childhood teacher professionalism in the Australian context : The place of resistance. Contemporary Issues in Early Childhood, 11(1), 89-105. https://doi:10.2304/ciec.2010.11.1.89

Leafgren, S. (2018). The disobedient professional: Applying a nomadic imagination toward radical non-compliance. Contemporary Issues in Early Childhood, 19(2), 187-198. https://doi:10.1177/1463949118779217

Moss, P. (2019). Alternative narratives in early childhood. Abingdon: Routledge

Murray, J., Smith, K., &Swadener, B. (2019). The Routledge international handbook of young children's rights Abingdon: Routledge. https://doi:10.4324/9780367142025

Nicholson, J., &Wisneski, D. (2017). Introduction. Early Child Development and Care, 187(5-6), 788-797. https://doi:10.1080/03004430.2016.1268534

Office for the High Commissioner for Human Rights, (OHCHR). (1989, November 20). United Nations Convention on the Rights of the Child (UNCRC)https://www.ohchr.org/en https://www.ohchr.org/en

Sahlberg, P., & Doyle, W. (2019). Let the children play. Oxford: Oxford University Press.

Shimpi, P., & Nicholson, J. (2014). Using cross-cultural, intergenerational play narratives to explore issues of social justice and equity in discourse on children's play. Early Child Development and Care, 184(5), 719-732. https://doi:10.1080/03004430.2013.813847

Souto-Manning, M. (2017). Is play a privilege or a right? and what's our responsibility? on the role of play for equity in early childhood education. Early Child Development and Care, 187(5-6), 785-787. https://doi:10.1080/03004430.2016.1266588.

Wong, S. (2013). A 'Humanitarian Idea': using a historical lens to reflect on social justice in early childhood education and care. Contemporary Issues in Early Childhood, 14(4), 311-323. https://doi.org/10.2304/ciec.2013.14.4.31 https://doi.org/10.2304/ciec.2013.14.4.31

Wood, E. (2007). New directions in play: consensus or collision? Education 3-13, 35(4), 309-320. https://doi:10.1080/03004270701602426

Wood, E. (2015). The capture of play within policy discourses: A critical analysis of the UK frameworks for early childhood education. In J.L. Roopnarine, M.Patte, J.E. Johnson & D. Kuschner (Eds.), International perspectives on children's play (pp. 187-198). Buckingham: Open University Press.

Wood, E. and Hedges, H., 2016. Curriculum in early childhood education: Critical questions about content, coherence, and control. The curriculum journal, 27(3), pp.387-405.

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Resisting the marginalisation of children's right to play - EERA Blog

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Why have educators accepted that the right to play occupies the margins of early childhood education and care, and should they push back?

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Genius & Expert Advice on Playing and Childhood Learning Articles

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Genius & Expert Advice on Playing and Childhood Learning Articles

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Genius & Expert Advice on Playing and Childhood Learning Articles

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Get tips and advice about play from child development professionals, psychologists, educators, pediatricians and other experts.

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Classroom Play and Games Ideas for Teachers

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Classroom Play and Games Ideas for Teachers

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Classroom Play & Game Ideas for Teachers - Downloads, Posters, Podcast

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Download dozens of hands-on, play inspired lesson activities that align perfectly with the curriculum.

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Play tips and ideas for you and your family, any time of year.

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Together Towards Inclusion: Toolkit for Diversity in the Primary School

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Together Towards Inclusion: Toolkit for Diversity in the Primary School

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Pedagogy of Play: What Playful Learning Involves (And Why It Is Important)

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Pedagogy of Play: What Playful Learning Involves (And Why It Is Important)

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Play in Education, Development and Learning

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Pedagogy of Play: What Playful Learning Involves (And Why It Is Important)

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The Glitter and Coffee Teacher and The Nurture Teaching

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Using Socio-Dramatic Play to Support Oral Language and Early Literacy

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Using Socio-Dramatic Play to Support Oral Language and Early Literacy

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Infusing Playfulness into Language Teaching and Learning

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Infusing Playfulness into Language Teaching and Learning

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Why is play important in teaching & learning? 

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Why is play important in teaching & learning? 

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Why Play is Important in Teaching & Learning - Rahoo - CPD Courses

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Why Play is Important in Teaching & Learning - CPD Courses for Teachers - EPV days for Summer Courses - Short Online Courses - Events & Workshops

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BBC Sounds - The Social History of Playgrounds

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BBC Sounds - The Social History of Playgrounds

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Thinking Allowed - Playgrounds - BBC Sounds

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Outdoor Play - Marguerite Hunter Blair (Play Scotland)

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Outdoor Play - Marguerite Hunter Blair (Play Scotland)

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"All of us need to understand we’re part of the solution and how important it is for us to look out for children, allowing them to roam and play outdoors so they can develop fully."

Marguerite Hunter Blair @PlayScotland says modern society fails kids. #playeveryday #ayrshire https://t.co/gLkAnCv8fi

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"All of us need to understand we’re part of the solution and how important it is for us to look out for children, allowing them to roam and play outdoors so they can develop fully."

Marguerite Hunter Blair @PlayScotland says modern society fails kids. #playeveryday #ayrshire https://t.co/gLkAnCv8fi

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"All of us need to understand we’re part of the solution and how important it is for us to look out for children, allowing them to roam and play outdoors so they can develop fully."

Marguerite Hunter Blair @PlayScotland says modern society fails kids. #playeveryday #ayrshire pic.twitter.com/gLkAnCv8fi
— That's TV Scotland (@ThatsTVGlasgow) January 15, 2025

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"All of us need to understand we’re part of the solution and how important it is for us to look out for children, allowing them to roam and play outdoors so they can develop fully."

Marguerite Hunter Blair @PlayScotland says modern society fails kids. #playeveryday #ayrshire https://t.co/gLkAnCv8fi

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"All of us need to understand we’re part of the solution and how important it is for us to look out for children, allowing them to roam and play outdoors so they can develop fully."

Marguerite Hunter Blair @PlayScotland says modern society fails kids. #playeveryday #ayrshire https://t.co/gLkAnCv8fi

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"All of us need to understand we’re part of the solution and how important it is for us to look out for children, allowing them to roam and play outdoors so they can develop fully."

Marguerite Hunter Blair @PlayScotland says modern society fails kids. #playeveryday #ayrshire https://t.co/gLkAnCv8fi

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Marguerite Hunter Blair: Participation, Play and Recreation in Ireland (Play Scotland)

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Marguerite Hunter Blair: Participation, Play and Recreation in Ireland (Play Scotland)

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Participation, Play and Recreation in Ireland - Play Scotland

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Marguerite Hunter BlairI was delighted to be the keynote speaker at the ‘Participation, Play and Recreation Seminar’ in Ireland.

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Kids & Family Podcast · Monthly · Welcome to Play Scotland’s Play Well Podcast series!
Each month we will be exploring play through different themes by talking to play experts, play champions, and practitioners who are passionate abou…

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International Play Association: This is Me

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International Play Association: This is Me

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International Play Association (IPA World)

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This Is Me : Article 31 and a Child's Right to Play

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PEDAL is the centre for research on play in education, development and learning. We conduct academic research into the role of play in children's lives in order to inform wider practice and policy.

PEDAL is part of the Psychology, Education and Learning Studies Research Group at the Faculty of Education at the University of Cambridge. Our founding funder is the LEGO Foundation.

Pedal Hub - online resources

PEDAL Hub is our online resource that helps parents, practitioners, teachers, NGOs and policy-makers locate authoritative play research as well as understand its practical implications.

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centre for education and international development

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research for equitable access and learning

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centre for research on play in education

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Play in Education, Development & Learning (PEDAL)

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PEDAL is the centre for research on play in education, development and learning. We conduct academic research into the role of play in children's lives in order to inform wider practice and policy. PEDAL is part of the Psychology, Education and Learning Studies Research Group at the Faculty of Education at the University of Cambridge.

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9 TED Talks on why you should take time to play

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Play invites creativity and collaboration, and can inspire you to think out of the box! Take a recess and learn about the benefits of connecting with your inner-child.

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Gillian Corbally: Author at Folens Teacher's Corner

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Gillian Corbally: Author at Folens Teacher's Corner

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Gillian Corbally, Author at Teachers’ Corner

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Tips, ideas and resources for primary classrooms

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Whether you're an NQT or an experienced teacher, the idea of 25-30 Parent Teacher Meetings in one week can be daunting! Here are some practical tips from Teacher author, Aoife Doyle, to help ensure successful parent teacher meetings.

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tips, ideas and resources for primary classrooms

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The Lego Foundation: Learning Through Play

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The Lego Foundation: Learning Through Play

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Ready to play?

When children play, they learn. They solve problems, think strategically, relate to others, and manage life's ups and downs. Play helps children learn how to learn - and love learning. We've gathered some of our favourite games. You can play them anywhere - using things you find at home.

More activities

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We're here to convince the grown-ups. Because play is something every child, everywhere in the world can do. It fuels curiosity, sparks creativity, and inspires a lifelong love of learning. Children who play pick up all kinds of skills to thrive today - and lay the foundations for a happier, healthier life tomorrow.

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Learn how play helps your child develop a variety of social, emotional, physical, creative, cognitive, and communication skills

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Children are masters of play. They can play anywhere - outdoors, indoors and in all environments, children can tap into their imaginations creating worlds of play. Play is one of the only things that all species have in common. Even in very difficult circumstances - in poverty, in war zones, children can be seen playing. We all know it and the research supports it - children are happiest and at their most vital and energetic when they play.
Why play?
According to the United Nations Convention on the Rights of the Child, every child has a right to play. It is the child's way of making sense of the world - a learning tool that engages, motivates, challenges, and pleases. Children are born with an innate drive to learn - they are smart, intelligent, and capable people who can do things, who know things and who are well connected with family and friends. Play gives them an opportunity to demonstrate all that they have observed and learned about the world around them and at the same time the opportunity to experiment with how they can make that learning useful.
Evidence from research
The most recent neuroscience or brain research confirms the power of play for brain development. The brain grows fastest in the first 5 years of life and the wiring of the brain makes multiple and complicated neuron connections that in many ways decide our future ability to learn, achieve and be happy. Play helps the brain to make these connections because it allows free reign to the imagination and consequently children can engage in new experiences, activities, roles, and relationships on an on-going basis. Play is not about completing one task at a time but about dealing with multiple tasks such as relationships, activities, problem solving, other peoples' ideas and creating companionship and enjoyment, all at the same time. In this way, play strengthens and supports the connections between the neurons of the brain and provides a rich opportunity for children to grow and develop.
Play in Aistear and Síolta, the national curriculum and quality frameworks
The research is so clear about the benefits of play that in Ireland we have established play as central to the early childhood Curriculum Framework, Aistear. Both Aistear, the national curriculum framework from the National Council for Curriculum and Assessment, and Síolta, the national quality framework from the Early Years Policy Unit, emphasise the importance of play in the home and in early education settings. Aistear tells us that engaging in play is good for children's health and well-being. It is a way of creating community so that children develop a sense of identity and belonging. It is a way of communicating and exploring and thinking.
Play in early childhood care and education services
Children need relationships, time, space, and materials to play. In preschool settings, we think about:

How we plan the play environment. Does it encourage child-led play where children choose where they play, and with what and who they play with.

They have easy access to props and materials that they can use to develop their ideas, experiment, design, build, create stories and stretch their imaginations.

Adults are there as an additional resource. They offer help and guidance when required and use the many opportunities that a playful environment offers to promote play & learning.

When you walk into a playgroup setting where children are learning through play you will see them play with sand, water, bricks, paint, puzzles, books. They will be talking, laughing, reading, writing, building, dancing, singing and most of all they will be pretending - pretending to be a mother or father or child, pretending to be a builder, an engineer, a shopkeeper, a hairdresser, learning from one another and showing us all how competent they are and what they have learned about the world around them. For this reason, Vygotsky (1933) tells us that in play the child is a head taller than him/herself.

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Home Why Play? Children play their way to learning Children are masters of play. They can play anywhere - outdoors, indoors and in all environments, children can tap into their imaginations creating worlds of play. Play is one of the only things that all species have in common.

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The LEGO Foundation Experiment I The Play Pledge

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The Lego Foundation: Five Characteristics of Learning Through Play

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The Lego Foundation: Five Characteristics of Learning Through Play

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The 5 characteristics of learning through play

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Dr. Stuart Brown: Play Is More Than Just Fun

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Dr. Stuart Brown: Play Is More Than Just Fun

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A pioneer in research on play, Dr. Stuart Brown says humor, games, roughhousing, flirtation and fantasy are more than just fun. Plenty of play in childhood makes for happy, smart adults -- and keeping it up can make us smarter at any age.

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Parenting Podcast · 2 Seasons · Updated weekly

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Playful Parenting is the newest season of Play Time made for those who are looking to parent in a different way than they were parented and who could use some support in figuring out what that looks like. Season 1 of this podcast is called 'Play Time' and while it has parenting content, many of the episodes are also about Child-Centered Play Therapy and other topics related to the mental health of children. Season 2 of the podcast is dedicated exclusively to exploring parenting. Andrew is a father and play therapist who lives in Asheville, North Carolina who is likely currently stewing over how to create a more child respectful world. For more work by Andrew, check out barnettchildtherapy.com.

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Listen to Andrew Barnett's Playful Parenting Podcast podcast on Apple Podcasts.

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Kristen Day The Play-Based Learning Podcast

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Kristen Day The Play-Based Learning Podcast

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Education Podcast · 2 Seasons · Every two months

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Joanna Fortune's 15 Minute Parenting Podcast

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Joanna Fortune's 15 Minute Parenting Podcast

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"Play is not a box of toys. Play is a state of mind and a way of being."

Joanna Fortune (MICP; MIFPP; Reg Pract APPI; Ap Sup PTIrl) is a highly experienced and qualified clinician in the field of psychotherapy. She has over 20 years of clinical experience and specialises in trauma recovery therapy and repair of ruptured attachment therapy.

Media

Joanna is an experienced and in-demand media contributor. She regular contributes quotes to and/or writes opinion editorials for a variety of print media outlets. Further, she is the weekly parenting consultant on the parenting slot on Newstalk FM's Sean Moncrieff Show. She is a regular contributor to a variety of national and regional radio and TV programs.

Learn More

Training

Joanna is an experienced and accomplished trainer in her field. She delivers a series of one day training seminars on topics that include (but is not limited to) Trauma, Attachment, Therapeutic Play Techniques, Caring for the carer (Managing compassion fatigue and vicarious trauma in caring professionals), Teens Mental health and social media, Therapeutic parenting and Developmental Play.

Learn More

Conference Speaking

Joanna has spoken at national organisations events, regional events and third level institutions annual conferences. She speaks on a range of topics, mostly within the Trauma, Attachment, Therapeutic Parenting sphere though topics can be discussed and tailored to meet the needs of the organising group. Joanna has been a key-note speaker, a speaker in the main room of events and also delivered break-out session interactive workshops.

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Joanna Fortune (MICP; MIFPP; Reg Pract APPI; Ap Sup PTIrl) is a highly experienced and qualified clinician in the field of psychotherapy. She has over 20 years of clinical experience and specialises in trauma recovery therapy and repair of ruptured attachment therapy. Media: Joanna is an experienced and in-demand med

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Embedding Play-based Learning into Junior Primary Curriculum

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Embedding Play-based Learning into Junior Primary Curriculum

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Australian Journal of Teacher Education

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Dr. Emer Ring: A Melange or a Mosaic of Theories? 

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Dr. Emer Ring: A Melange or a Mosaic of Theories? 

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Dr. David Whitebread: The Importance of Play

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Dr. David Whitebread: The Importance of Play

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Debunking the Myths of Play Orlando 04-2022

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Debunking the Myths of Play Orlando 04-2022

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The UDL Guidelines are a tool used in the implementation of Universal Design for Learning, a framework to improve and optimize teaching and learning for all people based on scientific insights into how humans learn. Learn more about the Universal Design for Learning framework from CAST. The UDL Guidelines can be used by educators, curriculum developers, researchers, parents, and anyone else who wants to implement the UDL framework in a learning environment. These guidelines offer a set of concrete suggestions that can be applied to any discipline or domain to ensure that all learners can access and participate in meaningful, challenging learning opportunities.

Reenvisioning the UDL Guidelines

Because the UDL Guidelines are meant to be informed by feedback from the field as well as new research, they have been updated several times in the past. We are in the process of updating the Guidelines once again in our UDL Rising to Equity initiative.

This update will focus specifically on addressing systemic barriers that result in inequitable learning opportunities and outcomes. CAST aims to develop a transparent, inclusive, and community-driven process. If you are interested in collaborating and staying updated on our progress, we invite you to complete a brief survey.

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The UDL Guidelines are a tool used in the implementation of Universal Design for Learning, a framework to improve and optimize teaching and learning for all people based on scientific insights into how humans learn. Learn more about the Universal Design for Learning framework from CAST. The UDL Guidelines can be used by educators, curriculum developers, researchers, parents, and anyone else who wants to implement the UDL framework in a learning environment. These guidelines offer a set of concrete suggestions that can be applied to any discipline or domain to ensure that all learners can access and participate in meaningful, challenging learning opportunities.

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NCCA: Play in the Early Years of Primary

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NCCA: Play in the Early Years of Primary

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Play in the Early Years of Primary | NCCA

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This section suggests materials and resources that will support playful learning experiences in your classroom.