As parents, you may sometimes wonder: “I see my kids playing in preschool, but are they really getting academically ready for school?”

The short answer is yes, and more. In high-quality early childhood programs, play isn’t just a break from learning; it is the learning. Play-based learning has been shown through research to support children’s cognitive, social, and emotional development, preparing them for both school and life.

Children (and adults alike) learn better when they’re having fun. Research comparing play-based and academic approaches highlights two perspectives:

• Developmental learning → social-emotional skills, self-regulation, problem-solving, creativity.

• Academic learning → early literacy, numeracy, and foundational school readiness skills.

Studies show that child-led free play allows children to construct knowledge about the world, practice negotiation, and solve problems—skills that are harder to develop in highly structured, teacher-directed settings.

A Personal Example

When I was a child, I learned English on my own before taking any formal classes. How? I pretended to be a singer, memorizing and studying songs until I understood their meaning. This playful approach turned out to be one of the most effective ways for my brain to absorb a new language.

Similarly, building blocks may look like simple fun, but they also build fine and gross motor skills, introduce geometric concepts, and lay the groundwork for understanding engineering principles. When a tall tower of blocks falls, children are engaging in hands-on lessons about balance, cause and effect, and resilience.

Social and Emotional Benefits

Perhaps most importantly, play teaches children how to be with others. Through games and group activities, children practice:

• Sharing and negotiation

• Taking turns

• Understanding and following rules

• Developing empathy and respect

These experiences form the foundation of social-emotional intelligence. Research consistently shows that people who thrive in relationships often thrive in life. Humanity itself has relied on cooperation and empathy to survive, qualities that children can begin building through play.

In the 1990s, early childhood educator Bev Bos pioneered preschool environments rooted in play. Her philosophy emphasized:

“Young children learn best through self-directed, uninterrupted play. Learning involves all of the senses.”

Instead of waiting in lines or sitting quietly on a carpet, children in her classrooms experimented, explored, and created. Her approach continues to inspire educators today.

At Le Marmouset, I integrate both play-based and teacher-guided activities to prepare children for school. The guided parts are never just about “getting through a lesson”, they always focus on the social and interactive aspects of learning.

Because when children move, touch, build, experiment, imagine, and talk out loud, they aren’t “just playing.” They are building the skills that shape lifelong curiosity, confidence, and happiness.

As researcher Stuart Brown reminds us:

“Play is the single most significant factor in determining our success and happiness.”

References & Resources

• Weisberg, D. S., Hirsh-Pasek, K., & Golinkoff, R. M. (2013). Guided Play: Where Curricular Goals Meet a Playful Pedagogy. Mind, Brain, and Education.

• Lillard, A. S., et al. (2013). The Impact of Pretend Play on Children’s Development: A Review of the Evidence. Psychological Bulletin.

• Common Sense Media – Reviews for apps, shows, and games

• Zero to Three – Early development and learning resources

• NAEYC – Developmentally Appropriate Practice in Early Childhood Programs

• Brown, S. (2009). Play: How It Shapes the Brain, Opens the Imagination, and Invigorates the Soul. Avery Publishing.