Six children and their teacher join hands in a circle. An educator and 4 preschoolers enjoy a small group interaction.

The Council of Ministers of Education Canada (CMEC) "believes that purposeful play-based early learning sets the stage for future learning, health, and well-being."

Early Childhood Education
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Early Childhood Education

For Educators

What does the research about early childhood tell us?

Research clearly indicates that children are born ready to learn and that a child’s early years are critical to lifelong development. Providing children with a strong start in the early years will result in positive outcomes for families, communities and the province as a whole. Recent neuro-scientific research validates play as children’s natural way to learn. Pathways in children’s brains are influenced and advanced in their development through the exploration, thinking skills, problem solving, and language expression that occur during play.

Research also demonstrates that play-based learning leads to greater social, emotional, and academic success.

When children are playing, children are learning.

There is intrinsic value to play and its relationship to learning. Educators should intentionally plan and create challenging, dynamic, play-based learning opportunities. (Council of Ministers of Education, Canada, CMEC Statement on Play‑Based Learning, 2012)


Given the importance of play in children’s development, what is the role of the teacher in a play-based classroom? How do teachers actualize a play-based pedagogy?

Current research confirms that young children need a balance of child-initiated play in the presence of engaged teachers and more focused experiential learning guided by teachers. Along with many play experts, Manitoba Education recommends 45 minutes to one hour of child-initiated play per half day during the Kindergarten year.