The Power of Play
Why Less Rigidity and More Play Leads to Better Learning Outcomes
As parents, educators, and advocates, it can feel counterintuitive to step away from drills, tests, and structured lessons in favor of play. After all, isn’t academic rigor the surest path to success? Surprisingly, research consistently shows that the opposite is often true: children thrive in environments that prioritize active, engaged, meaningful, and joyful learning experiences—what we call play.
More time spent drilling facts can lead to burnout rather than achievement, while intentional, play-based approaches promote deeper understanding and better long-term outcomes. Let’s explore why play isn’t just fun—it’s essential to children’s development.
A Spectrum of Play
Not all play is the same, and that variety is part of its strength. Each type of play offers unique benefits:
Free Play: Unstructured and fully child-directed, free play encourages creativity, emotional regulation, and social skills.
Guided Play: In this semi-structured approach, adults provide a framework while children retain agency. Guided play is particularly effective for developing academic skills in areas like STEM and literacy because it combines the joy of discovery with intentional learning objectives.
Play and Executive Function: The Science Behind the Fun
Executive functions (EF)—mental skills like working memory, self-control, and cognitive flexibility—are essential for success in school, work, and life. Play, especially when supported by engaged adults, has a profound impact on developing these skills.
Guided Play, for example, blends child-led exploration with structured learning goals. Imagine a child building a tower with an adult’s gentle guidance. The child isn’t just learning spatial reasoning—they’re also practicing problem-solving, persistence, and adaptability.
Play Is Learning
Incorporating play into education isn’t about replacing academics—it’s about enhancing them. Play supports the development of social-emotional, cognitive, and self-regulation skills while nurturing a child’s natural curiosity and joy for learning.
Let’s reframe our understanding: play isn’t a break from learning—it is learning. And the evidence, from cellular-level brain changes to behavioral outcomes, is undeniable.
Whether you’re a parent, teacher, or homeschooler, creating space for play is one of the most impactful ways to support the children in your life.
Let’s stop thinking of play as a luxury and start recognizing it as a powerful, evidence-based tool for growth, discovery, and success.
Unlocking Potential: The Role of Executive Functioning in Children's Development
Executive functioning underpins the ability to manage thoughts, emotions, and behaviors. It comprises three core skills:
Inhibition: Self-control and impulse regulation.
Working Memory: Retaining and manipulating information.
Cognitive Flexibility: Adapting to change or new information.
These foundational skills support higher-order abilities like reasoning, problem-solving, and planning—critical for success in school, relationships, and beyond.
Early childhood is a critical period for strengthening these skills due to the brain’s plasticity.
Strategies to Enhance Executive Function
Key Insights for Educators and Parents:
Consistency: Repeated practice strengthens EF. Embedding activities throughout the day is more effective than isolated exercises.
Challenge Within Reach: Tasks should stretch a child’s current abilities to encourage persistence and mastery.
Joyful Engagement: Children are more likely to invest effort in activities they enjoy, making fun a crucial ingredient for growth.
As parents, teachers, and advocates, we have the opportunity to unlock children’s potential by encouraging activities that challenge, engage, and inspire. From playful exploration to structured practices, every moment can become a stepping stone for growth.
What activities have you found helpful for building focus, self-control, and flexibility in children? Share your thoughts—I’d love to hear from you!
References
Diamond A. (2012). Activities and programs that improve children’s executive functions. Curr. Dir. Psychol. Sci. 21 335–341.
Zosh JM, Hirsh-Pasek K, Hopkins EJ, Jensen H, Liu C, Neale D, Solis SL and Whitebread D (2018) Accessing the Inaccessible: Redefining Play as a Spectrum. Front. Psychol. 9:1124. doi: 10.3389/fpsyg.2018.01124
