Play-based, Knowledge-rich Curriculum in the Early Years

This series of essays explores why a play-based, knowledge-rich curriculum is crucial to children's learning and development in the early years; the key elements of a knowledge-rich curriculum, and how teachers deliver it.

The Rational

Play-based learning has been advocated in the early years in Australia since the introduction of the Early Years Learning Framework (EYLF) in 2009. Simply judging from its literal meaning, many, including early childhood teachers, may jump to the conclusion that children should just play and have fun in childcare centres. There is truly nothing wrong with that; the question is, however, how much can children learn in a meaningful way in such a play-based environment? (Meaningful way here means children learn knowledge and skills that could be transferred to other learning domains and social settings).

The Education Department in Victoria, WA, and Queensland have all outlined the evidence-based benefits of a play-based learning environment, stating that in such a learning environment, it is easier for children to build and strengthen their sense of identity, belonging and as a result such learning environment contributes to children's academic learning and physical development. The key here lies in the play being purposeful. When the children are interested and engaged in their play, teachers should use open-ended questions and factual information to give children knowledge. A knowledge-rich curriculum is important because such a curriculum connects children's prior knowledge and new knowledge, making learning coherent, consistent, and meaningfully extendable. This is why, when the children are playing, teachers' job is more than just supervision - they are the observer, data collector and analyst, play facilitator, and consultant (to answer children's questions in play, if any). 

Many of the comments and criticisms, and sometimes oppositions I have received from teachers, about a knowledge-based curriculum, are that children are so young, will they be able to absorb it? Or, children are children, just let them play; or if the curriculum is too structured, it is not beneficial for children's well-being (and we will talk about a structured routine and curriculum in another article).

Abundant quality research at home and abroad has showcased that children's brains grow the fastest during the first five years of their lives. This means their brains are similar to sponges, even very experienced teachers are sometimes surprised by their amazing children's brains in their anecdotal experiences. So the question is, as a teacher, if your vision is that your children should grow up to be effective problem solvers and creators, and you have a part to play in that, then, why wouldn't you make the most of the first five years of children's lives to make a difference. We often say that children are the nation's future, and early childhood teachers are the enablers of a brighter future. This all comes down to a play-based, knowledge-rich curriculum.