“Learning through exploration, play, and inquiry – As children learn
through play and inquiry, they develop – and have the opportunity to
practise every day – many of the skills and competencies that they will
need in order to thrive in the future, including the ability to engage in
innovative and complex problem-solving and critical and creative thinking;
to work collaboratively with others; and to take what is learned and apply
it in new situations in a constantly changing world.” (See the “Fundamental
Principles of Play-Based Learning” in the following section, and Chapter 1.2,
“Play-Based Learning in a Culture of Inquiry”. (Ontario Ministry of Education, 2010, p. 12)
“Evidence from diverse fields of study tells us that children grow in
programs where adults are caring and responsive. Children succeed in
programs that focus on active learning through exploration, play, and
inquiry. Children thrive in programs where they and their families are
valued as active participants and contributors” (Ontario Ministry of Education, 2010, p. 8)
FUNDAMENTAL PRINCIPLE #1: Play is recognized as a child’s right, and it is essential to the child’s
optimal development.
• The United Nations Convention on the Rights of the Child recognizes “the
right of the child … to engage in play … appropriate to the age of the
child” and “to participate freely in cultural life and the arts”.3
• Play is essential to the development of children’s cognitive, physical,
social, and emotional well-being. The Association for Childhood Education
International (ACEI) recognizes play as necessary for all children and critical
to children’s optimal growth, learning, and development from infancy
to adolescence. (Ontario Ministry of Education, 2010, p. 13)
FUNDAMENTAL PRINCIPLE #3: A natural curiosity and a desire to explore, play, and inquire are the
primary drivers of learning among young children.
• Play and inquiry engage, challenge, and energize children, promoting an
active, alert, and focused state of mind that is conducive to learning.
• Children’s choices in play are the best starting points for the co-construction
of learning with the child.
• Educators respond to, challenge, and extend children’s learning in play and
inquiry by:
• observing;
• listening
• questioning;
• provoking;
• providing descriptive feedback;
• engaging in reciprocal communication and sustained conversations;
• providing explicit instruction at the moments and in the contexts
when it is most likely to move a child or group of children forward
in their learning (Ontario Ministry of Education, 2010, p. 13)
FUNDAMENTAL PRINCIPLE #5: In play-based learning programs, assessment supports the child’s
learning and autonomy as a learner.
• In play-based learning, educators, children, and family members collaborate
in ongoing assessment for and as learning to support children’s learning and
their cognitive, physical, social, and emotional development.
• Assessment in play-based learning involves “making thinking and learning
visible” by documenting and reflecting on what the child says, does, and
represents in play and inquiry (Ontario Ministry of Education, 2010, p. 13)
References
Ontario Ministry of Education. (2010). Growing success: Assessment, evaluation, and reporting in Ontario schools (First edition, covering Grades 1 to 12). Queen’s Printer for Ontario. https://www.ontario.ca/document/growing-success-assessment-evaluation-and-reporting-ontario-schools
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