Power of Play (PoP): Role and value of play in supporting early learning and development
This was a review of published studies on the effects of play in children aged 3-8 years. Compiling the findings of studies available in the British Education Index, Education Resources Information Center (ERIC), Scopus, Web of Science, and PsycINFO. 62 studies were identified that met the criteria of having empirical data, the children had been exposed to “unstructured play within informal contexts”, and the study also reported with data on children’s learning, development and interactions or engagement with peers and family members.
The findings from the study highlight amongst things, that play is an integral part of children’s lives, helping develop confidence, resilience, divergent thinking, self-regulation and ability to cope with stress. Play also improved socio-emotional and academic outcomes for children from disadvantaged backgrounds, while the absence of play is harmful to children’s well being.
“In many of the studies… …play is described as a ‘protective experience’ that enables children to build resilience that can help them navigate and mitigate stressful or adverse experiences throughout their lives”
Ang, L. et al (2025)
Nature-based play in outdoor spaces (including gardens), provided opportunities for learning, social development and building knowledge. There were positive correlations between activities such as tree-climbing, woodwork, fishing and sand-play with socio-emotional development. Being outdoors children also had a greater sense of freedom for their play. However, it was noted:
“A challenge of nature-based learning is the capacity of educators to adapt their pedagogical practices to prepare an effective nature-based context that utilises resources already available in the natural environment rather than reliance on a pre-set curriculum.”
Ang, L. et al (2025)
Puzzles, toys and games were noted to be associated with helping shape development and propensity to learn. However, toys did not have to be pre-made, those made from natural materials that children collected were also used and effective. But just the provision of toys was “…insufficient to improve children’s quality of play and development.” It was the quality of the interaction with peers, siblings and adults that mattered.
While family play was found to provide vital interactions with caregivers and improved motor, executive function and social-emotional skills as well as academic ones. It was noted that adults when engaging in play with children should not interrupt or take over the play and let the children be able to lead, have their own ideas and be able to find things out for themselves.
It is well worth reading the whole final report, as there are many more findings, as well as a number of recommendations and highlighting areas where more research needs to be done.
Final Report:
Ang L., O’Neill S., Rogers S., Ko SY(J)., Fox K. (2025) ‘The Power of Play (PoP) Study: Understanding the Role and Value of Play in Supporting Early Learning and Development.’ Final Report. London: UCL Institute of Education. https://discovery.ucl.ac.uk/id/eprint/10211119
