Play Based Philosophies

History Play-Based Pedagogy

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International Play Association

Maria Montessori (1870–1952)

Friedrich Froebel (1782–1852)

Jean Piaget (1896–1980)

United Nations Conve ntion on the Rights of the Child

The United Nations Convention on the Rights of the Child (UNCRC) declares that every child, regardless of their background, has the right to survival, development, protection, and participation, ensuring they are treated with dignity and respect and provided opportunities to reach their full potential. (OpenAi, 2024)

John Dewey (1859–1952)

A proponent of experiential education, Dewey believed in learning by doing. He saw play as a form of inquiry, enabling children to explore, experiment, and reflect. (Filipa cite)

Lev Vygotsky (1896–1934)

Vygotsky introduced the concept of the Zone of Proximal Development (ZPD) and highlighted the role of social interaction in learning. He argued that play is essential for cognitive and social development, allowing children to experiment with roles and problem-solving in a supportive context.

Maria Reggio Emilia

This approach emphasizes the potential of children as capable, curious, and resourceful learners. It is now recognized worldwide for its unique perspective on education and child development.

Unicef - Article 31Nov. 20, 1989

Article 31States Parties shall respect and promote the right of the child to participate fully in cultural and artistic life and shall encourage the provision of appropriate and equal opportunities for cultural, artistic, recreational and leisure activity.

Montessori's educational approach focuses on self-directed, hands-on learning. Play and exploration are integral to her method, which encourages children to learn through engagement with their environment. (American Montessori Society)

The "Father of Kindergarten," Froebel was a pioneer in recognizing play as a critical part of early childhood education. He introduced the concept of "Froebel gifts," hands-on play materials designed to stimulate creativity and learning in young children. (Froebel, 1861)

Piaget’s theory of cognitive development emphasized that children learn through play as they actively construct their understanding of the world. He distinguished between different types of play, such as sensorimotor and symbolic play, as key stages in a child’s development. (Play.Learn.Thrive, 2024)

The International Play Association (IPA) advocates for every child’s right to play, as outlined in Article 31 of the UNCRC, by promoting play-friendly environments, raising awareness of the importance of play, and supporting research and policy development worldwide.