Why Play-Based Learning Works:
Neuroscience, Benefits, and Effectiveness

Play Isn’t Just Fun—It’s How Children Are Wired to Learn.

Improving outcomes and engagement doesn’t occur with more direct instruction hours or buying a new reading curriculum. Brain research and longitudinal studies prove that play-based learning delivers superior outcomes because it aligns with how children naturally learn.6,7,9,10 We set up children for success when we approach our educational practice in such a way that meets them where they are at developmentally.

Teacher sitting on the floor with middle school students

The Neuroscience: How Young Brains Actually Learn

Children learn about the world through active engagement. Neuroscience tells us that young children’s brains cannot learn through direct instruction alone.1,7

"Children need to touch things. They need to pull things apart. They need to see if they can then put something back together. They need to engage with material in an active way and through that process, that's how they learn about the world. That's how a young brain works.
— Peg Oliveira, Ph.D., Gesell Program in Early Childhood, Yale Child Study Center

Research Studies Show:1,3,9,10

  • Active learning grows and strengthens neural pathways in ways that passive instruction does not
  • Movement and manipulation activate multiple brain regions simultaneously
  • Social interaction during learning enhances memory consolidation
  • Positive emotions from engagement improve cognitive processing

The Executive Function Connection

Executive function skills predict future success better than IQ or family income.3,4,5,11

Play-based learning specifically develops the prefrontal cortex, responsible for:

Working memory and cognitive flexibility

Problem-solving and critical thinking

Emotional regulation and impulse control

Planning and decision-making

Research Evidence: Long-Term Impact

HighScope Perry Preschool Study8,11

Underserved children enrolled in the high-quality, play-based program showed remarkable outcomes at age 40:

46%

More likely to stay engaged in schoolwork by age 14

25%

More likely to graduate from high school

20%

More likely to be steadily employed

60%

Less likely to be sentenced to prison or jail

A bored female student in class

Limits of Traditional Teaching Methods

The Passive Learning Problem:

  • Lecture-based instruction creates weak neural connections
  • Students memorize content for tests but don’t retain knowledge
  • Limited engagement leads to attention and behavior issues
  • Content doesn’t transfer between subjects or apply to real-world experience

The Curriculum Replacement Cycle:

  • Delivery method matters more than content
  • Standardized programs don’t adapt to student needs
  • Constant changes demoralize teachers
  • Students don’t find generic content meaningful

Addressing Implementation Concerns

Q:  “What about test performance?”

A: It’s a pedagogical shift throughout the school day (and year) that often covers curriculum more effectively.6,7 Play-based learners score higher on assessments and understand concepts better than memorizing procedures. 6

Q:  “Won’t this require too much prep time?”

A: Play-based learning covers the same content, just in a more dynamic way. Students grasp concepts more quickly, retain knowledge and transfer skills and knowledge from one subject to another–often addressing goals in multiple subjects simultaneously.

Q:  “Do teachers need extensive retraining?”

A: Once teachers understand what play-based learning is and why it works, they can begin making small changes to existing lessons. Professional development sessions will be helpful to deepen understanding of play-based components and how to effectively use play to improve student outcomes.

Ready to get started?

Take the first step toward a more joyful classroom. Explore our guides and resources to put play-based learning into practice today.
Begin With Play

References

  1. Immordino-Yang, M. H., & Damasio, A. (2007). We Feel, Therefore We Learn: The Relevance of Affective and Social Neuroscience to Education. Mind, Brain, and Education.
  2. Fredrickson, B. L. (2001). The role of positive emotions in positive psychology: The broaden-and-build theory of positive emotions. American Psychologist, 56(3), 218–226.
  3. Mischel, W., Shoda, Y., & Rodriguez, M. L. (1989). Delay of gratification in children. Science, 244(4907), 933–938.
  4. Blair, C., & Razza, R. P. (2007). Relating effortful control, executive function, and false belief understanding to emerging math and literacy ability in kindergarten. Child Development, 78(2), 647–663.
  5. Duncan, G. J., et al. (2007). School readiness and later achievement. Developmental Psychology, 43(6), 1428–1446.
  6. Skene, K., O’Farrelly, C. M., Byrne, E. M., Kirby, N., Stevens, E. C., & Ramchandani, P. G. (2022). Can guidance during play enhance children’s learning and development in educational contexts? A systematic review and meta-analysis. Child Development, 93(4), 1162–1180.
  7. Zosh, J. M., Hopkins, E. J., Jensen, H., Liu, C., Neale, D., Hirsh-Pasek, K., Solis, S. L., & Whitebread, D. (2017). Learning through play: a review of the evidence. The LEGO Foundation.
  8. Schweinhart, L. J., Montie, J., Xiang, Z., Barnett, W. S., Belfield, C. R., & Nores, M. (2005). Lifetime effects: The HighScope Perry Preschool study through age 40. Ypsilanti, MI: HighScope Press.
  9. Dubinsky, J. M., & Hamid, A. A. (2024). The neuroscience of active learning and direct instruction. Neuroscience & Biobehavioral Reviews, 163.
  10. Goldberg, H. (2022). Growing Brains, Nurturing Minds—Neuroscience as an Educational Tool to Support Students’ Development as Life-Long Learners. Brain Sciences, 12(12), 1622.
  11. Schweinhart, L. J. (2004). The High/Scope Perry Preschool Study Through Age 40: Summary, Conclusions, and Frequently Asked Questions. Ypsilanti, MI: High/Scope Press.