Learning through play: Shaping young minds for a lifetime of learning

From their earliest days, children explore and make sense of the world through play. In the International Baccalaureate (IB) Primary Years Programme (PYP) for early years, play is not a pause from learning – it is the heartbeat of learning. 

The programme offers opportunities for exploration, creativity and discovery while nurturing the holistic development of every child. The IB emphasises that "Through play, learners develop agency and take ownership of their learning". 

Purposeful play enables children to express ideas, build relationships and tackle problems in authentic contexts. 

These experiences strengthen confidence, belonging and emotional well-being – foundations for capable, curious and compassionate learners.

The IB's early years philosophy shows that children learn best when they are free to make choices, try out their ideas and collaborate with their peers. When classrooms support this kind of agency, children build deeper conceptual understanding, stronger thinking skills, greater creativity and a growing sense of emotional resilience.

Early years students engage in playful learning with counting tools and building blocks to develop early math skills and spatial awareness. Photo: Abrar Faiyaz Niloy

Play sparks imagination and boosts early cognitive skills

In PYP early years classrooms for children aged three to six, learning spaces are intentionally designed to spark imagination and strengthen cognitive skills. Open-ended materials and carefully curated zones – construction areas, dramatic-play corners, sensory tables and art studios – invite children to choose, explore and experiment. They build, pretend, test ideas and solve problems at their own pace.

Educators guide inquiry by asking questions and encouraging reflection. They help children link their observations with new ideas. This aligns with psychologist Lev Vygotsky's view that imaginative play leads to realistic thinking and supports co-construction of knowledge through social interaction.

By joining children's play with light prompts and supportive conversation, educators help them connect ideas and build understanding. This reflects Vygotsky's view that imaginative play fosters realistic thinking and shared learning through social interaction.

This is evident when children explore seasons through a playful, nature-themed collage. Using recycled and natural loose parts — leaves, twigs, stones, fabric scraps and bottle caps — they build their own scenes, from sunny gardens to autumn forests and rainy-season paths. As they arrange and adapt materials, children demonstrate flexible thinking, practise self-regulation while sharing resources, and strengthen communication by discussing what people do, wear and eat in each season. Their growing confidence shows as they proudly contribute to the evolving nature scene, turning simple art-making into a rich, joyful learning experience.

The educator simply joins the play rather than directing it. Children continue exploring in their own way, and within that flow they naturally begin sorting materials, noticing differences, making predictions, using descriptive language and working together to solve problems.

Using clay and letter cards, students practice early literacy and fine motor skills in a fun, hands-on activity. Photo: Abrar Faiyaz Niloy

From play to learning: strengthening early literacy and numeracy

In IB early years classrooms, play is where real learning comes alive. A dramatic-play kitchen, for example, becomes much more than a pretend space — children read menus, write lists, measure ingredients and compare quantities, naturally practising literacy and numeracy while they play.

When this play is self-directed, the learning deepens even further. Children take the lead in planning their restaurant, choosing roles, gathering materials and organising their space. In doing so, they practise thinking ahead, solving problems, negotiating with peers and managing resources — all essential early learning skills.

Their conversations grow richer as they explain their ideas and collaborate. Maths and language emerge naturally because they are meaningful parts of the play. At the same time, children develop confidence, independence and social – emotional skills through taking turns, teamwork and decision-making.

A child-led play kitchen becomes a small world of inquiry where imagination, communication, thinking and early maths blend seamlessly — reflecting the IB belief that young children learn best when they follow their curiosity and take ownership of their learning.

Early Years students explore a garden patch, observing plant growth and connecting with nature through experiential learning. Photo: Abrar Faiyaz Niloy

Outdoor learning opportunities such as gardening activities invite children to plant seeds, observe growth and record changes, prompting scientific thinking through questions such as, "Which seed will grow first?", "How does sunlight help the plant?" or "What happens if I water it too much?".

Sensory and hands-on activities further reinforce early literacy skills. Tracing letters in sand, shaping alphabet forms with dough or identifying sounds through tactile resources help strengthen phonics, letter recognition and early writing.

Loose-parts play – using buttons, stones, shells, blocks or recycled materials – nurtures counting, classification, sorting and pattern recognition. These cognitive tasks strengthen neural connections and build essential numeracy foundations.

Purposeful play also supports the development of the IB approaches to learning (ATL) skills – a set of skills designed to help students become self-regulated, lifelong learners. Through collaboration, communication and problem-solving, children learn to think critically, manage emotions, work as a team and build resilience.

Early Years students navigate an obstacle course during outdoor play, building balance, coordination and gross motor skills. Photo: Abrar Faiyaz Niloy

Play: the foundation for lifelong growth

Play-based learning remains the most authentic form of early education. Children who inquire, explore and experiment through play develop the competencies necessary for both academic success and personal growth. Albert Einstein captured this reality profoundly; "Play is the highest form of research."

By embedding the IB's philosophy of purposeful play and aligning with world-class early childhood pedagogies, the Aga Khan Academy Dhaka's early years PYP classrooms lay the foundation for lifelong learning – shaping confident individuals and compassionate global citizens.

Shahnaj Khan is the Early Years Coordinator at the Aga Khan Academy Dhaka.