Reflection on the Role of Adults in Play-Based Learning

 

Reading the thesis on The Application of Play-Based Learning for Science Subjects of Grade 5 Bhutanese Students helped me understand how meaningful learning can happen through play when adults and teachers provide proper support. Before reading this, I mostly viewed play as an activity for enjoyment, but I now realize that play can be a powerful teaching strategy that supports children’s cognitive, social, emotional, and academic growth.

One idea that stood out to me was the role of adults in facilitating play-based learning. The reading explained that teachers should not take control of children’s play but rather guide and support it by preparing learning environments, asking questions, and providing opportunities for exploration. This made me reflect on my own teaching practice. During my teaching practicum, I noticed that students became more engaged when activities involved hands-on participation rather than direct instruction. For example, while teaching science concepts, students showed greater curiosity when they explored materials themselves and discussed ideas with peers.

I also found guided play very meaningful because it balances child freedom with teacher support. As a future teacher, I learned that creating a positive and engaging learning environment can help students become more active learners. This reading encouraged me to think about how I can integrate more play-based activities into science lessons to make learning enjoyable and meaningful for students.