Investigating and Reflecting on Play-Based Learning during Teaching Practice

Learning Through play is important.

Play is a vital pedagogical tool in early childhood education, enabling children to explore, imagine, and engage with the world in ways that promote holistic development. Lev Vygotsky (1978) emphasized that play is the leading source of development in early childhood, particularly because it supports the development of abstract thinking, self-regulation, and problem-solving. His concept of the Zone of Proximal Development (ZPD) suggests that during guided play, children can perform tasks beyond their independent abilities thus accelerating learning through social interaction.

Building on Vygotsky’s theory, Venkat and Roberts (2023) argue that play-based learning supports mathematical and literacy development when it is culturally relevant and embedded in children’s everyday experiences. Similarly, Pewa and Mzimela (2024) found that Grade R educators who use play to teach language and numeracy foster stronger engagement and comprehension, especially among learners in under-resourced, multilingual classrooms. Recent South African studies continue to affirm that guided, imaginative, and cooperative play fosters emergent literacy, emotional resilience, and social learning. It also allows children to negotiate meaning, take on multiple perspectives, and rehearse real-world roles in a safe and meaningful context. Thus, learning through play is not merely enjoyable, it is essential for children’s cognitive, linguistic, social, and emotional development.

Section A: Classroom Observation and Theoretical Interpretation

Observe one play-based learning activity presented in your Grade R classroom.

1. Describe the activity, including:
2. the learning objective;
3. materials used;
4. the role of the teacher; and
5. learners’ participation.
6. Using one learning theory (e.g., Piaget, Vygotsky, Gardner, Froebel or Erikson), explain how the observed activity supports children’s learning and development.

Bloom’s Levels:Remember, Understand, Apply

Section B: Critical Reflection on Practice

Critically evaluate the implementation of learning through play in your placement school.

Discuss:

• strengths of the observed practice;
• challenges experienced by the teacher;
• the extent to which the activity promoted inclusive learning; and
• how the activity could be improved to enhance children’s learning.

Support your discussion using at least two recent academic sources (2022–2026).

Bloom’s Levels:Analyse, Evaluate

Section C: Design and Implement a Play-Based Learning Activity (10 Marks)

Designone original play-based learning activity suitable for Grade R learners.

Your activity should:

• align with the CAPS curriculum;
• use affordable or recyclable materials;
• promote one learning area (Literacy, Mathematics or Life Skills);
• encourage active learner participation; and
• be implemented, where possible, during your Teaching Practice.

Include:

• the lesson objective;
• required resources;
• step-by-step procedures;
• assessment of learners; and
• a brief reflection (100–150 words) on how learners responded.

Photographs, sketches or samples of resources may be included as evidence.

Bloom’s Levels: Apply, Create

Section D: Professional Reflection

Reflect on your experience of learning through play during Teaching Practice (approximately 300–400 words).

Discuss:

• what you learned about children’s learning through play;
• how experience influenced your understanding of the teacher’s role;
• challenges you experienced;
• how you will improve your future teaching practice.

Support your reflection with relevant literature.

Experts Answers on Above Questions on Teaching Practice

Classroom observation and theoretical interpretation

Observed activity – Grade R Pretend Shop

Learning activity – the learning activity involve the participation of grade R learners in a pretend shop activity where by the teacher makes arrangement of empty food containers, plastic bottles, packets and boxes on a table, and they are labeled with simple prices like R1, R2, R3 and R5. Some of the learners are required to pretend as shopkeepers while others as customers. The items are selected by learners, counted play money, and handed the correct amount to the shopkeeper.
Learning objective – The main learning objective behind this activity is to develop numeracy skills by allowing learners to recognise numbers, count objects and match quantities with simple prices. The activity also supported the oral communication as the learners have to use phrases like I want to Apples, how much will it cost?
Materials – The materials used are recycled food containers, empty boxes, paper price labels and homemade paper coins and notes.

Role of the teacher

It is the teacher that introduced the scenario within the learner, demonstrated 1 purchase and allowed the learners to take different roles. The teacher also assisted those learners who struggle to count or identify numbers.

Learners participation

Learners actively participate by choosing products, counting coins, exchanging money, speaking to their classmates etc, and the learners who were not confident enough initially have also participated after looking at their peer members.

Theoretical interpretation – Vygotsky

The activity clearly indicates the Vygotsky sociocultural theory because the learning takes place through interaction with the teacher and other learners. The support provided by the teachers initially and thereby allowing the learners to continue the process represents scaffolding within the zone of proximal development. The scenario also properly supported the utilisation of mathematical concepts which ultimately helped in mathematical development within learners.

Clinical reflection on practice

The activity was highly crucial for the above scenario and the selected activity is perfect because it required the learners to be actively involved in the scenario and apply mathematical concepts while listening to the instruction given to them. The activity also combined numeracy with oral language as the learners are required to interact with each other in completing the tasks assigned to them. So the overall improvement is evident not only in the form of mathematical skills development, but also the communication ability within the learner.

Original play based learning activity

Learning area – mathematics
Grade – R
Topic – number and quantities.
Objective – to enable learners to recognise numbers from 1 to 10, count objects and match written numbers with corresponding quantities.
Resources – resources used as recycled bottle tops, small cardboard boxes, paper number cards from 1-10, small baskets, homemade paper coins and empty food containers.
Assessment – the teacher utilised the observation to record whether the learner can be able to identify the number, count the required quantity, match the quantity to the number card and provide explanation on how they know the quantity is correct.

Professional reflection

The given teaching practice activity has significantly improved my learning on how to make learners learn using play. I have observed the learners on how they used mathematical concepts while performing an activity and it improved my understanding that learning can occur effectively when children have a meaningful reason to use the knowledge being taught.

I have also realised that the role of teacher is not limited to standing back, rather teachers need to actively participate in the process and assist learners wherever required. From this activity, I have also learnt that the play based learning needs clear planning in advance, and with all my future teaching activities, I will prepare play activities with a clearly defined learning outcome, so that the ultimate goal of making the learning fun and a true learning becomes possible.

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