The education of these children has focused on play-based learning, this means that they have learned through exploration and play, but now they are about to enter the formal learning world, and a quarter of children who start school are not developmentally ready for this transition, and there are levels of mental health impairment in children.

Many teachers and researchers argue that playing in the early years of school can better support children's transition and learning, and in a recent survey 93% of parents recognized the benefits of playing, 72% said that the early years of school should focus more on play-based learning .

If we are really serious about improving the school results of all children we need to integrate play-based learning better into the formal educational structures of schools.

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How do we learn by playing?

Increasing learning based on playing in schools means changing the way we think about playing, when many of us think about playing, we may think about the free play that children play without the intervention of adults, while learning during play is better visualized as directed by adults in addition to playing Free.

For example, a teacher can help children discover new ideas when playing with water, an educator may encourage children to experiment with water ponds and play in a comic way that allows them to develop their own hypotheses about how water flows in specific situations and why, an educator can work with children to test Their hypotheses, their interrogation and talking to them about what they notice while playing.

Learning during play in the early years of school can greatly improve children's language and social connections, and research shows that the impact of this nuance of learning extends to other areas of development as well.

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Benefits of play-based learning:

• Strengthening learning pathways.
• Promotion of well-being.
• Improve memory and organizational capabilities.
• Teaching children self-organization and problem-solving skills.
• Encouraging creativity and critical thinking.
• Quality depends on warm and responsive relationships with teachers and the environment that facilitate exploration and learning.
• Includes an educational program suitable for development.

The skills children learn through play equip them to participate in academic learning and will be better able to meet the requirements of formal learning later in school.

Many researchers and educators believe that playing less contributes to higher levels of anxiety, depression, and challenges related to attention and self-control. For children with high levels of stress or other forms of deprivation, play can be the vital antidote.

The links between deprivation, poor health, changing lifestyles, and inequality are, of course, complex, but there is good evidence to suggest that the way we deal with education in the early years is an important part of how we meet these challenges.

There are some policy options that were guaranteed by the Australian Ministry of Education that support more learning during play in the early years and ensure that they are incorporated into education in the middle of childhood and beyond

Study starts later

More or longer breaks to play during the day.
Expanding play-based approaches in the early years of school.
Incorporate more play-based learning into existing approaches.
In any case, increasing the starting age for schools under the law will include governments and parents meeting a significant cost for an additional year of education and early care, yet there is strong support for increasing play-based learning in schools, this will require teachers, governments and families to be one hand.

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