Does play belong in primary schools? Australian teachers’ perspectives

Abstract

Teachers’ conceptualisations of play significantly influence its integration in school contexts, yet these perceptions remain understudied. This study employs Parker et al.’s (2022) Framework for Quality Learning through Play as a theoretical lens to examine how Australian primary school teachers conceptualise play within educational contexts. Data collected from 238 practicing teachers across Australia was analysed through descriptive statistics, supported by participant written responses. Results revealed clear acknowledgement of the developmental benefits of play, aligning with the learning outcomes dimensions of the framework, while beliefs about implementing play into classroom practice and teacher’s facilitation roles varied substantially, reflecting tensions identified in the framework’s facilitation dimension. These findings highlight the complexity of implementing play as a pedagogical tool in primary education illustrating complexities of school contexts and curriculum requirements, tensions between child-led activities and teacher involvement in children’s play.