There are three children in an early childhood classroom. A child kneels on the floor and holds a wooden block, turning it over in her hand. She places it carefully on top of another, pauses, then adjusts it when it tilts. Across the room, two other children negotiate who will be the “shopkeeper” and who will be the “customer.” They revise the rules as they go. In both scenarios, there are no teachers directing the engagements, but learning is still taking place. In the first scenario, ideas are attempted and revised as needed, and the child comes to understand what the material will and will not allow. In the second scenario, the children work together and sometimes disagree. They make and challenge claims, respond to each other's actions, and their play depends on what they agree on, how they take turns, and how they handle problems.
The recognition that children need to play has been formally acknowledged for decades at the international level. In 1989 The Convention on the Rights of the Child was a landmark recognition of children as persons with their own rights, and not merely extensions of their family. It established that childhood is a protected time for development and that children have a right to be allowed to grow with dignity. It includes 54 articles that cover civil, political, economic, social, and cultural rights, such as the right to education, health, protection from violence, and maintaining relationships with parents. It requires governments that sign the treaty to include these rights in their national laws.
Importantly, Article 31 of the United Nations Convention on the Rights of the Child affirms that play is an essential part of childhood. Article 31 states:
1. States Parties recognize the right of the child to rest and leisure, to engage in play and recreational activities appropriate to the age of the child and to participate freely in cultural life and the arts.
2. States Parties shall respect and promote the right of the child to participate fully in cultural and artistic life and shall encourage the provision of appropriate and equal opportunities for cultural, artistic, recreational and leisure activity.
Article 31 recognizes that children need access to play, leisure, and creative participation as part of healthy development. This shows that play is one of the conditions children need to grow well. While most people would agree, it becomes more challenging to defend the rights of children to play when competing priorities arise in educational contexts. When learning goals must be met, play is often sacrificed. Recognizing children’s right to play means adults and institutions are responsible for shaping children’s environments. Families, schools, communities, and policies all help determine whether children have the time and freedom to engage in meaningful play.
At Gesell, we understand that play is one of the clearest ways development becomes visible. As children imagine, negotiate, build, improvise, and explore, they show growing skills in language, self-control, problem-solving, and social understanding. These experiences help build the developmental foundations that support learning.
In schools, this means creating learning environments that respect developmental readiness. Play encourages curiosity, exploration, and active engagement, helping children build confidence and develop skills for future learning. Children miss important developmental experiences when these opportunities are limited by academic pressure or overly structured instruction. At home, supporting children’s right to play means allowing time for unstructured play and creativity. In communities, it means making sure children have safe and fair access to places for play and social interaction.
Educational policy is starting to reflect what research and classroom experience have shown: children learn best in environments that support active exploration. For example, in 2023, Connecticut passed a law requiring public preschool and kindergarten classrooms to offer play-based learning and allowing teachers in grades one through five to use play-based practices.
Connecticut’s law shows a growing understanding that developmentally appropriate practice includes protecting opportunities for play and supports the principle at the heart of Article 31. As conversations about play-based learning gain traction, families and educators are actively seeking ways to better understand how play supports development. The documentary Based in Play looks at how play-based learning is used in some Connecticut classrooms. Also, to better understand play-based learning Also, Gesell’s Guide to Play at School offers research-based guidance for educators who want to include play in their curriculum in developmentally appropriate ways. Protecting the right to play helps ensure children have the experiences they need to grow, learn, and thrive.