Language skills developed during the early years form the foundation for later academic success, social interaction, and self-confidence. Educators increasingly recognise that play-based learning — rather than purely formal or didactic instruction — can be highly effective in supporting language acquisition, particularly for learners who are developing language (including those for whom English is an additional language).
In a Brighter Thinking Pod episode, “Early Years: play-based learning and language support”, host Jemma Joakim, Head of Early Years and Primary Curriculum at Cambridge, speaks with two guest experts from the English Modern School in Qatar: Aisha El-Sayed (KG Principal) and Aiah Elghobashy (Teaching and Learning Coordinator). They share insights from applying the Cambridge Early Years programme in real classrooms, particularly how play and language support are intertwined in young children’s learning.
Key Takeaways:
- Integrate Playful Contexts for Natural Language Exposure: Play allows children to use language in rich, spontaneous interactions — not just repeating vocabulary but practising grammar, asking questions, and negotiating meaning with peers and adults. For example, role-play, storytelling corners, or imaginative play settings encourage richer conversational turns.
- Scaffold Language Through Guided Support: Simply providing play is not enough. Educators must scaffold by modelling vocabulary, prompting children to use more complex sentences, asking open-ended questions, and helping bridge from the child’s home language or existing vocabulary. This includes repeating, expanding on children’s utterances, and gently extending language use.
- Design Play with Intention: Thoughtfully selecting and structuring play activities to target language goals is crucial. Setting up spaces where language is naturally used (e.g. dramatic play areas, interactive reading corners), planning small group play, and ensuring smooth transitions help sustain engagement and language practice.
- Support Learners of Different Linguistic Backgrounds: In multilingual classrooms, play offers opportunities for peer learning. More proficient children can model language, while home languages can be valued and gradually linked to the school or target language in playful contexts, reducing frustration and promoting confidence.
- Reflect, Monitor, and Adapt: Regular reflection on which play activities support language growth helps educators refine practice. Monitoring vocabulary, sentence complexity, and interactions allows teachers to adapt resources and scaffolding to better meet the needs of learners at different stages.
Play-based learning is not an optional “nice extra” — it is a powerful vehicle for language development in early years, particularly when matched with intentional scaffolding and awareness of learners’ linguistic backgrounds.
For educators, the challenge is to design play activities not just for fun, but with clear language learning affordances: to observe carefully and to adjust in response to what happens in the classroom. When this is done well, children are more likely to speak up, experiment with language, feel confident, and carry those early gains forward into later schooling.
For a deeper dive into the discussion, listen to the podcast here: Early Years: play-based learning and language support.
