Learning Through Play at Preschool

Discovering Aboriginal Heritage

The focus of our learning at preschool has been immersing our young learners in the rich traditions, stories and cultural practices of Indigenous communities. We read the book Emus Under the Bed, which narrates the story of a young girl visiting her aunt and deepening her connection with her cultural heritage and family. Following the reading, we explored traditional Aboriginal symbols, discussing their meanings and significance. We then engaged in a hands-on activity where we used our magic paper, paintbrushes and water to try and draw these symbols, fostering a deeper appreciation and understanding of Aboriginal art and culture.

The children engaged in an experience of making damper, a traditional Aboriginal bread. Under guided supervision, they measured and mixed the ingredients, learning about the historical and cultural significance of this simple yet essential food. As they kneaded the dough and shaped it into rounds, they developed fine motor skills and an appreciation for traditional cooking methods. 

The activity concluded with the children enjoying the freshly baked damper, fostering a sense of accomplishment and a deeper connection to Australian heritage.

Peter Gray’s quote — “Children need play, they NEED play to develop well... It IS learning.” — powerfully reframes how we view play in early childhood. Rather than seeing it as a break from 'real learning,' Gray reminds us that play is the foundation of learning. It's through play that children test ideas, express emotions, solve problems and build relationships.

In our preschool, this understanding is deeply embedded in how we approach our curriculum and daily routines. We don’t treat play as a reward or filler between 'real' lessons — we treat it as the core of our learning environment. Whether children are building with blocks, engaging in imaginative role-play, exploring nature or negotiating turn-taking in a game, they are:

• Developing critical thinking and communication skills
• Practising emotional regulation and resilience
• Experimenting with maths, science, and language in meaningful ways
• Strengthening their sense of identity and belonging

We carefully design our environments and interactions to support this rich, purposeful play. Educators observe and listen closely, then extend children’s ideas, scaffold their thinking and link play experiences to the outcomes of the Early Years Learning Framework.

Gray’s words validate what we see every day in our preschool: when children play, they are not just having fun — they are doing the deep, essential work of childhood. And it’s our job to protect, value and champion that work.