Hey educators! Have you heard of the concept: “Smuggling content knowledge into play”? It is a concept proposed by Sue Hedges, an early childhood education researcher. It refers to the intentional integration of academic content or subject matter into play-based learning experiences for young children. It is when we ask: what colour is that?

Rather than approaching learning as a separate and formal activity, Hedges suggests embedding educational content within the context of play. This approach capitalises on children’s natural inclination to explore, experiment, and make sense of the world through play.

For example, instead of directly teaching mathematics concepts through worksheets or drills, educators might create play scenarios or provide materials that encourage children to explore mathematical ideas through hands-on activities. This could involve counting, sorting, measuring, or problem-solving within the context of a pretend grocery store, construction site, or kitchen.

By “smuggling” content knowledge into play, educators can make learning more engaging, meaningful, and developmentally appropriate for young children. It allows for a seamless integration of academic concepts into children’s everyday experiences, fostering deeper understanding and retention of knowledge.

I do “smuggling of knowledge into play “quite a lot, but I am also reflective about my role in children’s play as an observer or a “foreigner” (a concept for another post!).

What about you – are you guilty of smuggling content knowledge into children’s play?