Play as learning: implications for educators and parents from findings of a national evaluation of school readiness in Ireland

Recent findings from a national examination of parents’ and early years educators’ perspectives on school readiness in Ireland imply that while play is valued as a context for learning, acquiring academic skills through formal instruction remains common in pre-school contexts [Ring, E., Mhic Mhathúna, M., Moloney, M., Hayes, N., Breathnach, D., Stafford, P., … Ozonyia, M. (2016). An examination of concepts of school readiness among parents and educators in Ireland. Department of Children and Youth Affairs]. Based on key findings emerging from this research, we argue that aspects of learning considered important for ‘school readiness’ are best nurtured through a playful, rather than a formal, pedagogical approach. We conclude that efforts to improve the quality of pre-school education need to take cognisance of the apparent chasm between the research evidence and more commonly held beliefs and practices.