Abstract
The literature on play and learning attests many developmental benefits for children. The Australian curriculum endorses play-based learning (PBL) as an age-appropriate teaching pedagogy. However, what enables or prevents PBL in the classroom is not well documented. The present study examined the responses of 334 teachers currently employed in Queensland Primary schools (Prep-6) in order to investigate knowledge, practices, beliefs, confidence and perspectives on matters pertaining to PBL. Findings highlighted organisational issues (space, time, resources), lack of support from leadership and curriculum issues such as assessment and reporting as barriers to PBL. Qualifications and/or experience in Early Childhood Education (ECE) resulted in greater confidence in PBL and therefore enabled PBL. Overall teachers recognised the importance of PBL, that it benefited children right across the primary school grades (Prep-6) and that there should be more PBL than what there is currently. Recommendations based on these findings have been suggested.
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