ABSTRACT
Play is seen psychologically as the most developmentally vital aspect of children's learning, capable of equalling formalised instruction as an education. The implications of such research findings challenge formalised school education's dominance as the ultimate 'best' way to become an educated person. In Education Studies, attention on play is often seen as an early years-stage concern, the idea being that children grow out of a need to play. While this is in some respects true, linked to types and expressions of play, play and playing itself is a life-long need, involving adult education and well-being: it enables cultural coherence. If children (and adults) are left free to use their own innate curiosity and playfulness, education and sustained meaningful outcomes emerge. Naturally, such a conclusion questions the school as currently configured and gives more scope to alternative education approaches.
