ABSTRACT
It is almost universally accepted that, during the early years of childhood, play and learning go hand-in-hand. However, once children reach school age, which in the UK happens between the ages of 4 and 5, play is gradually sidelined in favor of a top-down learning agenda and adult-led instruction. This chapter presents evidence to support the child’s right to play in school as they progress through the education system, focusing on the benefits to health and development of active engagement and its impact on brain chemistry. A rights-based approach to education recognizes each child as a unique, autonomous individual, with infinite capacity for growth and development, and supports the principles of play pedagogy as the foundation of lifelong health and well-being.
