By Mark Symmonds

Founding Head of Pre-Prep | Rugby School Hanoi

📍 Hanoi, Vietnam

📅 Published: June 2026

⏱  12 minutes read

Before We Begin

One of the biggest surprises for parents visiting an excellent Early Years classroom is that it often looks very different from the classrooms they remember from their own childhood.

Children may be building towers, painting pictures, reading stories, exploring outdoors or pretending to run a café. At first glance, it can look as though they are simply playing.

That often leads to one important question:

"When does the real learning begin?"

The answer may surprise you.

It already has.

In this article, we'll explore how young children really learn, why play is such a powerful teaching tool and what skilled Early Years teachers are doing behind the scenes to help every child thrive.

Every generation has its own memories of school.

Many adults remember sitting in rows, copying from a whiteboard, completing worksheets and listening carefully while the teacher explained new ideas. It's understandable, then, that some parents expect young children to learn in much the same way.

But children in the Early Years learn differently.

They learn through movement, conversation, exploration, imagination and relationships. They learn by asking questions, making mistakes, solving problems and discovering how the world works through meaningful experiences.

This doesn't mean learning is less structured or less ambitious. In fact, the opposite is true. Great Early Years classrooms are carefully planned environments where every activity has a purpose and every interaction is an opportunity for learning.

Understanding how young children learn not only helps parents appreciate what happens in the classroom, but also helps them support that learning at home.

Young children don't learn by sitting still and memorising facts. They learn by actively exploring the world around them.

Think about how a toddler learns to walk. No one gives them a worksheet explaining balance or a lecture on coordination. Instead, they watch, explore, wobble, fall, get back up and try again. Through encouragement, practice and experience, they gradually master one of the most complex skills they will ever learn.

The same principle applies throughout the Early Years.

Whether children are learning to communicate, count, write their name or build friendships, they learn best by doing rather than simply being told. They ask questions, experiment with ideas, solve problems, make mistakes and discover how things work through meaningful experiences. Every conversation, every game and every new challenge helps to build their understanding of the world.

Modern research into child development tells us that young children's brains are developing at an extraordinary rate during these early years. Rather than separating learning into isolated subjects, they make connections between everything they experience. A conversation while planting seeds can develop language, scientific thinking, mathematical understanding and curiosity all at the same time.

This is why the Early Years Foundation Stage (EYFS), the curriculum followed by leading British schools, is designed differently from the education many adults remember. It recognises that children are not miniature adults. They need opportunities to move, play, explore, create and talk because these are the experiences through which deep and lasting learning takes place.

Research consistently shows that active, play-based and relationship-rich learning supports children's cognitive, social and emotional development, creating strong foundations for future academic success.

Children have an incredible natural desire to learn. Our role as educators is not to rush that process or replace curiosity with worksheets. Instead, it is to create environments that nurture exploration, encourage questions and give every child the confidence to discover what they are capable of.

Children don't learn because we have all the answers. They learn because we create opportunities for them to ask great questions.

What this means for parents

If your child spends an afternoon building a den, helping to bake a cake, collecting leaves in the garden or asking endless "why?" questions, they are not taking a break from learning—they are learning. These everyday experiences develop language, problem-solving, creativity, resilience and confidence in ways that prepare them for future success in school and beyond.

Young children don't separate their learning into English at nine o'clock, mathematics at ten o'clock and science after lunch. They learn by making connections between everything they experience.

Imagine a group of children building a bridge from wooden blocks.

To an adult, it might simply look like construction play.

But look a little closer.

The children are discussing their ideas, introducing new vocabulary and listening to one another's suggestions. They're comparing the lengths of different blocks, estimating which pieces will fit and counting as they build. When the bridge collapses, they test new ideas, solve problems and persevere until they succeed. At the same time, they're learning to take turns, negotiate, share resources and work collaboratively.

One activity has become a lesson in communication, mathematics, science, creativity, teamwork and resilience—all without those subjects being taught separately. This is one of the defining strengths of excellent Early Years education.

The Early Years Foundation Stage reflects this natural way of learning through seven interconnected areas of development. Rather than treating these as isolated subjects, skilled teachers create experiences that allow children to develop knowledge, skills and understanding simultaneously. As children grow, these connections help them make sense of the world and build deeper, more meaningful learning.

Research shows that children retain learning more effectively when new knowledge is connected to meaningful experiences rather than taught in isolation. Integrated learning also strengthens language development, memory and problem-solving.

When we recognise that learning is interconnected, we begin to see everyday experiences differently. A trip to the supermarket becomes an opportunity to read signs, compare prices, count fruit, develop vocabulary, practise social skills and make decisions. The learning isn't hidden—it's simply woven naturally into the experience.

The richest learning doesn't happen when subjects are separated. It happens when children discover how everything connects.

What this means for parents

You don't need to recreate school at home with separate lessons for reading, mathematics or science. Instead, look for everyday opportunities to talk, count, explore, question and solve problems together. These experiences help children build understanding in ways that are both enjoyable and meaningful.

Play is not a break from learning, it is one of the most powerful ways young children learn.

Perhaps one of the biggest misconceptions about Early Years education is the belief that children spend much of their day "just playing." To the untrained eye, an Early Years classroom can appear relaxed and informal, with children building towers, dressing up, painting pictures or exploring outdoors.

In reality, these moments are often where some of the richest learning takes place.

Imagine a group of children pretending to run a café. One child takes orders while another writes a menu. They count coins, solve disagreements over who serves the next customer and discuss what ingredients they need to make the perfect sandwich. Within a single activity, they are developing communication, early literacy, mathematical thinking, creativity, social skills and problem-solving—all while remaining deeply engaged in their play.

This is known as purposeful play. The activity is enjoyable and child-centred, but it has been carefully designed to provide opportunities for learning. Children are far more likely to remember knowledge they have discovered and applied themselves than information they have simply been told.

Play also gives children something equally important: the freedom to make mistakes. Towers fall down. Plans don't work. Friends disagree. Instead of viewing these moments as failures, children learn to adapt, persevere and try again. These are life skills that cannot easily be taught through worksheets or rote learning.

Research consistently shows that high-quality play supports children's language development, executive functioning, self-regulation, creativity and long-term academic achievement. When play is carefully planned and supported by skilled adults, it becomes one of the most effective vehicles for learning.

Of course, play on its own is not enough. It is the combination of purposeful experiences and skilled teaching that makes the difference. Behind every well-designed Early Years classroom is thoughtful planning, clear learning intentions and teachers who know exactly how to extend children's thinking.

To a child, it's play.

To a great teacher, it's an opportunity for learning.

What this means for parents

If your child spends an afternoon pretending to be a shopkeeper, building a rocket from cardboard boxes or creating an imaginary world with toys, don't feel guilty that they haven't completed a worksheet. Through imaginative play, they are developing communication, confidence, resilience, creativity and the ability to solve problems—skills that will support them throughout their education.

Behind every great Early Years classroom is a skilled teacher who knows when to step in, when to step back and how to turn everyday moments into powerful learning opportunities.

From the outside, it can sometimes appear that children are simply leading their own activities while adults supervise from a distance. In reality, nothing could be further from the truth.

Great Early Years teachers are constantly observing, listening and thinking. They notice the questions children ask, the vocabulary they use, the friendships they form and the challenges they encounter. These observations help teachers understand not only what children know today, but what they are ready to learn next.

A skilled teacher knows that learning often happens in the conversations that surround an activity rather than in the activity itself. A simple question such as, "Why do you think that happened?" or "Can you think of another way?" encourages children to explain their thinking, make predictions and solve problems independently. These carefully timed interactions extend learning far beyond what children might achieve on their own.

Teachers are also continuously assessing learning, often without children even realising it. Through observation, discussion and everyday experiences, they gather evidence of each child's progress, identify misconceptions and plan future opportunities that build on individual strengths and interests. Assessment in the Early Years isn't about formal tests—it's about understanding the child as a learner.

Research consistently shows that the quality of adult-child interactions is one of the strongest predictors of children's learning and development. Warm, responsive relationships combined with skilful questioning and purposeful teaching have a lasting impact on children's confidence, language and long-term academic success.

This is why excellent Early Years teaching is so much more than providing engaging activities. It requires a deep understanding of child development, careful planning and the professional judgement to recognise when a child needs support, when they need challenge and when they simply need the freedom to keep exploring.

The best Early Years teachers don't direct every moment. They create the conditions in which children can discover, question and grow.

What this means for parents

You don't need to have all the answers or plan elaborate activities to support your child's learning. Often, the most valuable thing you can do is spend time talking together, listening carefully and encouraging your child to explain their ideas. A thoughtful conversation can be just as powerful as any educational resource.

Final Thoughts

As parents, it's completely natural to wonder whether your child is learning enough. When we see children laughing with friends, building towers, pretending to be astronauts or asking endless questions, it can sometimes feel as though they should be doing something more "academic."

The truth is, these experiences are the very foundation of academic success.

Children who are encouraged to explore, play, communicate, think critically and solve problems are developing the skills they will rely on throughout their education. Reading, writing and mathematics are incredibly important, but they are most powerful when built upon curiosity, confidence, resilience and a genuine love of learning.

The role of parents and teachers is not to rush childhood, but to make the most of it. By providing rich experiences, asking thoughtful questions and celebrating curiosity, we help children become enthusiastic learners who are prepared not just for school, but for life.

So the next time your child proudly shows you a tower they've built, invites you into an imaginary café or fills your day with "Why?" and "What if?" questions, remember that these aren't distractions from learning.

They are learning.

And when children are given the time, support and encouragement to learn in ways that reflect how they naturally develop, they build foundations that can last a lifetime.

The greatest gift we can give young children isn't all the answers—it's the confidence, curiosity and joy to keep asking questions.

Enjoyed this article?

Continue exploring practical advice for parents and educators:

➡ External Articles written by Mark

➡ When is My Child Ready for School?

➡ What is the EYFS?  - Why the British approach to Early Years education gives children one of the strongest starts in life.