Children’s Right to Play Extends Beyond Paper Policy

Although Nepal’s policies incorporate play-based learning, in practice, parents and schools often interpret play and study differently. There is a clear need to shift the perspective on assessing school quality by recognizing play as a fundamental component of children’s overall development. “Children learn as they play. The most important thing is to understand how children learn through play.” – O. Fred Donaldson. June 11 is International Play Day. Officially recognized by the United Nations starting in 2024, this day reminds us of the worldwide right of children to play and emphasizes the importance of play. It conveys that play is not merely a mode of entertainment, but a critical foundation for children’s holistic development, learning, and healthy childhoods.

Every year on this day, as someone working in early childhood development and education, I ask myself—are our children truly getting enough time to play? Reviewing Nepal’s policies, curricula, and early childhood development guidelines yields a positive answer. Concepts such as play-based learning, child-centered education, and experiential learning are clearly defined. However, interactions with schools, teachers, and parents reveal that while the importance of play is acknowledged on paper, it has yet to be fully embraced in practice. My experience running schools has repeatedly confirmed this. Every parent desires the best possible future for their child. Teachers want children to learn well. Schools share this goal. Yet, in pursuit of a better future, we sometimes overlook the immediate needs of children.

Not long ago, a parent told me, “My child plays all day; when will they study?” This question, driven by love and concern, also reveals a widespread mindset in our society. Many view play and study as two separate things: play as fun, and study as learning. But in early childhood, the reality is quite different. For children, play is learning. When children engage in role-play with peers, they are developing language skills. When stacking blocks, they are learning about shapes, balance, and mathematical thinking. Playing in groups fosters turn-taking, cooperation, and problem-solving. These skills form important foundations for the future. However, current societal pressures are altering the expectations of both parents and schools toward early education.

With growing global connectivity, the importance of international languages, and concerns about the future, many parents expect children to recognize letters, write, and use language from an early age. This expectation is natural, and schools also aim to meet it. Because of this, the value of play, stories, songs, drama, and experience-based learning is sometimes insufficiently emphasized. I believe the problem lies not in desire or commitment, but in a lack of shared understanding about the nature of learning. We all want children to learn well, but there needs to be wider dialogue and awareness about the many critical aspects of early learning that are embedded in play. It is essential to cultivate a culture that views play not as separate from study but as its foundation.

Another key topic is learning in an outdoor environment. Today, many children spend most of their time indoors. However, the learning world extends beyond the classroom walls. Experiences gained through playing in the soil, observing plants, experimenting with water, running under open skies, or spending time in nature cannot be provided by any book. A saying in the education revolution goes— the best learning is often found outside. In truth, nature itself is an open classroom for children. In a country like Nepal, rich in natural diversity, opportunities for outdoor learning are even greater. School yards, gardens, community open spaces, farmland, or village surroundings can be great sources of learning. Yet, we still largely restrict learning to books, notebooks, and classrooms.

So why is there a gap between policy and practice? From my experience, the main reason is a lack of awareness. Many parents have not fully realized that learning occurs through play. Many teachers value play but need ongoing support to effectively integrate it into daily teaching. Schools are trying to balance parental expectations and children’s needs. Closing this gap requires collective effort. Parents need to understand play as a learning tool, not a waste of time. Schools must prioritize children’s holistic development. Teachers require continuous professional support. Policymakers must ensure that play-based learning is genuinely happening in classrooms. Most importantly, the criteria used to measure school quality must change. A good school is not one where children learn to write or speak English quickly. A good school is one where children are happy, encouraged to ask questions, make mistakes, explore, and learn through play. As we celebrate International Play Day, I urge all parents, teachers, schools, and stakeholders—let children play. Let them play in the soil. Let them listen to stories. Let them sing songs. Let them ask questions. Let them run. Let them connect with nature. Because children playing are not just having fun—they are learning and building their future. Perhaps then we can say—the right to play is no longer confined to paper but is becoming visible in the daily lives of every child. (Rati Sharma works in school leadership, teacher capacity development, and child-centered learning.)