The dance of pedagogy: Integrating play in early childhood creative art education

This study aimed to uncover how educators conceptualise, implement, and reflect on play-based pedagogical practices within the context of creative arts instruction. Employing a qualitative, phenomenological methodology, the research involved semi-structured interviews with seven early childhood educators conducted over five weeks. Data were analysed using interpretative phenomenological analysis and supported by reflexive journaling to capture the depth of the participants’ experiences. This study explored the integration of play-based learning in early childhood creative arts education, focusing on its impact on cognitive flexibility, problem solving, and creative self-expression. The results indicated that play-based strategies significantly foster young learners’ artistic expression and cognitive development. Educators reported adapting structured curricula to include open-ended and exploratory activities that promote student agency and engagement. Despite these benefits, participants identified several barriers to effective implementation, including rigid institutional schedules, limited access to materials, and inadequate opportunities for professional development. This study highlighted the importance of aligning pedagogical practices with developmental needs through flexible and play-centred approaches. It also emphasised the necessity of systemic support, including targeted teacher training and policy adjustments, to overcome practical constraints. These findings contribute to the discourse on early childhood education by offering actionable insights into the effective integration of play-based learning into creative arts curricula. This research calls for a re-evaluation of current educational frameworks to better support innovative, child-centred teaching methodologies that align with contemporary understandings of early learning and development