Current Theoretical and Empirical Perspectives on Play in Early Childhood Education: A Narrative Mini-review of the Anji Play Model

Introduction: Anji Play is a pedagogical model that emerged in the early 21st century in Anji County (China). It establishes free play as the main focus and represents a paradigm shift in thinking within the educational community that encompasses early childhood education. Based on several principles of developmental psychology that are well established within the scientific community, Anji Play proposes that children construct their knowledge through free play and interaction with their peers and the environment around them. Methods: A search was conducted of literature published between 2015 and 2025 in various academic databases (Scopus, ERIC, and Google Scholar). The search terms used were: "Anji Play," "Anji methodology," "Anji play pedagogy," "Kindergarten," "preschool," "early childhood education," "child development," "free play," and "outdoor play." Relevant peer-reviewed articles were screened through titles, abstracts, and full-text analysis. A thematic qualitative synthesis was conducted to organize the findings. Results: The literature reviewed showed that Anji Play is grounded in principles of child autonomy, risk-taking, joy, reflection, and authentic play experiences in outdoor environments using open-ended materials. The reviewed studies suggest potential benefits for children's socioemotional development, problem-solving skills, creativity, and metacognitive processes. However, most available studies are descriptive or qualitative, with limited experimental evidence evaluating the educational impact of the model. Discussion: Despite its growing international interest, the existing evidence base remains methodologically limited, highlighting the need for more rigorous empirical research to evaluate its effectiveness and adaptability across different educational contexts. Conclusion: Anji Play represents a promising pedagogical approach that aligns with contemporary perspectives on play-based learning in early childhood education. Nevertheless, further empirical studies with stronger methodological designs are necessary to consolidate its scientific evidence and support its broader implementation in diverse educational systems.