PLAY, PERFORMANCE AND PEDAGOGY: ARTS AS A FOUNDATION FOR CHILDHOOD LEARNING

Abstract

The integration of play, performance, and arts into early childhood care and education (ECCE) represents a dynamic and holistic approach to nurturing children’s intellectual, emotional, social, and creative development. In the early years, learning occurs most effectively when it is embedded in experiences that are joyful, exploratory, and imaginative. This chapter examines how the fusion of play and performance-based arts provides a foundational pedagogy for early learning, drawing upon research, policy frameworks, and practical classroom experiences. It explores how creative arts such as drama, dance, music, visual art, and storytelling cultivate critical skills including problem-solving, empathy, collaboration, and self-expression. Grounded in the perspectives of child-centred philosophies, the chapter contextualizes arts-based learning within the mandates of the National Education Policy (NEP) 2020, the Sustainable Development Goals (SDGs), and global early childhood frameworks. By bridging theory and practice, the discussion highlights the role of educators as facilitators of creative exploration, and the importance of inclusive and culturally responsive approaches to play and performance. Case studies, research insights, and examples from diverse contexts demonstrate how the arts transform ECCE classrooms into vibrant spaces of learning. Ultimately, this chapter underscores that arts-based pedagogy is not supplementary but foundational to nurturing well-rounded, creative, and confident learners.