Indigenous ways of knowing challenge us to reconsider our approach to play in early childhood environments. It’s not about controlling or structuring play; instead, it’s about offering respectful support, keen observation, and a willingness to learn. Rather than placing the educator in charge of play, Indigenous
perspectives highlight the importance of relationships, learning rooted in the land, and the practice of deeply listening to children, to the community, and to the environment itself.
Indigenous perspectives prioritize relationships with the land, specific locations, and natural resources.
Consequently, this perspective urges educators to shift away from rigid, indoor play spaces dominated by boring activities and instead, embrace open-ended, nature-based activities. For example, instead of setting up specific activity areas, teachers could encourage children to explore their natural surroundings. This would allow elements like sticks, water, stones, and the environment or land to become collaborative teaching tools. This approach is consistent with the notion that learning arises from interactions—with the land, materials, and living organisms (Greenwood, 2013).
In terms of guiding play, Indigenous approaches encourage educators to take a less directive and more responsive role. Guidance, therefore, emphasizes respect, as opposed to exerting control. Educators engage in careful observation, attentive listening, and intervention only when deemed essential, thereby demonstrating trust in children’s inherent competence and curiosity. This approach is “learning by observing and doing,” where knowledge is collaboratively constructed through experience, rather than being unilaterally imposed (Rogoff, 2003).
When it comes to following children’s play, Indigenous ways of knowing emphasize honouring children as capable knowledge holders. Children’s play is not seen as random or trivial, but as meaningful engagement with the world. Educators are encouraged to follow children’s interests over time, allowing play to evolve organically rather than rushing toward outcomes or predefined learning goals. This approach aligns with the BC Early Learning Framework’s emphasis on living inquiries and pedagogical narration, where educators co-learn alongside children (Government of British Columbia, 2019).
Indigenous pedagogical approaches frequently incorporate storytelling, learning across generations, and cultural traditions within play. This perspective expands the definition of play to encompass identity formation, a sense of belonging, and the preservation of cultural heritage, rather than concentrating exclusively on developmental benchmarks. This method prompts educators to critically examine the sources of knowledge that are prioritized and to explore how diverse learnings can be effectively integrated.
Rather than managing play we can being to have a relationship with it. This requires humility, patience, and a willingness to slow down. It asks educators to see themselves not as experts directing learning, but as participants in a shared learning journey with children, the land, and the community.
References
Government of British Columbia. (2019). British Columbia early learning framework (2nd ed.).
https://www2.gov.bc.ca
Greenwood, D. A. (2013). A critical theory of place-conscious education. In R. B. Stevenson et al. (Eds.), International handbook of research on environmental education (pp. 93–100). Routledge.
Rogoff, B. (2003). The cultural nature of human development. Oxford University Press.
