Our Philosophy
References for Program Design
Our Mission and Our Vision
At The Global Institute for Play-Based Learning, GiPBL, we believe in the power of play to transform learning. Drawing insights from leading industry research, we prioritize play as the foundation of holistic development. Our child-centered approach and outdoor adventure programs promote creativity, resilience, and environmental stewardsh
At The Global Institute for Play-Based Learning, GiPBL, we believe in the power of play to transform learning. Drawing insights from leading industry research, we prioritize play as the foundation of holistic development. Our child-centered approach and outdoor adventure programs promote creativity, resilience, and environmental stewardship. Join us in inspiring a lifelong love of learning through immersive play-based experiences.
At GiPBL, our philosophy is informed by an extensive review of leading industry research, drawing insights from organizations such as the LEGO Foundation, UNICEF, the National Institute for Play, Harvard School of Education, and more. Our philosophy revolves around the following principles:
Play as the Foundation of Learning: We believe that play is not just a recreational activity but a fundamental aspect of children's learning and development. Research from the LEGO Foundation emphasizes the importance of play in fostering creativity, problem-solving skills, and social interaction. At GiPBL, we harness the power of play to create dynamic learning environments where children can explore, experiment, and discover at their own pace.
Holistic Development: Research from UNICEF underscores the critical role of play in brain development, resilience, and overall well-being. We recognize that play-based learning promotes cognitive, social, emotional, and physical development in children. By integrating play into outdoor educational experiences, we aim to nurture well-rounded individuals who are equipped to thrive in a rapidly changing world.
Biological Necessity of Play: The National Institute for Play highlights play as a biological necessity for healthy development. We understand that play is not just enjoyable but essential for children's growth and learning. Our programs are designed to honor children's innate drive to play and create opportunities for them to engage in meaningful, purposeful play experiences.
Child-Centered Approach: At GiPBL, we prioritize the needs and interests of the child in our approach to learning. We draw inspiration from the Reggio Emilia Approach, which emphasizes a child-centered, play-based approach to education. Our programs are designed to be flexible, adaptable, and responsive to the unique strengths and abilities of each child.
Connection with Nature: Research from organizations like Nature Play Queensland and the Forest School Association highlights the benefits of outdoor play and learning for children's development. We believe in the importance of connecting children with nature and fostering a sense of environmental stewardship. Our outdoor adventure programs provide opportunities for children to explore the natural world, engage in hands-on learning experiences, and develop a deep appreciation for the environment.
Our Mission and Our Vision
References for Program Design
Our Mission and Our Vision
Our mission is to get kids outside, into nature, and encourage innate learning through play.
Our vision is to cultivate a global movement in play-based learning where every child experiences the joy and benefits of outdoor play.
References for Program Design
References for Program Design
References for Program Design
- LEGO Foundation. (2020). Learning through play: a review of the evidence. Retrieved from LEGO Foundation website.
- LEGO Foundation. (2018). The role of play in children's development. Retrieved from LEGO Foundation website.
- UNICEF. (2013). The state of the world's children 2013: children with disabilities. Retrieved from UNICEF website.
- UNICE
- LEGO Foundation. (2020). Learning through play: a review of the evidence. Retrieved from LEGO Foundation website.
- LEGO Foundation. (2018). The role of play in children's development. Retrieved from LEGO Foundation website.
- UNICEF. (2013). The state of the world's children 2013: children with disabilities. Retrieved from UNICEF website.
- UNICEF. (2018). Learning through play: strengthening learning through play in early childhood education programmes. Retrieved from UNICEF website.
- National Institute for Play. (2021). The science of play. Retrieved from National Institute for Play website.
- National Institute for Play. (2017). Play and development. Retrieved from National Institute for Play website.
- American Academy of Pediatrics. (2020). The importance of outdoor play for children. Pediatrics, 135(3), e845-e853.
- Outdoor Learning Research. (2019). Benefits of outdoor learning for children. Retrieved from Outdoor Learning Research website.
- Harvard Graduate School of Education. (2020). Project Zero: Play and Creativity. Retrieved from Harvard GSE website.
- International Play Association. (2020). The right to play and the benefits of play. Retrieved from IPA website.
- Froebel Trust. (2020). Friedrich Froebel’s educational principles. Retrieved from Froebel Trust website.
- Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press.
- Reggio Emilia Approach. (2020). Reggio Emilia principles. Retrieved from Reggio Children website.
- Outdoor Play and Learning (OPAL). (2019). Benefits of outdoor learning. Retrieved from OPAL website.
- Nature Play Queensland. (2018). The importance of outdoor play. Retrieved from Nature Play QLD website.
- Forest School Association. (2019). The benefits of forest schools. Retrieved from Forest School Association website.
- Sobel, D. (2004). Place-based education: Connecting classrooms and communities. Orion Society.
- Brown, S. (2009). Play: How it shapes the brain, opens the imagination, and invigorates the soul. Avery.
- Robinson, K. (2006). Do schools kill creativity? [TED Talk]. Retrieved from TED website.
- Montessori, M. (1967). The discovery of the child. Ballantine Books.
What is it about play?
"Play is the highest form of research." - Albert Einstein
“You can learn more about a child in one hour of play than you can in one year of conversation.”- Plato
"Play is the work of the child." - Maria Montessori
"The drive to play freely is a basic biological drive. Lack of free play may not kill the physical body as with lack of air, food, or water, but it kills the spirit and stunts mental growth." - Peter Gray
"Almost all creativity involves purposeful play." - Abraham Maslow
"All children have a right to play" - UN Convention on the Rights of the Child
"Nothing lights up a child's brain like play." - Stuart Brown, MD
"Play builds the kind of free-and-easy, try-it-out, do-it-yourself character that our future needs." - James Hymes Jr.
"Play is serious learning. " - Mr. Rodgers
"Children learn as they play. More importantly, in play, children learn how to learn." - Fred Donaldson
"Play gives us a chance to see other people and truly be seen." - Jill Vialet
“Those who play rarely become brittle in the face of stress or lose the healing capacity for humor.” -Stuart Brown, MD
Play-based learning is a holistic and effective approach to early childhood education, recognizing the importance of play in fostering a well-rounded development. By creating a joyful and stimulating learning environment, this approach nurtures a lifelong love of learning and exploration.