Play is not merely a pastime, it is an essential component of learning that lays the foundation for lifelong skills. By embracing play as a core element of our international educational approach, we can create an environment where students develop critical thinking, social-emotional resilience, and problem-solving skills essential for success in school and beyond.

Research underscores the importance of play in cognitive development. Studies have shown that play enhances brain plasticity, strengthening neural connections that support memory, executive function, and problem-solving. Psychologist and genetic epistemologist Jean Piaget emphasised that children construct knowledge through hands-on experiences, reinforcing the notion that play is the most natural and effective way for young learners to acquire new skills.

Moreover, the work of developmental psychologist Vygotsky highlights the role of social interaction in cognitive growth, particularly through imaginative and cooperative play. His concept of the “zone of proximal development” suggests that when children engage in playful activities with peers or guided support from adults, they can achieve higher levels of thinking and learning than they would independently.

Yet, despite its proven benefits, play is often undervalued in formal education. The pressure to meet academic benchmarks can lead to the reduction of break time and play-based learning in favour of direct instruction. However, a balanced approach that integrates purposeful play into schools’ curriculum can enhance learning outcomes and student well-being.

Essential skills through play
Play is instrumental in developing a wide range of skills that students need for life and learning. These include:
1. Social and emotional skills – through cooperative play, children learn teamwork, empathy, negotiation, and conflict resolution. These experiences help build emotional intelligence, which is crucial for interpersonal relationships and resilience.
2. Cognitive and problem-solving skills – open-ended play, such as building structures with materials or engaging in role-playing scenarios, encourages critical thinking and creativity. Research from the American Academy of Paediatrics suggests that play fosters cognitive flexibility, which is essential for innovation and adaptability in the modern world.
3. Language and communication skills – play-based interactions, whether through storytelling, pretend play, or structured games, provide rich opportunities for language development. Children expand their vocabulary, improve narrative skills, and learn the nuances of communication in a natural and enjoyable way.
4. Physical and motor skills – active play supports fine and gross motor development, improving coordination, balance, and overall physical health. This foundation is not only important for well-being but also contributes to concentration and learning readiness.

At Canadian International School in Singapore, we recognise the necessity of enriching our students’ play experiences to foster positive interactions, well-being, and social development. We sought to enhance our pastoral systems and create a school environment where students feel engaged, valued, and supported. This commitment led us to integrate OPAL as a fundamental component of our positive education framework.

What is OPAL?
The Outdoor Play and Learning (OPAL) programme is an internationally recognised, award-winning programme designed to embed play as a fundamental aspect of school life. OPAL prioritises student agency, granting children the autonomy to explore, create, and acquire essential life skills in an organic and enjoyable way.

While conventional playgrounds often feature fixed equipment, which can restrict children’s play experiences and limit their autonomy, OPAL provides an array of materials and diverse spaces that stimulate curiosity, creativity, and problem-solving. Instead of relying on traditional climbing structures and slides, students engage with open-ended resources such as tyres, planks, ropes, and fabrics. This approach fosters innovation, social collaboration, and independent decision-making in a dynamic play environment.

How OPAL supports child development
Each child has a unique way of engaging with their surroundings. While some may excel in imaginative role-play, others may find fulfilment in problem-solving through construction. By offering diverse play opportunities, OPAL ensures all children can develop in a manner that aligns with their natural interests and strengths.

The OPAL approach significantly benefits children’s holistic development by:
• Enhancing confidence and well-being, fostering resilience, and reducing stress.
• Strengthening social competence through cooperation, teamwork, and conflict resolution while supporting physical fitness and coordination.
• Nurturing creativity and critical thinking through open- ended play
• Instilling a lifelong love for learning by encouraging curiosity, discovery, and intrinsic motivation.

Alignment with IB Programme
Our implementation of OPAL also serves as a powerful extension of our International Baccalaureate (IB) curriculum, which emphasises the development of inquisitive, confident, and autonomous learners. OPAL reinforces these principles by enabling students to take ownership of their learning through play. This synergy between OPAL and the IB’s inquiry-based framework creates a foundation where deep learning occurs naturally, encouraging children to ask questions, test ideas, and cultivate independence through authentic, hands-on experiences.

The OPAL journey at CIS
The integration of OPAL at CIS has been a structured and research-driven process. To gain first-hand insights into OPAL’s practical applications, we conducted school visits and observations, allowing us to witness the impact of established OPAL programmes.

Recognising the importance of community involvement, we actively engaged students and parents in the development of our OPAL framework. Additionally, staff training played a crucial role in the transition, with educators and support staff participating in targeted OPAL training. This preparation equipped them to effectively facilitate and support open-ended play experiences, and a culture of exploratory learning.

To ensure a structured yet flexible approach, we developed comprehensive play policies that guide OPAL’s implementation. A key aspect of this framework was the appointment of a dedicated Play Lead, who, in collaboration with our Play Committee, oversees the programme’s progression and sustainability. Moreover, careful attention was given to the design and zoning of play environments. By creating spaces that accommodate diverse play styles, we fostered an inclusive and enriching play experience for all students.

A significant shift in our approach involved a gradual transition to extended playtime. While some students initially hesitated to embrace the expanded opportunities, structured guidance and encouragement facilitated their adaptation. Over time, this transition has not only increased their confidence but also enhanced their enthusiasm for play, reinforcing the positive impact of OPAL at CIS.

The positive impact of OPAL
Since the introduction of OPAL, CIS has witnessed a remarkable transformation in student engagement, behaviour, and overall well-being. The initiative has developed a culture of kindness, inclusivity, and leadership while positively impacting academic performance. Teachers have observed a noticeable increase in positive social interactions, with students demonstrating stronger collaboration skills, greater independence in resolving conflicts, and heightened levels of confidence.

This shift is reflected in the reduction of behavioural incidents, aligning with the school’s goal of cultivating an environment where students feel safe, empowered, and in control of their social interactions. Students indicated an increase in overall happiness and self-assurance. The impact of OPAL is evident in the way students engage with play. For instance, students who were unsure about what to do at recess now have access to loose parts, giving them the agency to direct their own play. Additionally, students who previously only played football have discovered alternative activities to engage in. The Talk-It-Out spots, introduced as part of our conflict-resolution strategies, have become a place where students work through disputes independently, applying the skills they have learnt in class. Students understand that this is their play, and if there is something they want to add or change, they can meet with the Vice Principal and Play Lead to make suggestions and implement changes.

Parents have also noted a shift, reporting that their children return home excited about outdoor experiences, demonstrating newfound confidence and resilience. Many parents have expressed that their children are applying problem-solving skills and social strategies gained from school in other settings, including at home and in extracurricular activities.

The benefits extend beyond playtime. Teachers have observed that students return to the classroom more focused, engaged, and ready to learn. This renewed enthusiasm has translated into academic progress, particularly in creative writing, where students draw inspiration from their outdoor experiences. Their storytelling assignments now feature more vivid descriptions, imaginative narratives, and collaborative elements that reflect the open-ended nature of their play.

Additionally, OPAL has reinforced leadership development across all year groups. Older students are naturally stepping into mentorship roles, guiding younger peers in creative problem-solving and structured play activities. This leadership is fostering a sense of responsibility and collective ownership over the play environment, further embedding respect and cooperation within the school community.

Ultimately, OPAL has strengthened the positive education culture at CIS, making it a happier, more dynamic learning environment where students thrive socially, emotionally, and academically.

What’s next?
As play is fundamental to learning and not an extracurricular luxury at CIS, we continue to develop play, guided by student feedback. They are shaping the environment, resources, and structures, ensuring that play remains a vital part of their educational experience. By prioritising play, we nurture curiosity, resilience, and a love for learning, which are qualities that will serve our students throughout their academic journeys and beyond.