By Kindiedays CEO Milla van der Burgh

Over the past few years, I have had the opportunity to collaborate with preschool leaders and educators across India through Kindiedays. These conversations, school visits and teacher trainings gave me a deeper understanding of both the opportunities and challenges of implementing play-based learning.
They also inspired my master's thesis, Play-Based Learning in Indian Preschools: Constructivist and Experiential Perspectives on NEP 2020 Implementation.
The research explored how Indian preschool educators interpret and implement play-based and experiential learning, and what supports—or hinders—the transition from policy to everyday classroom practice.
You can read the full thesis here:
https://www.theseus.fi/handle/10024/929191
The question has changed
One of the most encouraging findings was that educators no longer question why play-based learning matters.
Across the interviews, preschool owners, principals, teachers and academic coordinators shared a strong commitment to the vision of NEP 2020. They recognised the importance of curiosity, exploration, meaningful experiences and holistic child development.
The real question had become:
How do we make this happen consistently in everyday classrooms?

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