Did you know? Iceland’s official preschool curriculum describes spontaneous play as a central way young children learn, while giving adults an active supporting role. Children can lead the story and still receive thoughtful help to take part.
eduKateSG · Early years around the world · Parents of children aged 0–6
Find your next learning step
Start with the age range, then follow a family example towards a useful next step. Use the links to move at your own pace.
Play has a place within education and care
The official curriculum introduction connects education, upbringing and care within preschool. Its chapter on play describes children choosing the direction of spontaneous play and teachers being present, supporting and participating on the terms of that play.
The chapter also addresses time, materials, relationships, different forms of expression and support for the youngest children. These principles explain an educational approach; they do not guarantee identical practice in every centre.
Within eduKateSG’s ages-zero-to-six branch, the invitation must fit the child. A younger child’s movement or gesture can be a contribution. The extended pretend game below is for a child who can engage with that situation.
Join the story without taking over its direction
Here is an eduKateSG family application. If a preschooler starts a pretend bus journey with toys, ask whether you may join. Let the child decide where the bus is going and what role your toy has.
The mechanism is a shared story with a reason to communicate and coordinate. You might ask where your toy should sit or whether there is room for another passenger. Follow the child’s idea before introducing a change.
If the child struggles to include a passenger, offer two possible roles. If expressing the plan is difficult, let the child move the toys while you supply a short phrase. Help the obstacle while preserving a meaningful decision.
Make room for another perspective
A second player may have a different idea. In our family application, pause and make both ideas visible: one toy wants to visit the park, another wants to go home. Ask how the journey could include them.
A manageable solution might be two stops or a later journey. The adult can help clarify the options without requiring the child to solve every disagreement independently.
If the exchange becomes uncomfortable, reduce the number of players or return to a familiar part of the story. Participation includes being able to pause, ask for help and restart.
Notice what changes when the child leads again
- Begin with the child’s existing story.
- Ask for a role within it.
- Offer support for one communication or coordination difficulty.
- Let the child choose the next action.
- Look for a related contribution in another shared activity.
A possible progression is from assigning a toy a place to explaining a plan and adjusting it for another player. These are possibilities in our example, not Icelandic age deadlines.
Transfer might appear when the child helps another person join a different game. If that is difficult, compare the receiver, rules and number of participants. An idea that worked with a familiar adult may need support elsewhere.
Family information belongs in the conversation
The curriculum’s family chapter emphasises reciprocal information, trust and regular conversations about well-being and learning. It also discusses multilingual children’s home languages and Icelandic.
In an eduKateSG parent application, share one favourite play theme and one useful support. Ask how staff help your child join the setting’s activities.
Questions parents often ask
Does child-led play mean adults remain uninvolved?
The official play chapter gives teachers a supporting and participating role. Ask how that looks in the setting.
Should every pretend game have an adult learning target?
In our example, begin by understanding the child’s story. Offer help where participation becomes difficult.
What if the child prefers playing alone today?
Respect the preference and leave a manageable invitation available. You can observe the idea before trying to join another time.
What is useful evidence of progress?
Describe a contribution and its support: the child explained a role after you offered two possibilities, for example. Look for another use of that idea without assuming general mastery.
Continue through eduKateSG’s early-years ecosystem
- School of Childhood: the broad childhood journey
- Singapore’s whole-child preschool approach
- Teaching vocabulary to a five-year-old
- Birth to three: responsive care and the first learning world
Official sources and scope
Official sources checked on 6 October 2026. The eduKateSG family examples are suggested applications, rather than official national lessons, developmental assessments or promises of results.