Play as a Context for Learning and Participation

Parental beliefs play a crucial role in shaping children’s play and learning experiences in the family environment. This study aimed to investigate the value Greek parents (N = 278) place on play and its role in children’s development and learning, as well as their perceptions regarding children’s participation and voice in the context of play. A standardized test was performed and a supplementary questionnaire was constructed by the researcher. Findings revealed that parents view play as a fundamental means of social, emotional, and cognitive learning. Parents also support active listening to the child’s voice and the children’s participation in making decisions and taking initiatives regarding play. They recognize the role of their own interaction as crucial for fostering social behavior, self-regulation, and learning development. Play functions as a context for social interaction, decision-making, and knowledge construction. Findings highlight the need for child-centered and play-based learning environments and stronger parent–educator collaboration in early childhood in order to support children’s learning, participation, and agency, thus enabling them to become knowledgeable and engaged participants in the social arena.