One of the primary aims of AGECS within it’s constitution has always been to perpetuate and maintain the professional ideals, traditions and standards established by the Melbourne Kindergarten Teachers’ College. This includes the support for early childhood professionals in a play-based learning philosophy for children. I came across this article from a blog, written in 2009, but felt it’s still relevant as an ongoing debate between the ‘play-based’ versus ‘academic’ teaching methods employed in pre-schools around the world. Amanda Morgan, states: “.. the discussion shouldn’t really be play vs academics, it should be about inviting children to learn appropriate academic concepts, at their own pace through play. That requires knowledgeable teachers (parents included) that can create and take advantage of teachable moments, who can prepare inviting, playful educational environments, and who know the children they teach, as well as child development, well enough to recognize what is appropriate for their children, not what a commercial, committee, or concerned citizen says their children should be doing. “Academic” is not a bad word, and “play” is not its antithesis. Children need to learn to play and they need to play to learn.Learning and play do not have to be mutually exclusive. I see learning as an outcome, and play as a method.” You can check out the rest of the article and others at: