Are We Missing the Plot?

 

A Reflection on Play, Policy, and School Readiness
What We Count, Counts. Why the Debate is About Ideology, Not Curriculum. Sarah Aiono Jun 28


Kia ora whānau,

This week I came across a thought-provoking presentation by Dr. Sarah Aiono, shared at the IPA Asia Pacific Conference in Melbourne, and it honestly stopped me in my tracks. It spoke directly to the heart of something many of us working in ECE, New Entrants, and Kāhui Ako spaces have been feeling for a while:

Are we so focused on curriculum and data that we’re forgetting our tamariki aren’t always ready to learn when they walk through the school gate?

Dr. Aiono’s presentation—titled “What We Count Counts: Why the Play Debate is About Ideology, Not Just Curriculum”—really pushed me to think about how our systems are shaped not just by what we teach, but by what we value.

You can read the full transcript here on Dr. Aiono’s LinkedIn.
What Stood Out to Me
The main message?
 It’s not just the curriculum that needs changing—it’s the thinking behind it.

She challenges us to ask:

• Who do we believe children are?
• What is learning actually for?
• Are we measuring what matters?

Too often, systems are built on the belief that education exists to create future workers. That’s where the pressure for data, benchmarks, phonics checklists, and early numeracy kicks in. And while none of those things are bad, they can become harmful if they’re prioritised before children are developmentally ready.

Dr. Aiono calls this the “future worker” lens—where play is seen as a distraction, not a foundation. But what if we saw children as citizens now? Whole, capable, curious little people already participating in the world?

In that light, play becomes the pedagogy, not the break from it.
Why This Matters for Us in Aotearoa – Especially in Lower Decile Communities

Working in a Kāhui Ako and in a school where equity is central, I see the tension daily. We’re working hard to lift achievement, track progress, and respond to data—but some of our 5-year-olds are arriving without the oral language, social readiness, or emotional regulation they need to thrive in a structured classroom.

Here’s what I believe (and what this reading confirmed):

• We need to prioritise oral language. Rich vocab, conversation, storytelling, singing. Words like more/less, estimate, describe, explain need to be embedded in context.
• We need to develop executive function—through play. Planning, sharing, waiting, leading, coping when things don’t go to plan.
• We need to make time for social-emotional learning. Not just as a behaviour management tool, but as a learning goal in itself.
• We need to slow down when they first start school. Not rush straight into the curriculum before they’re developmentally ready.

What We Could Be Doing Differently

As a Kāhui Ako Across School Lead, this reading really challenged me to think about how I can support our ECEs, kindergartens, and new entrant teams better.
Some ideas I’d love to kōrero more about:

• Co-developing a play-based transition framework across ECE and NE, especially for tamariki turning 4–5.(Have implemented this with 4 ECEs and Kindergartens now)
• Using tools like the P-BLOT to help teachers observe and respond to deep-level learning in play. https://www.longwortheducation.com/p-blot/       https://eyrl.nz/play-based-learning-pic/
• Joint PLD sessions between ECEs and schools about oral language, play, and developmental readiness.
• Reframing what we mean by 'readiness'—because it’s not just about recognising letters or numbers. It’s about being settled, confident, and curious.

Final Thought

The provocation I’m sitting with now is:
What is education for?
Is it to produce outputs—or to grow humans?

Because if we really believe that tamariki are taonga, and that learning is a process of becoming, then play is not a luxury—it’s a necessity. And we need to protect and prioritise it, especially for our most vulnerable learners.

Big mihi to Dr. Sarah Aiono and Play Australia for starting these important conversations.