Dr. Jacqueline Harding is an international child development education expert and the author of The Brain That Loves to Play. She's been a headteacher and consultant as well as a government advisor and a BBC education editor working on programs like Peter Rabbit, Teletubbies, Clangers, Bing, Baby Vibes, and is a contributor to CBeebies Parenting. She is an honorary visiting research fellow at Middlesex University and the chair of the Bright Start Foundation. Rachel Barnett-Jones is a writer, producer, and educator with a particular passion for writing for young people. You'll have seen her work on Pip and Rosie and Magic Light Pictures. She's worked extensively within education settings and is currently working with Equity Spotlight, BBC Safeguarding and the TV Human Rights Foundation, as well as the Network of Children in Unemployment and Education. Rachel recently set up Sensible Creative, which seeks to create a safer and kinder arts landscape, especially for young professional performers.
Dr Jaqueline explains that laughter and joy are foundational elements of effective learning, with evidence suggesting they drive engagement, attention, and measurable attainment outcomes. But, as Jaqueline explains, humour has been "sitting outside the classroom patiently waiting to pounce on education!"
Jaqueline and Rachel talk about a comedy-led workshop on telling the time that they ran with school-aged children, which evidenced the tangible academic impact of humour-based teaching.
"The teacher said to us, all the children, 100%, had gone up an attainment bracket. And that came from her. 100% of the children. Laughter had the last laugh on me - it was more impactful than I imagined."
Dr Jaqueline Harding
In fact, Rachel Barnett-Jones highlights that even traditionally dry subjects, such as budgeting or time-telling, become accessible and memorable when delivered through play and laughter. "My budget lectures are a riot!" she says.
Dr Jaqueline explains that play and learning are neurologically inseparable, with play enabling the brain to form deeper, more lasting connections through neuroplasticity.
The brain's "exuberant period" in early childhood makes it especially receptive to learning through playful, joyful interaction. She explaiuns, "Play does the heavy lifting for the brain. It takes off the pressure."
Repeated, playful experiences create deeper imprints on the developing brain, while unused neural pathways are pruned away, making the quality of experiences in the Early Years especially consequential.
Human connection is i the core mechanism through which laughter produces learning, cutting across age groups, settings, and subjects. These connections, between educator and child, child and child, and among all adults in the room is what transforms a fun activity into a meaningful learning experience.
Rachel describes how the workshop they delievered was built on these layers of connections
"They're connecting to me making them laugh, they're connecting to Katie [a comedienne who delivered the workshop with Rachel] making them laugh, they're connecting to me and Katie connecting with each other, making each other laugh."
Rachel Barnett-Jones
Jaqueline and Rachel explain that before laughter and silliness can be effective, a foundation of psychological safety must be established, particularly for neurodivergent children or those with additional needs. This can look like:
Jaqueline explains that children's natural curiosity is both a goal of joyful learning and an indicator of whether joy is present. When seriousness strips joy from the curriculum, curiosity is described as "the first casualty."
Rachel and Jaqueline encourage Early Years educators to observe children's micro and macro expressions closely, as children will signal where their curiosity and engagement lie without being directly asked.
If you're facing pressure to prioritise formal school readiness over play-based approaches Jacqueline recommends grounding your advocacy firmly in neuroscience.
"I'm an educator, I'm a pedagogue, I believe in creating a safe, welcoming, warm space where these children will feel comfortable, and the learning will follow."
Jacqueline Harding argues that starting from "the brain rather than the syllabus" makes the case for joyful learning far more persuasive to senior leadership and Rachel offers a direct framing for educators: "My first priority is making these children feel safe and comfortable and loved, and everything else will follow from that."
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