BACKGROUND The "sooner-the-better" is the perfect catch phrase for early childhood education. The early childhood education is a powerful methodology acting as a medium to promote continued success in school, workplace and also in social and civic realms. Very little attention has been taken into consideration to the psychological and sociological values of play-based learning in early childhood. Researchers from education and psychology have suggested 'play' is a sturdy mediator of learning various skills throughout a person's life. This is in correspondence to Piagetian, which has significantly influenced developmentally appropriate practice. It includes the perspective that children learn 'naturally' through play with the teachers facilitating opportunities for play in the environment they are exposed to. Children taught at an early age usually benefit in the following ways such as improved social skills, lesser or no need for special education instruction during subsequent school years, better grades and enhanced attention spans. If a child lags in those early periods of early education, chances are they might face difficulties in catching up. This paper aims at providing an overview of research and theory relayed to play in the early educational system, the stepwise progression and its benefits in structuring the children's lives in diverse ways. Methodology For this study, the descriptive research method was used. The information was obtained from review articles from databases.