Although play-based learning has been shown to enhance children’s holistic development and contribute to better learning outcomes in school, learning is still too often seen as a purely cognitive and academic process of knowledge building and skill acquisition. Game-based learning approaches are therefore often not introduced into national curricula or are associated with tensions regarding implementation. However, Sustainable Development Goal 4 “Quality Education” explicitly mentions not only cognitive but also non-cognitive skills in sub-goals 4.4 and 4.7 and emphasises their interdependence. This makes the implementation of play-based learning more relevant than ever. Play is not only a human right enshrined in the Convention on the Rights of the Child, but also essential for a child’s social, emotional, cognitive and physical development. Through play, children learn and understand the rules of social life, experience joy, motivation and stimulation for learning based on an active body and mind, and acquire important life skills they need for healthy development on their way to adulthood.<\/p>\n