The use of play-based learning strongly supports the promotion of socialization amongst the children and the development of language. There has been a recent increase in the number of students who enter the early education system as English as A Second Language Learners (ESL); There has been a need for students to receive additional instruction from their educators as a means to prevent these learners from falling behind academically.10 Students enrolled in the public school system are required to demonstrate their knowledge and understanding of the material before entering the next grade. There are moments when those who require additional services such as ELL support do not receive the services they need. Many ELL students struggle to communicate with their educators and peers regarding academic material as they are learning to manage the languages appropriately, whilst simultaneously gaining exposure to the new written symbol system for English. The use of play-based learning also promotes and supports the continued development of problem-solving, coping, understanding cultural differences, classroom etiquette, etc. Social competence can be defined as the ability of a child to successfully and appropriately select and achieve their interpersonal goals.1 Such goals may include making friends, being in a safe place and having a bond with their educator. Furthermore, Language learners should develop their understanding of the convention of the language used by engaging in the kinds of language activity found in real life rather than by learning lists of rules. When these goals are sought and strengthened, students will learn to navigate their academic setting. Fortunately, play-based learning provides students with the opportunity to freely explore their settings and materials. Students will gain a level of comfortability within their academic setting that cannot be found in a traditional academic setting. It is difficult for a child to feel comfortable imitating actions they are unsure of. If a child is unable to stand and explore the classroom like a teacher, the child will replicate the actions of the teacher as one who is authoritative within the classroom and a student as one who is meant to remain obedient to the teacher. Allowing students to feel more comfortable to ask questions about their academic setting, directly influences student’s willingness to take risks in their academic setting. Students will have gained the opportunity to explore the social constructs of their school and feel comfortable enough to challenge themselves by thinking of ways to contribute to their setting in a personal way. Each contribution of the child encourages the development of problem-solving, coping, etc. The creation of a personal space in the school makes children feel safe and welcome each day. How they choose to manipulate their environment encourages students to think of what works best for their academic needs.