Preschool Worksheets: Helpful Tool or Hindrance to Learning?

This is a question I hear regularly from both educators and families:"Are worksheets okay to use in early childhood settings?"

I’m Rachel Smith, founder of The Educators Well, early childhood educator and mentor with nearly 20 years of experience in the sector—spanning family day care, in-home care, and mentoring educators across Australia. Through my work, I support educators to thrive in their careers while staying grounded in evidence-based, ethical, and sustainable practices.

Over the years, I’ve noticed that this topic comes up often and sparks very passionate debate. Some services lean heavily into worksheets, while others avoid them altogether. And understandably, many educators are left feeling unsure—Am I supposed to use them? Are they harmful? Is there a rule about it?

The truth? The answer isn’t black and white.

But what we can do is explore what research, professional standards, and best practice guidance say, so we can make confident, informed decisions that are in the best interests of the children in our care.

Let’s unpack the debate around worksheets in early childhood, and find clarity together.

What Are Worksheets, Really?

When we talk about "worksheets," we're usually referring to pre-designed, paper-based tasks—like tracing letters, matching shapes, circling the correct answer, or colouring within lines. These often come from commercial preschool workbooks, printable packs from the internet, or are created with a school-readiness focus in mind.

On the surface, they may look educational—structured, clear, and even aligned with certain curriculum goals. For adults, they often feel like proof of learning. There’s something about seeing a finished product, completed with ticks and pencil marks, that can feel reassuring.

But here’s the thing: worksheets don’t necessarily reflect learning.And that’s where we need to dig deeper.

In fact, their impact on learning depends greatly on how they’re used, and more importantly, whether they align with how young children naturally develop and learn.

Let me give you a personal example.Every day, my daughter Addy brings home a new worksheet from school. Each time I ask myself—what did she actually learn from this? Often, the answer is… not much at all. She hasn’t absorbed the information the worksheet was meant to teach. She’s completed it because it was expected of her, but she can’t tell me what the letters mean, what the activity was about, or why she did it.

To be honest, the worksheet feels more like a box-ticking exercise than a meaningful learning experience. And while I assume it plays a role at school—perhaps to introduce structure or follow routine—it’s not one that, as a parent and educator, I find worth the paper it’s printed on.

This disconnect highlights an important truth: compliance doesn’t equal comprehension.Just because a child completes a worksheet doesn’t mean they’ve understood or integrated the learning. Real understanding happens when children are engaged, curious, and involved in active, meaningful experiences—not when they’re passively tracing over someone else’s ideas.

How Do Young Children Actually Learn?

To understand the limitations of worksheets, we need to understand how young children really learn.

Children are not mini-adults. Their brains are wired for active, sensory, and social learning—through play, movement, conversation, and exploration. They thrive when they can manipulate materials, ask questions, experiment, and express their ideas in creative ways. In fact, this type of learning isn't just "fun"—it's fundamental to brain development and long-term understanding.

Play-based learning is at the core of the Early Years Learning Framework, which emphasises that children learn best through “active involvement in meaningful experiences,” not by completing pre-determined tasks or filling in blanks.

When a child is:

• Building with blocks, they're learning about physics, maths, balance, and collaboration.

• Making marks in the sand or painting with their fingers, they're developing early literacy and fine motor skills.

• Engaged in pretend play, they’re exploring language, empathy, and problem-solving.

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As Dr Noella Mackenzie, an expert in early literacy and children’s mark making, explains:

“Young children learn about writing by doing writing—not by copying isolated letters out of context.”She champions authentic experiences, where children create meaning through drawings, scribbles, and invented spelling, building real understanding of language and symbols through use, not repetition.

When worksheets replace these opportunities, we’re not only limiting creativity—we may actually be interrupting the natural processes of cognitive development.

Research from leading early childhood experts such as Lilian Katz and Sue Bredekamp supports this view. They argue that developmentally inappropriate practices—like formalised worksheets too early—can increase pressure and decrease motivation, especially in young learners. Children become focused on “getting it right” instead of enjoying the learning process.

How Do A&R Teams View Worksheets in Early Childhood Settings?

One of the most common questions educators ask is, "Are worksheets actually prohibited?"The short answer is: No—there’s no formal rule or regulation in Australia that bans the use of worksheets in early childhood education.

However, while not outright prohibited, worksheets are generally viewed by A&R (Assessment and Rating) teams as inconsistent with best practice in the early years.

The National Quality Standard, particularly under:

• Quality Area 1: Educational Program and Practice, and

• Quality Area 5: Relationships with Children,

emphasises responsive, play-based, child-led learning and strong educator-child interactions. Practices that are overly adult-directed or product-focused—like repetitive worksheets—may be viewed as limiting children’s agency, creativity, and participation.

More specifically, the Early Years Learning Framework outlines principles and practices that encourage:

• Holistic approaches to learning

• Learning through play

• Intentional teaching that responds to children’s interests

• Opportunities for children to be confident and involved learners

When an A&R team visits your service, they’re looking for evidence that the curriculum is:

• Meaningful and engaging for each child,

• Built on the child’s strengths, ideas, and cultural identity,

• Supporting active exploration rather than passive task completion.

If they see worksheets being used regularly—especially with little explanation or connection to the child's learning journey—they may question:

• Where is the intentionality?

• Is this reflective of the child’s voice, choice, or developmental stage?

• How does this promote a child’s sense of agency and belonging?

It’s not about a blanket “yes” or “no” to worksheets. It’s about context and purpose.

For example, a one-off activity where a child chooses to trace their name as part of an ongoing interest in writing might be seen as supportive. But a daily routine of structured letter-tracing worksheets for all children, regardless of their interest or readiness? That’s more likely to raise concerns.

So, What Can We Do Instead? Alternatives to Worksheets

If you're questioning worksheets, you're already on the right track. It means you're reflecting on your practice and considering what’s truly in the best interest of the children in your care.

Thankfully, there are so many powerful alternatives that achieve what worksheets often aim for—fine motor development, literacy and numeracy exposure, school readiness—but in ways that are meaningful, developmentally appropriate, and genuinely engaging.

Here are some effective, play-based alternatives that foster deeper learning:

✍️ Mark Making Stations

Set up areas with chalk, pencils, paint, sticks and mud, whiteboards, clipboards, or even sand trays. Let children explore writing in a sensory, open-ended way. This builds the foundational skills for writing far more effectively than tracing dotted lines ever could.

📚 Storytelling & Book-Making

Instead of filling in blanks, encourage children to create their own stories. Provide blank books, drawing materials, and real photos from their play. Scribe their words if needed—this reinforces the meaning of print and supports emergent literacy.

🧩 Hands-On Numeracy

Use natural materials for counting, sorting, and patterning—stones, shells, leaves, wooden blocks. Sing songs that involve numbers. Play games that include turn-taking and problem-solving. These experiences make maths real, visible, and fun.

🛠️ Real-World Literacy

Write shopping lists together, label items around the room with the children’s help, create signs for the garden, or post letters. These tasks are purposeful and help children understand that writing carries meaning.

👐 Fine Motor Fun

Replace worksheet “skill drills” with playdough, threading, tweezers, pegs, scissors, or construction play. These build hand strength and coordination in far more enjoyable and developmentally appropriate ways.

🎭 Imaginative & Dramatic Play

Set up post offices, cafes, vet clinics, or construction sites where children can write, design, build, and interact. These play-based spaces naturally include opportunities for writing, reading, counting, and communicating.

A Mindset Shift

Ultimately, the question isn’t “Can I use worksheets?”It’s: “What does this activity offer the child? Is it meaningful, engaging, and supportive of their holistic development?”

As educators, we are called to be thoughtful, intentional, and reflective. A worksheet might be easy to photocopy—but a rich learning experience? That takes time, observation, and professional insight. And that’s what makes all the difference.

Let’s Keep It Real, Meaningful, and Child-Led

As educators and advocates for young children, we have a responsibility to ask not just “Is this allowed?” but “Is this what’s best for the child?”Worksheets may not be banned, but that doesn’t make them best practice.

In a sector built on play, relationships, curiosity, and meaningful experiences, we don’t need to rely on pre-filled templates to tick a box. We need to trust in the power of real learning—learning that is messy, joyful, sensory, social, and deeply connected to each unique child.

So, the next time someone asks if worksheets are okay in early childhood, you can say:“We choose learning that matters.”Learning that supports agency. Learning that builds lifelong skills. Learning that reflects the true magic of early childhood.

I’m Rachel Smith, founder of The Educators Well, early childhood educator and mentor with 20 years of experience. I’m passionate about empowering educators to reflect, grow, and create meaningful, sustainable careers—because when we know better, we do better.