 Sbenghile is a young teacher who works with three to four-year-old children at an ECD site in the city centre. There she was exposed to the concept of play during a two-day peer learning session at the beginning of the year. During her interactions with her peers, she learned that play is a child-initiated activity that does not lead to much learning. Her peers felt that children should be given school readiness skills so they can cope with the demands of formal learning. She felt troubled at the end of the two-day session and began thinking of her own memories of play to make sense of its value. When she reflected on her childhood experiences, she remembered that play brought lots of joy and that the learning was great. She was able to experiment without adult pressure. This reflection created doubts about her peers' theory that play did not lead to much learning. For Sbenghile, play was learning and she felt that this point was missed when her peers separated play from learning. Sbenghile decided to read more about the value of play. She learned that her peers had emphasised school readiness and missed the idea of holistic child development that happens through play. Sbenghile was able to reflect on the peer learning session because she was able to draw on her own experience and gain knowledge from different sources. This allowed her to think differently from mainstream ideas.