In the Finnish early childhood education and care (ECEC) curriculum, play is regarded as a fundamental element of learning. It is supported by a systematic and goal-oriented approach that aims to facilitate children’s engagement in learning opportunities. To grasp the framework of playful learning and pedagogy, it is crucial to comprehend the role of teaching practices as a scaffolding activity, involving observation, interaction, support, and guidance from teachers. This chapter explores the use of play in ECEC to promote the learning of young children and to design and plan educational activities aligned with curriculum goals, utilizing playful activities and communication. The investigation is based on teachers’ conceptions and definitions of their teaching practices related to playful learning, with data collected in Finland through a survey administered to teacher students instructing children aged 1–6 years. By framing the approach to playful learning based on conceptions and understanding of play and learning, we perceive play through the lens of different learning modalities, and reciprocally, we view learning through the modalities of play. The chapter elucidates the diverse concepts of playful learning and further delineates the implications and manifold practices for fostering developmental quality in ECEC settings, thereby enhancing the well-being of children in the ECEC context.