Playing to Learn and Learning to Play in Urban Early Childhood Education

Abstract

Opportunities to play are critical for cognitive, academic, social-emotional, and physical development during early childhood, from birth to age eight. Yet, research over the past decade concludes that play is disappearing from early childhood education (ECE) in the United States. The problem is, diminished opportunities for play in ECE can inhibit children’s developmental trajectories over a lifetime. At-risk youth have fewer safe places to play outside of school and are more prone to toxic stress that can derail development. The literature review includes a conceptual framework that describes how play fosters positive relationships and promotes optimal development in ECE, critical for buffering toxic stress and closing opportunity gaps. Two questions guided this study, based on responses from a teacher survey: 1. How often do characteristics of play appear in the classroom, as perceived by teachers? 2. What is the most likely teaching scenario: free play, guided play, games, or direct instruction? Descriptive statistics showed there are often characteristics of play, and the predominant mode of instruction varies by subject area. One-way ANOVAs indicated two characteristics, joy and active engagement, as perceived by teachers, were significantly different based on years of experience. Chi-Square analysis showed two significant associations: grade levels and the most likely teaching scenario for science, years of teaching experience, and the most likely teaching scenario for language and literacy. A policy for play calls for families, schools, and the community to prioritize playful learning opportunities across settings. Recommendations for practice include observation training, outdoor classrooms, and play labs, to make playful learning activities central to teaching and learning in early childhood education.