Year: 2025
Type: article
Abstract: Play is a fundamental component of early childhood development, yet it is being increasingly lost in educational settings due to children’s technology use and academic pressures to limit play in the classroom. This article describes the implications for teachers of a research study examining early childhood teachers’ perceptions of play and its alignment with actual classroom practices. Findings of the study highlight the need for integrating play into structured learning to support children’s cognitive, social, and emotional development. Recommendations include reflective practice, classroom assessments, and embedded play during daily instruction. Addressing systemic barriers requires a shift toward play-based learning, ensuring that educational environments support children’s holistic development.
Authors: Kelcie Burke, Dawn Mollenkopf
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: hybrid
OpenAlex ID: W7117678182
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