Tuning in to play in the year ahead

The serious work of play in school

After years of a systematic push toward the “schoolifcation” of early childhood education—a movement to prioritize narrow academic skills over more developmentally appropriate teaching and learning, many researchers and experts are joining with teachers and communities in pushing back. Why? Incorporating daily time for play “can be crucial for children’s emotional, social, and academic health and progress.” Research shows that bringing play into classrooms is associated with increased happiness and social-emotional well-being, improved executive functioning, and gains in academic performance for young children.

States take a stand for play

The Hechinger Report found opportunities for play in school are “uneven” and “many obstacles stand in the way.” Yet, as evidence supporting play in early childhood becomes more widely known, some states are taking notice and making policy changes in support of a play-based approach to learning. 

“The presence or absence of play, particularly in child development, has a great deal to do with competency, resiliency, emotional health [and] brain size. [Play is] not frivolous and not just for kids, but something that is an inherent part of human nature.”
- Psychiatrist, Founder, and Past President of the National Institute for Play Dr. Stuart Brown in The Hechinger Report’s Want resilient and well-adjusted kids? Let them play

Recently, Connecticut joined New Hampshire as the second state in the country to require play-based learning in preschool and kindergarten and to permit play-based learning opportunities through grade 5. Although not required in the state, Oklahoma has previously passed legislation to allow for play-based learning through third grade.  

Playful learning in Tools classrooms

In Tools classrooms, children build foundational skills for school and for life in fun and developmentally appropriate ways through scaffolded Make-Believe Play and other free- and guided-play activities. These play opportunities engage Tools children, strengthen their vocabularies and oral language skills, and support them in becoming active learners and skilled, independent problem-solvers. Tools children enjoy purposeful interactions with peers while collaborating through play. 

More good reasons to play at home

In August of 2024, the US Surgeon General, Dr. Vivek Murthy, published an advisory drawing attention to the growing crisis in parents’ mental health, the high levels of stress many parents experience regularly, and the “profound implications for children, families as a whole, and for society.” 

The report documents an increase in parental stress over the past decade. Among the many stressors identified, Murthy notes that modern-day American parents raising their children in a culture that celebrates “time-intensive parenting” may feel pressure to actively engage with their young children in every unscheduled moment.

Of course, shared activities between parents and children can be wonderful. They promote warm and trusting relationships, create treasured memories, and provide meaningful, joyful learning opportunities for both children and their parents. The time young children spend engaging in activities with their parents and caregivers, including shared play, is invaluable. And yet, it is not the only path to meaningful, joyful, learning and brain development at home. Children learn, grow, and make powerful connections, as they engage in play alone or with siblings, friends, and peers. 

In the technology- and activity-driven world we inhabit, children, on average, play less than children once did. When children become well-versed in play, especially through structured practice, they build skills to play independently as well, without the managed direction of parents, teachers, or other adults. And independent, brain-building play is not only great for kids. It also has the potential to alleviate one noteworthy parental stressor: that all-in, all-the-time level of engagement that leaves parents and caregivers without a break, sometimes at the expense of their mental health.  

Murthy’s report includes recommendations for how government, community organizations, schools, and families can better support parents. With practice, especially the guided practice provided in high-quality early childhood settings, children themselves can also play a role,  easing the need for parents to engage in hands-on parenting at all times.

At Tools, we know how essential and impactful play is for every child’s learning and development. We also know how good play is for parents and teachers. Whether engaging in play with a child, or taking a moment to step back and let the child engage in more independent play, skilled, high-level play benefits everyone.

Tools Takeaways

• Children learn and grow through play, developing creativity, strengthening coping and problem-solving skills, practicing language and social skills, and more.
• States and districts are following the science and beginning to emphasize more time and opportunity for play in early childhood classrooms. 
•  We’re excited to support high-quality play at homes and in classrooms so that children, families, teachers, and caregivers can reap its many rewards!