Date Approved

5-2026

Graduate Degree Type

Project

Degree Name

Education-Instruction and Curriculum: Early Childhood Education (M.Ed.)

Degree Program

College of Education

First Advisor

DR. Sherie Lee

Academic Year

2025/2026

Abstract

The increasing emphasis on academic achievement in early childhood education has contributed to a decline in play-based learning. This decline has raised concerns about its impact on children’s overall development. This project examines play-based learning as a developmentally appropriate approach that supports cognitive, social-emotional, language, and self-regulation skills in preschool and kindergarten students. Supported by the theories of Jean Piaget and Lev Vygotsky, the project explores play as a continuum consisting of free play, guided play, and playful learning. With each form of play, there are varying levels of teacher involvement. A review of current research highlights both the benefits of play and the challenges educators face in balancing academic expectations with developmentally appropriate practices. Throughout this paper, research supports and emphasizes the role of teachers, classroom environments in fostering meaningful play experiences, and effective implementation of play-based learning in early childhood classrooms. Research supports and promotes integrating the continuum of play—free, guided, and playful learning—into classrooms. Through a professional development for teachers, these topics are discussed and supported by research. This professional development provides research-based information, practical strategies, and reflection tools to help educators incorporate play effectively. The training includes presentations, examples, and pre/post self-assessments to measure growth.

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