During Student-Initiated Play Teachers are
› Ensuring the classroom environment supports active learning by including clearly defined play areas, materials that address learning standards, and opportunities to connect play with current curricular topics
› Using self-talk and parallel talk, advanced language, and open-ended questions to expand the complexity of students’ play and to encourage them to explain their thinking while playing
› Providing support to resolve peer conflicts as they arise during play
› Creating opportunities to engage in sensory and social and emotional activities
› Encouraging students to persist in the completion of their selected activity
› Offering support to children to enter into play scenarios with peers
› Observing how children interact with materials and making notes on how to modify materials to expand learning based on student interests and needs
› Helping children plan their play
› Assessing students on demonstrated skills within the context of play
Students are
› Choosing materials and activities based on personal interest
› Engaging in an activity or with preferred materials for an uninterrupted, extended period of time
› Engaging in conversation with their peers and teacher about what they are doing( making predictions; brainstorming; experimenting; and explaining what is happening, how they figured it out, or what they could try next)
› Interacting, negotiating, and cooperating with peers in small groups or pairs
› Building upon play schemes over time( day after day, week after week), expanding their original ideas, and using prior knowledge to deepen their understanding
( This section is adapted, by permission, from M. Bhansali, M. Hillegass, & E. Mei,“ Guidelines for Play in Kindergarten: What You Should Look for in Your School as You Implement Play-Based Learning”
[ Teach Plus, 2022 ], 1 – 2. teachplus. org / wp-content / uploads / 2022 / 11 / Teach-Plus-IL _ Kindergarten-play- Doc3. pdf.)
Conclusion
Academic learning is a fundamental component of play-based learning as teachers both explicitly teach and embed concepts into students’ exploration. The details in this piece show the possibilities for supporting and enhancing children’ s play by emphasizing vocabulary and other key concepts while still following the required kindergarten curriculum.
This piece is excerpted from NAEYC’ s Focus on Developmentally Appropriate Practice: Equitable and Joyful Learning in Kindergarten. For more information about the book, visit NAEYC. org / resources / pubs / books / dap-focus-kindergarten.
About the Authors
Margi Bhansali, MA, is a National Board Certified teacher who teaches prekindergarten at Beard Elementary in Chicago. Her op-eds have been published in the Chicago Tribune, Chicago Unheard, and on What ' s the Plus, among others.
Alli Bizon, MAT, a National Board Certified teacher, teaches grades 1 – 3 at Suder Montessori Magnet School in Chicago. She was a 2021 Golden Apple Award for Excellence in Teaching finalist.
Erean Mei, MEd, is a kindergarten teacher at KIPP Academy Chicago Primary. With more than 12 years’ experience, she specializes in trauma-informed practices, comprehensive early childhood growth and development knowledge, classroom management, and data-driven instruction.
Reference
NAEYC. 2020.“ Developmentally Appropriate Practice.” Position statement. NAEYC. naeyc. org / resources / position-statements / dap / contents.
Copyright © 2025 by the National Association for the Education of Young Children. See Permissions and Reprints online at NAEYC. org / resources / permissions.
Summer 2025 Young Children 27