Committing to Guided Play
Guided play actively engages children and creates natural connections between learning targets and real experiences( Pyle & Danniels 2017). Yet integrating it into the primary-grade curricula can be challenging because of the limited play that often exists in school settings and the increasing use of prescribed curricula. Integration requires intentionality and agency to identify and capitalize on children’ s interests, incorporate games and role-playing into lessons, and plan for outdoor experiences that will ensure children’ s joyful, playdriven learning. Educators can begin by
› Identifying opportunities for play that are provided within a required curriculum
› Deeply studying the curriculum so that the questions they ask and the scaffolds they provide during guided play activities are intentional and challenging
› Creating supplemental guided play experiences that align with the curricular expectations of the grade
› Actively listening to children’ s conversations about what they are learning and seeking out additional play experiences to help children make real-life connections
› Identifying when in the day children can engage in games, role-playing, and playful learning activities that are aligned with the curriculum
About the Authors
Robyn Ridgley, EdD, is a professor at Middle Tennessee State University in Murfreesboro, Tennessee. She has been a classroom teacher, home visitor, and administrator in inclusive early childhood programs. robyn. ridgley @ mtsu. edu
Katherine A. Mangione, PhD, is a professor of elementary education at Middle Tennessee State University, in Murfreesboro, Tennessee. Katherine taught in early childhood and elementary classrooms for 10 years before moving to teacher preparation. Katherine. Mangione @ mtsu. edu
Martin Ridgley, MEd, has been an elementary school teacher for 31 years. For the past 21 years, he has taught first grade at Hobgood Elementary in Murfreesboro, Tennessee.
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50 Young Children
Fall 2026