Implementation of play-based learning in kindergarten classrooms

 

The Institute of Education Sciences has released the Exploring Implementation of Play-Based Learning in New Hampshire’s Kindergarten Classrooms study. In 2018, the state of New Hampshire passed legislation requiring a play-based approach to instruction in kindergarten classrooms. This study investigated how familiar kindergarten teachers and elementary school administrators were with play-based learning, what professional learning supports teachers accessed, what barriers they encountered, and the extent to which teachers implemented play-based learning practices. Key findings include: Almost all responding teachers and administrators agreed that play supports the development of skills important in kindergarten and beyond. Most responding administrators were familiar with the 2018 legislative mandate, with that proportion higher among those who had early childhood teaching experience compared to those who did not. Responding novice teachers engaged in professional development related to play-based learning at lower rates compared with their more experienced peers. Sixty percent of responding teachers indicated that they allowed students time for guided play at least twice per week. Most responding teachers agreed that their kindergarten classrooms had the necessary space and materials for play-based learning but reported pressure to achieve academic benchmarks and lack of planning and classroom time as barriers to implementing play-based learning. Considerations for potential next steps to improve the quality and consistency of play-based learning practices are provided. To access the study, please visit: https://ies.ed.gov/use-work/resource-library/report/descriptive-study/exploring-implementation-play-based-learning-new-hampshires-kindergarten-classrooms.