Making play work for education

Abstract

Children, especially in the preschool years, learn a tremendous amount through play. Research on guided play demonstrates how schools can couple a curriculum-centered preschool program with a developmentally appropriate pedagogical approach to classroom teaching. However, to fully test this claim, we need a clear definition of the term “guided play”: In guided play, the adult structures the play environment, but the child maintains control within that environment. Guided play can lead to dramatically better learning outcomes than didactic situations. If you tell them, children will learn. But if you guide them, children are more likely to actively explore and learn more.

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