![]() Whether solitary, dramatic, parallel, social, cooperative, onlooker, object, fantasy, physical, constructive, or games with rules, play, in all of its forms, is a teaching practice that optimally facilitates young children’s development and learning. ![]() This excerpt also illustrates the ways in which play and learning mutually support one another and how teachers connect learning goals to children’s play. ( See below for a discussion of play on a spectrum.) 2018, an idea first introduced by Bergen 1988) helps to resolve old divisions and provides a powerful framework that puts playful learning-rich curriculum coupled with a playful pedagogy-front and center as a model for all early childhood educators. This piece, which is an excerpt from Chapter 5 in Developmentally Appropriate Practice in Early Childhood Programs Serving Children from Birth Through Age 8, Fourth Edition (NAEYC 2022), suggests that defining play on a spectrum (Zosh et al. Newer research, however, allows us to reframe the debate as learning via play-as playful learning. And, in part, it is motivated by older perceptions of play and learning. ![]() In part, the persistent belief that learning must be rigid and teacher directed-the opposite of play-is motivated by the lack of a clear definition of what constitutes playful learning (Zosh et al. Play versus learning represents a false dichotomy in education (e.g., Hirsh-Pasek & Golinkoff 2008). ![]()
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