Should We Let them Play? Three Key Benefits of Play to Improve Early Childhood Programs

Abstract

The topic of play and development has been of immense importance and controversy in early education and child development field throughout the twentieth century and into the present decade. The trend of current early education is to introduce academics sooner for younger students in order for programs to remain competitive and have parents choose more academically based preschools. The trickled down effect of State Standards has also pushed academics into the early childhood classroom more than a decade ago. Hence, reducing or at times leaving out time for active play in the classroom. In some classrooms, play is replaced by passive play led be technological games rather than imaginary play that involves peer interactions. Educators are faced with the challenge of reducing play and the benefits and politics involved in play. This article highlights the concept of play through the lens of Foucault and describes key benefits that can support the academic achievement of students as they continue on to later grades by changing the regimes of truth on play. This research highlights three major developmental aspects of play and their impact on early childhood development. Specifically, language development in Monolinguals and DLLs, self-regulation, and emergent literacy skills.