Preschool teachers overwhelmingly support play-based learning, study finds

A recent study published in the Early Childhood Education Journal reveals that American preschool teachers, particularly those in urban settings, overwhelmingly believe that play-based learning supports children's academic development, but urban teachers report feeling less family support for this approach compared to their suburban counterparts.

The study surveyed 110 preschool teachers from two Midwestern states, evaluating three aspects: teachers' knowledge and beliefs about play, their perception of family support, and their perception of curricular support.

While there were no significant regional differences in teachers' beliefs about play or curricular support—96.9% of teachers agreed that play supports academic learning—urban teachers were less likely than suburban teachers to believe that families in their classrooms viewed play as essential to learning. Erin Fox, the lead author of the study and a recent graduate from The Ohio State University, emphasizes that this misperception stems from a growing pressure to prioritize direct academic instruction in preschool settings, potentially limiting children's playtime.

Fox notes that while play is recognized as supporting social-emotional development, many people may not fully understand its role in fostering early literacy and math skills. She clarifies that playful learning is an intentional approach combining child-directed activities with adult guidance, aiming to achieve clear learning objectives.

Kelly Purtell, a co-author and associate professor of human sciences at Ohio State, points out a cultural shift where conversations about school readiness dominate family expectations for preschool. Teachers have expressed that families often expect children to arrive at preschool already ready for kindergarten. This shift in expectations may contribute to the perception of reduced family support for play-based learning, particularly in urban areas.

The researchers speculate that urban parents might be more exposed to narratives emphasizing the importance of school readiness, leading to a greater need for education about the value of play-based learning in preparing children for school. Purtell encourages better communication between parents and teachers to understand how play supports children's development and readiness for school.