Karen Lazcano

Video Script: Play in Early Childhood Education

Video Intro (5 seconds)

Voice Over
While there are many benefits to play in an early childhood classroom it has become less and less utilized.
Let's discuss, what exactly are the benefits of play-based learning early childhood education? And why is
it being utilized less?

Benefits of play 1- Literacy Skills (40 seconds)

Voice Over
Research has shown language development and play help in the progress of vocabulary, decontextualized
language, and narrative discourse (Rand & Morrow, 2021). In fact, Rand and Morrow (2021) note, “As
children move from focusing on decoding to focusing on meaning, they need semantic representations to
connect to the words, or comprehension will fail”. In other words while students play, they are naturally
discovering reading strategies such as reinforcing their working memory, attention control, and problem-
solving skills all of which are skills that can be transferred and be beneficial to reading comprehension

Benefits of play 2- Social (25 seconds)

Voice Over
It is important to realize play is great not only for students in the classroom but outside as well. Author
Ruth Guirguis notes that pretend play can also be beneficial in terms of how a child behaves in social
groups. In her journal Should we let them play? She points out “Self-regulation allows children to follow
and comply with rules, manage emotions, and carry out problem solving tasks and their own skills.”
Another benefit of pretend play is, “…exercise of executive functioning, cognitive processes of self-
control of thought and action”.
Bridge to next question (20 seconds)
Voice Over
Any seasoned early childhood educator will tell you they have noticed a drop in the amount of play
allowed in their everyday curriculum. Gone are the days of play kitchens, dramatic dress up, and pretend
play. We have discussed just a few of the benefits of play. With this in mind let's look at why educators
are not utilizing play.

Challenges Implementing Play 1- Stigmas (20 seconds)

Voice Over
It seems like more and more educators are told to stop wasting time in play. A major factor in the lack of
play-based literacy learning is the consideration of the short amount of time educators have solely for
literacy education and the stigma that play comes second to direct instruction.

Challenges Implementing Play 2- Lack of support (40 seconds)

Voice Over
On another note, some educators find it challenging to get parents’ support as they may believe
play is not necessary nor beneficial. Cavanaugh et al. (2016) mentions, “Many people dismiss
play in the classroom as a waste of time that is better left as a home or afterschool activity”,
when as you have read, play has been shown to have a positive impact on learning. This
 Karen Lazcano

disconnect can become a major issue especially in public schools (Guirguis, 2018). To this
Guirguis (2018) says, “…educators must use research to educate others about what play really is
and what it means to early childhood’ and “the goal is to explain that play is a highly acceptable
form of learning…”.

Video Outro (20 seconds)

Voice Over
As previously stated, play in the classroom has social-emotional as well as academic benefits
(Rand & Morrow, 2021). Best practice calls for utilization of play in early childhood education.
Given the current educational climate it is integral that we as educators take active steps to
advocate for play in our classrooms.

Resources

Cavanaugh, Clemence, K. J., Teale, M. M., Rule, A. C., & Montgomery, S. E. (2016). Kindergarten

Scores, Storytelling, Executive Function, and Motivation Improved through Literacy-

Rich Guided Play. Early Childhood Education Journal, 45(6), 831–843.

https://doi.org/10.1007/s10643-016-0832-8

Guirguis, (2018). Should We Let Them Play? Three Key Benefits of Play to Improve Early Childhood

Programs. International Journal of Education and Practice, 6(1), 43–.

Rand, & Morrow, L. M. (2021). The Contribution of Play Experiences in Early Literacy: Expanding the

Science of Reading. Reading Research Quarterly, 56(1), S239–S248.

https://doi.org/10.1002/rrq.383