Making Room for Play: Evaluating the Implementation of Play-Based and Academically Rigorous Pedagogy in Kindergarten

• In Event: Fairmont Roundtable Session Twelve
  In Roundtable Session: Various Approaches of Play-Based Teaching and Learning (Table 9)

Abstract

Is there a paradox between play-centered, developmentally appropriate learning practices and more academically rigorous, prescriptive curriculum aimed at meeting assessment benchmarks? These seemingly antithetical methods of instruction have sparked debate regarding their relative effects on students’ learning outcomes, with many landing on the side of academic rigor over play. In this study, a group of kindergarten and first grade educators (the Kindergarten Innovation Cohort or “Cohort”) received guidance and stipends to pilot instructional techniques incorporating both developmentally appropriate and academically rigorous practices. We surveyed educators and observed classrooms twice throughout the year. We found that incorporating rich, meaningful learning experiences within academically focused curriculum positively impacted students’ learning and classroom experiences, as well as educators’ teaching and classroom management practices.

Authors

• Jordan Vossen, Portland Public Schools
  Presenting Author

• Emily Glasgow, Portland Public Schools
  Non-Presenting Author

• Elizabeth M. Gilkey, Portland Public Schools
  Non-Presenting Author

• Riley M. Tate
  Non-Presenting Author

• Alexis Burnett, Portland Public Schools
  Non-Presenting Author

• Carly Hollabaugh
  Non-Presenting Author

• Katrina Edwards
  Non-Presenting Author

• Elliott G. Moon
  Non-Presenting Author

• Demontre Rich
  Non-Presenting Author

• Renard A. Adams, Baltimore City Public School System
  Non-Presenting Author