From Policy to Playground: Reimagining Play-Based Learning Through Collaborative Analysis

• In Event: AERA Roundtable Session Friday 9:45 am - Gold 1
  In Roundtable Session: Belonging from the Beginning: Intentional Policy, Practices, and Inquiry in Early Childhood Education

Abstract

Despite extensive research demonstrating play's central role in early childhood development, educators struggle to implement play-based approaches in classrooms. This study employed systematic document analysis to examine how play is conceptualized within the Texas Prekindergarten Guidelines. Four researchers independently coded play-related content using the Play Spectrum framework. Findings indicate the Guidelines integrate play across developmental domains rather than treating it as separate pedagogy, with guided play most frequently referenced. While this approach aligns with contemporary research emphasizing play's cross-domain benefits, it creates implementation challenges for educators. Results suggest policy makers should provide more explicit guidance on play types and implementation strategies while maintaining theoretical integration. This research contributes to understanding how educational policies can better support evidence-based early childhood practices.

Authors

• Karen Walker, East Texas A&M University

• Rodrick Whitley, East Texas A&M University