Based on the history of Kindergarten, it can be concluded that play in an important factor of childhood development and learning. Researchers have spent time studying children's play and how it impacts classroom learning. Smith and Pellegrini defined and explored different types of play, and concluded that a balanced approach to play is best, combining free play, guided and structured play, with direct instruction increasing as children get older (Smith and Pelligrini, 1998). Lisa Goldstein also conducted a study that looked at how Kindergarten teachers are responding to increased academic demands on young learners. She found that the best response to high academic demand is to teach content in a developmentally appropriate, flexible way, allowing for play within the context of learning (Goldstein, 2009). Play is not only important for children's academic development, but their social development as well, teaching them how to respond to social situations and have a chance to practice regulating their emotions (Bodrova, et al., 2013).
References:
Bodrova, E., Germeroth, C., & Leong, D. J. (2013). Play and self-regulation: Lessons from Vygotsky. American Journal of Play, 6(1), 111–123.
Goldstein, L. S. (2007). Embracing pedagogical multiplicity: Examining two teachers’ instructional responses to the changing expectations for kindergarten in U.S. public schools. Journal of Research in Childhood Education, 21, 378–399.
Pellegrini AD, Smith PK. Physical activity play: The nature and function of a neglected aspect of play. Child Development 1998;69(3):577-598.
References:
Bodrova, E., Germeroth, C., & Leong, D. J. (2013). Play and self-regulation: Lessons from Vygotsky. American Journal of Play, 6(1), 111–123.
Goldstein, L. S. (2007). Embracing pedagogical multiplicity: Examining two teachers’ instructional responses to the changing expectations for kindergarten in U.S. public schools. Journal of Research in Childhood Education, 21, 378–399.
Pellegrini AD, Smith PK. Physical activity play: The nature and function of a neglected aspect of play. Child Development 1998;69(3):577-598.