Advocating for Play

02/25/2022

If we give our children sound self-love, they will be able to deal with whatever life puts before them.
bell hooks

Last week we shared a story describing a recent study about state-funded Pre-K in Tennessee, showing negative results for children. An expert commenting on possible reasons for the disturbing results described “too much whole-group instruction, rigid behavioral controls, not enough time spent outside...” and said, “ideally Pre-K should involve more play.” This story has been getting a lot of press, and is being widely used as a cautionary tale about the importance of advocating for play in the early years.

Shawna Daniels, from Carrboro, NC wrote a thoughtful response to the article. You can find her complete comments here. These are a few excerpts:

“I know that even with all of the different translations of quality that are out there, State funded Pre-K is actually still a place that helps children from marginalized communities blossom…There have been just as many programs throughout the country that get state funded Pre-K right….
This one study and the context in which it is being amplified is troublesome at best. It creates a narrative that tells the often ECE ignorant world around us that more funding and support for our disjointed and crumbling ‘system’ wouldn’t benefit children anyway.

There are plenty of quality studies on other state-funded Pre-K programs, including the federal funded Head Start program, that have changed the social and academic trajectory of children, especially if they are placed in child-focused K-3 classrooms.

As ECE educators, we need to use the TN study and report as an example of what not to do and as confirmation that those of us who have been hyper-focused on creating child-focused language and social skill heavy, caring learning environments are on the right track.”

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