Young children thrive in a positive, social learning environment and acquire new knowledge through interacting and socializing with peers. At this age, children are constantly evolving as active learners and require a multitude of stimulants to ensure learning is authentic. Teachers must take into consideration the many factors involved in the learning process including when, where, and how children play. Play holds a crucial role in the development of young children, yet play-based learning has been absent from early childhood classrooms for many years. Children interact, learn, and progress through play, whether it be with adults, other children, or by themselves. Mann, Hund, Hesson-McInnis, & Roman (2016) stated, “Early childhood is characterized …show more content…
The claiming factors were said to be to poor test scores and lack of rigorous academics in the primary grades. Play was perceived as wasting instruction time and not preparing students with the necessary test-taking skills (Nicholson, Bauer, & Woolley, 2015). Over the recent years, a shift has occurred due to the increase of research focusing on play-based learning and how it effects the development of young children. The push to revive the play-based learning aspect in the early childhood classroom has continued to increase with the evidence of a connection of play to learning. Nicholson, Bauer, & Woolley (2015) reported, “We have ample evidence showing that play supports a child’s development of many skills necessary for success in school” (p. 230). The implementation of play-based learning and utilizing developmentally appropriate practices for early childhood age children ensures success. Mann, Hund, Hesson-McInnis, & Roman (2016) claimed, “Early school success provides a firm foundation for later school success” (p. 21). The relationship between play and learning has been verified as positive, beneficial, and crucial for young children to develop social-emotional skills required for school and life …show more content…
As children begin to play with others, sociodramatic play aids in the expansion of socializing skills. Sociodramatic play allows children to express feelings and spark imagination. For this to be possible in the school setting, the teacher must take on the role of classroom facilitator. The teacher should encourage self-initiated, play-based learning through activities that build upon prior knowledge while engaging children in new, real-world experiences (Mann, Hund, Hesson-McInnis, & Roman, 2016). The classroom teacher holds the responsibility if promoting exploration through play while maintaining structure in the classroom. Time spent on training, planning, and reinforcing early childhood developmentally appropriate practices will aide in classroom management. Developmentally appropriate practices in early childhood focus on the importance of the environment in which children learn. The learning environment should encourage participation in child-initiated, active learning with the teacher as a guide. Young children need the freedom to make choices in their involvement in the classroom. Learning activities should be designed to support developmentally appropriate practices and further development for every child participating. As young children progress, they acquire imagination through imitation and pretend play. A classroom environment should come equipped with toys and