Rethinking Teachers' Roles in Creating a Play-Based Learning Environment

Abstract

Play-based classroom learning environments have an immediate and long-term impact on children's optimal growth and development. With the continuing efforts of state and federal government agencies to fund early childhood programs with the intention of assuring that all children enter school ready to learn, enrollment into these programs continues to grow. However, progress to reduce the achievement gap continues to be slow (Kober et al., 2010). As such, increasing attention has been paid to two issues in the current early childhood education literature: play-based classroom learning environments and roles of early childhood teachers in creating play-based learning environments. This examines how neuroscience's support of a play-based learning environment for children. Vygotsky's social and cultural learning theory, the Reggio Emilia approach, and developmentally appropriate practice are also discussed. They provide the theoretical background that explains the importance of play and of learning environments for children's optimal growth and development