Study Challenges Classroom Free Play. Advocates Push Back

Rae Pica with Carla M. Horwitz, MS, Ed.D, Nina C. Chien, & Fran Simon


A recent study showed that pre-k students who took part in teacher-directed instruction fared better in language and math than those who spent the majority of their classroom time in free-choice play. The study challenges the foundations of those who advocate the need for more play and supports those who believe there should be more emphasis on early academics. But as this discussion reveals, the issue is not free-choice play versus teacher-directed instruction, but how much of each. Learn more...

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