What the Experts Say
02-A1 What the Experts Say Patti Bokony, Teri Patrick, Stacy Fortney UAMS Division of Health Services Research CONCERN For a variety of reasons, play is a major concern of parents, educators, and physicians. Parents of preschoolers often express concern when their child’s classroom activities seem to focus on play rather than academic activities. Educators face the push for a more academic focus in early childhood settings in spite of the research supporting the educational and developmental usefulness of play. The American Academy of Pediatrics, which considers play to be essential to children’s cognitive, physical, social, and emotional development and overall wellbeing, is concerned about fewer opportunities for children to play.1 Time for play has been greatly reduced for many children in the United States. Hurried lifestyles, more single-parent families or two working parents, and an increased focus on academics and enrichment activities at the expense of child-centered play has limited children’s play time, both indoors and outdoors. For optimal physical and mental health and development of children, it is important for families, school systems, and communities to understand the benefits of play and find ways to ensure children have opportunities for play. RESEARCH The research is clear that young children learn best when they have hands-on experiences. That is to say, more academic learning will occur in early childhood classrooms in which children play and explore.2 Quality early childhood classrooms are those with knowledgeable teachers and quality materials that encourage learning through play. With time to explore, practice, and experience success, children develop cognitive, language, physical, social, and emotional skills.
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