Research suggests that play, particularly up through 3rd grade, has become less prevalant in classrooms. Authors Abbie Lieberman and Shayna Cook argue that with greater knowledge of child development and appropriate practices, principals would be more likely to understand that scaffolded play can and does lead to learning. In this brief, they conclude that principals who know best practices in early education would be better able to support developmentally appropriate teaching.
Lieberman, A. & Cook, S. (2016). A false dichotomy: Elementary principals on academics and play. Washington, DC: New America.
- Policy Briefs