The Importance of Play in the Early Childhood Classroom: A Letter to Families
Pamela Bowen
National University
ECE-7002 V2: Topics in Early Childhood Growth, Development, and Educational Programs
Dr. Beverly Little
Date: March 8, 2026
Dear Families,
Play is one of the most significant ways young children learn and grow. Throughout their early childhood years, children develop important skills by exploring, visualizing, talking, moving, and trying new things. In an early childhood classroom, play is not just free time or free play; it is well-planned and intentionally designed to support childrens cognitive skills, socialemotional growth, language development, and physical coordination. When children play, they make choices, solve problems, engage with other children, and explore life around them
Young children learn best through exploration, handson experiences, and interaction with others, and play gives them these opportunities every day. Play invites children to experiment, ask questions, solve problems, and develop genuine understanding in ways that matter for their growth, instead of keeping them busy. Research also shows that play supports healthy brain development, strengthening the neural pathways that help children think, communicate, and learn. When children explore, imagine, and reflect during play, they strengthen the neural pathways that help them think, communicate, and learn (Zosh et al., 2018). Neural plasticity, called neuroplasticity, is the brains ability to change, reorganize, and strengthen its nervous system connections in response to experience, learning, and environmental demands. Ostroff (2012) describes, when teachers intentionally integrate play into the curriculum, children benefit from experiences that are joyful, meaningful, and connected to their own lives, which strengthens long-term learning.
A developmentally appropriate curriculum is grounded in what science tells us about how children think, explore, and interact with their environment. Such a curriculum values play not as a luxury but as an essential vehicle through which academic, social, emotional, and physical skills are learned. Play allows children to make choices, solve problems, communicate their ideas, and build early concepts in literacy, math, and science while staying fully engaged and motivated. The National Association for the Education of Young Children (NAEYC) identifies play as a core component of high-quality early learning because it supports childrens active meaning-making and self-regulation in ways that are appropriate for their developmental level (NAEYC, 2020). When educators use play as a context for learning, they build on childrens interests and prior knowledge in a way that helps learning deepen and transfer to new situations.
Play supports childrens physical development while also contributing to other domains of growth. Through active play like running, jumping, climbing, and balancing, children develop gross-motor skills that strengthen coordination, endurance, and spatial awareness. Activities such as manipulating blocks, threading beads, playing with sensory materials, and using art tools build fine-motor skills and hand-eye coordination skills that support later tasks such as writing and self-care. These physical experiences also promote confidence in movement and help children regulate their bodies, which research shows is linked to improved attention and executive function in early learning environments (Pellegrini, 2018). Physical play also enhances childrens overall health and well-being, as climbing, dancing, and active games contribute to cardiovascular fitness and muscle development.
Cognitive development is deeply supported through play because children think critically, test ideas, and build understanding in playful contexts. In block play, for example, children explore early math ideas such as symmetry, measurement, and patterning, while also engaging in planning, hypothesizing, and spatial reasoning. In dramatic play, children create stories, use symbolic thinking, and develop language skills by taking on roles, narrating events, and negotiating meaning with peers. Research on guided play confirms that when adults structure playful learning around learning goals while still allowing children choice and agency children show strong gains in literacy, language, and numeracy skills (Fisher et al., 2019). Play also supports executive function skills, which include working memory, cognitive flexibility, and self-control all of which are strongly related to later school success (Trawick-Smith et al., 2020).
Social and emotional development is another area that play supports powerfully. When children play with peers, they practice communication, negotiation, perspective-taking, cooperation, and conflict resolution. In pretend scenarios such as family, doctors office, or grocery store, children explore emotions, roles, and social rules, which helps build empathy and social competence. These experiences also give children opportunities to manage frustration, take risks in a safe environment, and learn persistence qualities that help children regulate emotions and build resilience (Lillard et al., 2019). Play supports foundational relationships with teachers and peers, as children share ideas, take turns, and rely on one another to co-construct play narratives and shared goals.
One example of a play-based activity that supports development across domains is a classroom grocery store dramatic play center. In this experience, children take on roles such as shopper, cashier, bagger, and manager while using play money, shopping lists, and labeled foods. Physically, children handle small items, pass materials, and practice fine-motor skills; cognitively, they count coins, recognize numerals and prices, and use early literacy skills to read labels and signs. Socially and emotionally, they negotiate roles, greet one another, practice polite exchanges, and work through disagreements, building communication and cooperation. Dramatic play centers like this align with research showing that meaningful, collaborative play fosters language development, self-regulation, and concept development when adults guide with open-ended questions and prompts (Zosh et al., 2018).
Another example is a block engineering challenge, where children are invited to build a bridge or structure that can span a gap or hold a specific object. This activity strengthens fine-motor coordination and hand-eye control as children balance pieces and revise designs. Cognitively, children explore cause and effect, measurement, and balance while planning their constructions and testing hypotheses. Teachers can support thinking by asking questions such as, What might make this stronger? or How can we change the design to make it taller? These thought processes strengthen problem-solving, reasoning, and spatial skills, mirroring research showing that play with constructive materials supports mathematics and science learning (Fisher et al., 2019).
A third example is a sensory exploration station where children use water, sand, measuring cups, tubes, and containers to pour, measure, predict, and compare. In this context, children refine fine-motor skills and develop scientific thinking through observation, measurement, and experimentation. Teachers support learning by using vocabulary such as comparison, prediction, and volume, which enhances language development embedded in meaningful discovery. Socially, children collaborate by sharing tools and discussing their observations, building teamwork and communication skills. These sensory experiences reflect evidence showing that hands-on, play-based learning supports childrens curiosity, inquiry, and early STEM thinking (Trawick-Smith et al., 2020).
In closing, play remains an essential and research-supported component of early childhood education because it nurtures the whole child physically, cognitively, socially, and emotionally. When early childhood educators intentionally integrate play throughout the curriculum, children engage deeply with ideas, make meaningful connections, and practice skills in authentic contexts. Play supports childrens natural curiosity, builds confidence, and strengthens foundational skills that are strongly linked to long-term academic and life outcomes (NAEYC, 2020; Pellegrini, 2018). We value play as not simply recreational but as central to how children construct knowledge, deepen understanding, and develop a love for learning that extends beyond the classroom. Thank you for supporting your child through rich, intentional play experiences both at school and at home.
Warmly,
Pamela Bowen
Future Owner/Director
The Giving Hands Enrichment Center
References
Fisher, K., Hirsh-Pasek, K., Golinkoff, R., Singer, D., & Berk, L. (2019). Play and Child Development: Methods and EvidenceA Commentary. The Brookings Institution.
Lillard, A. S., Lerner, M. D., Hopkins, E. J., Dore, R. A., Smith, E. D., & Palmquist, C. M. (2019). The impact of pretend play on childrens development: A review of the evidence. Psychological Bulletin, 145(10), 135.
National Association for the Education of Young Children. (2020). Developmentally appropriate practice in early childhood programs.
Ostroff, W. L. (2012). Understanding how young children learn: Bringing the science of child development to the classroom. ASCD.
Pellegrini, A. D. (2018). Play A complex phenomenon with clinical implications. Journal of Pediatric Psychology, 43(5), 500512.
Trawick-Smith, J., Smith, L. B., & Pereira, A. (2020). Play and executive function: A developmental review. Early Childhood Research Quarterly, 51, 155167.
Zosh, J. M., Hopkins, E. J., Jensen, H., Liu, C., Neale, D., & Hirsh-Pasek, K. (2018). Putting play into practice: A taxonomy of play. Psychological Bulletin, 144(3), 259282.