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What Really Matters in Play?

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Title: What Really Matters in Play?
Language: English
Authors: Thunder, Kateri, Hattie, John, Almarode, John T., Fisher, Douglas, Frey, Nancy, Demchak, Alisha
Source: Theory Into Practice. 2023 62(2):115-126.
Availability: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Peer Reviewed: Y
Page Count: 12
Publication Date: 2023
Document Type: Journal Articles
Reports - Descriptive
Education Level: Early Childhood Education
Descriptors: Play, Early Childhood Education, Teaching Methods, Language Acquisition, Language Enrichment, Inclusion, Equal Education, Interpersonal Communication, Teacher Student Relationship, Learning Experience, Verbal Communication
DOI: 10.1080/00405841.2023.2202135
ISSN: 0040-5841
1543-0421
Abstract: This article seeks to reframe how early childhood educators think about their role in play by answering these questions: What really matters in play? How should we spend our time and energy planning, implementing, and building our expertise around play in early childhood teaching and learning? The answers reside in 5 big ideas from play research studies, meta-analyses, and meta-syntheses. We unpack these research findings and show the implications for practice. Across all 5 big ideas, the common factor is developing language. The quality of our interactions and conversational rounds and the intentionality of our language are pivotal, controllable factors that impact children's learning and development. Therefore, we must enter children's play with intentionality to talk with children and to create equitable and inclusive spaces for all children.
Abstractor: As Provided
Entry Date: 2023
Accession Number: EJ1391081
Database: ERIC
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  Value: <anid>AN0164112116;tip01mar.23;2023Jun07.05:53;v2.2.500</anid> <title id="AN0164112116-1">What really matters in play? </title> <p>This article seeks to reframe how early childhood educators think about their role in play by answering these questions: What really matters in play? How should we spend our time and energy planning, implementing, and building our expertise around play in early childhood teaching and learning? The answers reside in 5 big ideas from play research studies, meta-analyses, and meta-syntheses. We unpack these research findings and show the implications for practice. Across all 5 big ideas, the common factor is developing language. The quality of our interactions and conversational rounds and the intentionality of our language are pivotal, controllable factors that impact children's learning and development. Therefore, we must enter children's play with intentionality to talk with children and to create equitable and inclusive spaces for all children.</p> <p>In early childhood, play abounds. Children's play is natural and precious. Early childhood educators enter children's play with the unique perspective and awesome responsibility of being teachers. We make decisions in partnership with families and children but have a different lens. Our instructional decisions are centered on maximizing learning and development for <emph>all</emph> learners within our classrooms and centers. We must ensure <emph>every</emph> child learns and we must know what they each learned.</p> <p>We must also strive for young children's learning to have a lasting, positive impact. Unfortunately, despite our best efforts, the effects of preschool fade over time (Cooper et al., [<reflink idref="bib8" id="ref1">8</reflink>]; Durkin et al., [<reflink idref="bib10" id="ref2">10</reflink>]; Gilliam & Zigler, [<reflink idref="bib16" id="ref3">16</reflink>]). As children move to primary school, many learners do not maintain the growth trajectories established in preschool programs. We must counter this fade effect by thoughtfully and purposefully creating a seamless and strong foundation based on what works best. This can be accomplished when cohesive and developmentally appropriate practices align. This work is pivotal across early childhood domains. At the intersection of many developmental domains is play.</p> <p>This intersection is prime for our critical questioning: What really matters in play? How should we spend our time and energy planning, implementing, and building our expertise around play in early childhood teaching and learning? The answer to these questions resides in 5 big ideas from play research studies, meta-analyses, and meta-syntheses:</p> <p></p> <ulist> <item> Early childhood educators should intentionally assume the roles of conversational partners and language facilitators.</item> <p></p> <item> Early childhood educators must intentionally use the roles of conversational partner and language facilitator to create equitable and inclusive spaces for <emph>all</emph> children.</item> <p></p> <item> A critical link exists between adult–child interactions and learning.</item> <p></p> <item> Early childhood learning can be playful learning.</item> <p></p> <item> The defining characteristics of guided play capitalize on the engaging aspects of play while also creating an optimal learning experience within play.</item> </ulist> <p>Meta-analyses and meta-syntheses allow us to take a wider view of the research, identifying patterns and trends across the large body of research studies on play. These patterns and trends lead us to the 5 big ideas. Let's dive into each big idea and make sense of what it means to make this research actionable with young learners from birth through age 8.</p> <hd id="AN0164112116-2">Big idea 1: Intentionally engage as conversational partners and language facilitators</hd> <p>Early educators should intentionally assume the roles of conversational partners and language facilitators. We should intentionally and responsively engage with children by taking on 2 critical roles: conversational partner and language facilitator (Skene et al., [<reflink idref="bib29" id="ref4">29</reflink>]). In both of these roles, we emphasize talking <emph>with</emph> children and creating conversational rounds (Gilkerson et al., [<reflink idref="bib15" id="ref5">15</reflink>]; Romeo et al., [<reflink idref="bib28" id="ref6">28</reflink>]). When we engage in intentional, positive talk with learners, children learn more academically, socially, and emotionally (Pianta et al., [<reflink idref="bib26" id="ref7">26</reflink>]).</p> <p>A conversational partner participates in the play or co-plays to intentionally engage children in talk. A conversational partner joins the existing talk and does not place any constraints or demands on language, rather a conversational partner elicits responses from children within the familiar and safe spaces of child-directed play. As a conversational partner, we experience children's rich, informal and nonverbal knowledge as they use their preferred communication strategies. By modeling language, asking questions, and engaging in back-and-forth exchanges, conversational partners intentionally engage in conversational rounds with children, elicit their use of language, and create the "just right" level of cognitive challenge for learning in play. Table 1 includes examples of 2 early childhood educators, Lena Rosales and Seneca Mills, intentionally using conversational partners' strategies to ensure each of their children moves toward their learning goals.</p> <p>Table 1. Conversational partner strategies.</p> <p> <ephtml> <table><thead><tr><td>Age Group and Learning Goal</td><td>Model Language</td><td>Ask Questions</td><td>Engage in Back-and-Forth Exchanges</td></tr></thead><tbody><tr><td><italic>Infants and toddlers learning words to describe how things feel</italic></td><td>Ms. Rosales rubs her hand across the sandpaper image of a sandcastle saying, "Rough! That feels rough."</td><td>As Anna touches the smooth rubber of the soccer ball image, Ms. Rosales asks, "How does the soccer ball feel? What does it <italic>feel</italic> like on your fingers?" Anna keeps running her fingers back and forth on the rubber. Ms. Rosales says, "Smooth. It's nice to feel things that are smooth."</td><td>Lincoln touches the furry goat's ear in the animal book. Ms. Rosales says, "What a furry ear you have goat!" Lincoln touches his ear. Ms. Rosales says, "Do you have furry ears like a goat?" Lincoln points to the tuft of furry hair on the flamingo puppet. Ms. Rosales replies, "Your ear is smooth, but flamingo's hair is furry!" Ms. Rosales brings the puppet over to Lincoln and together they touch the furry flamingo hair as Ms. Rosales says, "Furry goat ear. Furry flamingo hair."</td></tr><tr><td><italic>Preschool and primary students learning storytelling dialogue is when characters talk</italic></td><td>"Oh ho ho, Anansi! It's time someone played a trick on you!" Ms. Mills laughs and acts out blowing a big wind.</td><td>Ms. Mills stands at the starting line and announces, "We will have a great race! The first 12 animals to cross the river will each have a year named after them." Then she asks, "Who do you predict will win the race?"</td><td>Frances is mixing a bowl of sand and rocks. Ms. Mills knocks on the edge of the sandbox and says, "I was walking outside to play with my friends when I smelled the most delicious smell. What is it?" Frances responds as she stirs, "I making thick red stew." "Stew reminds me of soup and curry sauce but it's thick like chili! I love it!" Ms. Mills replies. Frances offers to share, "Do you want some?" Ms. Mills claps and says, "Oh yes! Thank you, Omu!"</td></tr></tbody></table> </ephtml> </p> <p>A language facilitator explicitly supports the use of specific and often novel language within play by participating or by remaining an outsider. A language facilitator is present in the moment when specific vocabulary, language structures, or language functions are needed or useful. By narrating actions, modeling a think aloud, and prompting and scaffolding language during play, a language facilitator assists in the explicit practice and transfer of language use. Table 2 includes examples of Lena Rosales and Seneca Mills intentionally using language facilitators' strategies to ensure each of their children moves toward their learning goals.</p> <p>Table 2. Language facilitator strategies.</p> <p> <ephtml> <table><thead><tr><td>Age Group and Learning Goal</td><td>Narrate Action</td><td>Think Aloud</td><td>Prompt Language</td><td>Scaffold Language</td></tr></thead><tbody><tr><td><italic>Infants and toddlers learning words to describe how things feel</italic></td><td>Anna is running her hand along the wooden xylophone. Each time her fingers go across a wooden bar, Ms. Rosales narrates, "Bump. Bump. Bump."</td><td>Lincoln touches the sticky image of an anteater tongue and pulls his hand away quickly. Ms. Rosales thinks aloud, "Ew! That was sticky! Lincoln did not like feeling something sticky!"</td><td>Isla touches fluffy pom-poms. Ms. Rosales prompts, "Those little balls are fluffy. You have a fluffy ball on your clothes. Where is your fluffy ball?" Isla touches the fluffy bunny tail on her shirt and says, "/b/." Ms. Rosales responds, "Yes! The bunny tail on your shirt is fluffy just like the balls."</td><td>Ms. Rosales is knocking on the wall saying, "Hard. This wall is hard. Can you knock on the hard wall?" When Jesse does not start knocking, Ms. Rosales uses hand-over-hand to help him knock on the wall while saying, "Hard! This wall is hard. Knock! Knock!"</td></tr><tr><td><italic>Preschool and primary students learning storytelling dialogue is when characters talk</italic></td><td>"Anansi has fallen in the river! But look, Anansi's children are going to save him!" Ms. Mills narrates as one child pretends to fall in the sandbox and several other children gather together.</td><td>"I wonder what the biggest billy goat gruff could do or say to get across the bridge. Will she have to fight the troll? Or is there another solution?" Ms. Mills thinks aloud as the two children meet on the bridge.</td><td>DeAndre keeps tagging Zaire and running away, but stops when he realizes Zaire is not following. Ms. Mills prompts, "DeAndre, I don't think Zaire heard the emperor's announcement about the Great Race. You might need to tell him." DeAndre smiles and then says to Zaire, "We gotta race across the river to win. Want to run with me?" Zaire exclaims, "Yes!" and takes off running with DeAndre.</td><td>Ms. Mills rehearses with Frances for her big moment, "When you hear the knock on your door and your stew is all eaten, what will you say?" Frances says, "Sorry! It's all gone." Ms. Mills asks, "How does Omu feel when she doesn't have any stew left to share?" "She's sad," Frances remembers. Ms. Mills scaffolds the expression in Frances' voice by modeling and prompting, "Try saying this with a sad voice: 'Sorry! It's all gone.'"</td></tr></tbody></table> </ephtml> </p> <hd id="AN0164112116-3">Big idea 2: Intentionally create equitable and inclusive spaces for all children</hd> <p>Early educators must intentionally use conversational partner and language facilitator roles to create equitable and inclusive spaces for <emph>all</emph> children. In each interaction with our young learners, we can intentionally take an inclusive, anti-racist, and anti-bias stance (Beneke et al., [<reflink idref="bib2" id="ref8">2</reflink>]; McCray, [<reflink idref="bib23" id="ref9">23</reflink>]). We should intentionally use these 2 critical roles to create equitable and inclusive spaces for <emph>all</emph> children by growing their identity, agency, positionality, and authority (Berry & Thunder, [<reflink idref="bib3" id="ref10">3</reflink>]; Fast et al., [<reflink idref="bib12" id="ref11">12</reflink>]; Skinner & Meltzof, [<reflink idref="bib30" id="ref12">30</reflink>]).</p> <p>We can grow each child's positive identity about who they are and their family. We can develop each child's agency, initiative, self-regulation, and problem-solving. We can position each child as competent, valuable, and critical members of our learning community. And, we can share authority with each child so they become activate decision-makers and owners of their learning. And we can do all of this through our intentional interactions as conversational partners and language facilitators. Let's return to the 2 early childhood classrooms to see and hear how each teacher intentionally grows every child's identity, agency, positionality, and authority through their interactions.</p> <hd id="AN0164112116-4">Intentional interactions for equity and inclusion with infants and toddlers</hd> <p>Lena Rosales read a texture board book in Spanish and English with 2 of her learners who speak Spanish and English at home. Now, they are singing <emph>Walk Around the Circle</emph> so they can walk around and fall down. But when they are about to fall down, Anna touches the floor and looks at Ms. Rosales.</p> <p>"Hmmm. Anna is noticing something. How does the floor feel?" Ms. Rosales thinks aloud.</p> <p>Jesse knocks on the floor and it makes a tapping sound. Ms. Rosales knocks on the floor and then Anna joins in. "Jesse, you're right! The floor is hard! Anna, do you want to fall on the hard floor?"</p> <p>Anna shakes her head no.</p> <p>"Falling on the hard floor could hurt and that wouldn't be fun. How can we solve this problem? How can we fall on something soft?" Ms. Rosales poses the problem and pauses. She is certain her children will think of a solution, though it may be unexpected! Anna walks over to the bookshelf.</p> <p>Ms. Rosales turns to Jesse, "Jesse, what is soft?" Jesse picks up a pillow. "A pillow is soft! We could fall on a pillow!"</p> <p>As Ms. Rosales and Jesse position the pillow to fall on, Anna puts a stuffed monkey next to the pillow and says, "Eee eee eee."</p> <p>Ms. Rosales confirms, "A monkey is soft! We could fall on a monkey and a pillow!"</p> <hd id="AN0164112116-5">Intentional interactions for equity and inclusion with preschool and primary students</hd> <p>A small group of children have decided to play <emph>Three Billy Goats Gruff</emph> along the bridge structure. Ms. Mills thinks aloud as 2 children meet on the bridge, "I wonder what the biggest billy goat gruff could do or say to get across the bridge. Will Audrey have to fight the troll? Or is there another solution?" Most of the group agree there is only one possible ending—they fight and the troll falls in the water.</p> <p>But Tareek disagrees quietly, "The biggest goat could be nice. Maybe the troll wants a friend." Ms. Mills asks everyone to listen carefully and for Tareek to repeat his idea a bit louder. She allows a long silence so that Tareek's idea can sink in.</p> <p>Then, she asks, "Maybe the troll wants a friend. I wonder how we could find out."</p> <p>Audrey responds, "I'll use nice words first. Then Mario, you use nice words back, ok?" Mario agrees and they take their places.</p> <p>Audrey stomps across the bridge and Mario shouts from underneath, "Who's that trip-trapping over my bridge?"</p> <p>"Oh hello! I'm the biggest billy goat gruff. What's your name?" Audrey puts out her hand for a greeting like during morning meeting.</p> <p>"Hola! You can call me Troll. Bienvenido! This is my bridge!" Mario and Audrey shake hands and Mario continues, "You hungry?"</p> <p>"Yes! Thanks!" Audrey says eagerly.</p> <p>"De nada, amiga!" Mario replies and walks across the bridge with Audrey.</p> <p>The group claps for each other and laughs.</p> <hd id="AN0164112116-6">Big idea 3: Maximize adult–child interactions for learning</hd> <p>A critical link exists between adult–child language interactions and learning. When researchers examined learning during play, they found language-based interactions within play <emph>cause</emph> learning (Crystal, [<reflink idref="bib9" id="ref13">9</reflink>]; Lillard et al., [<reflink idref="bib21" id="ref14">21</reflink>]). It is not merely engaging in pretend play that causes significant development; it is the talk that takes place during play. When we engage in intentional talk and conversational rounds in play, play becomes powerful for developing language, engaging in language, building language about the world and young children's place in the world, and using language to engage with others.</p> <p>Play is rich with verbal inquiry. Talk in play can use language to develop reasoning skills, reflect high-quality language, and activate children as communicators (Brunsek et al., [<reflink idref="bib4" id="ref15">4</reflink>]). Talk in play is an opportunity to enact many influences that have the potential to accelerate learning and development, including teacher-student relationships (Kincade et al., [<reflink idref="bib18" id="ref16">18</reflink>]; Vandenbroucke et al., [<reflink idref="bib33" id="ref17">33</reflink>]), teacher credibility (Finn et al., [<reflink idref="bib13" id="ref18">13</reflink>]), classroom discussion (Murphy et al., [<reflink idref="bib24" id="ref19">24</reflink>]), collaborative learning (Tenenbaum et al., [<reflink idref="bib31" id="ref20">31</reflink>]; Williams, [<reflink idref="bib35" id="ref21">35</reflink>]), questioning (Gayle et al., [<reflink idref="bib14" id="ref22">14</reflink>]; Redfield & Rousseau, [<reflink idref="bib27" id="ref23">27</reflink>]), scaffolding (Kim, [<reflink idref="bib17" id="ref24">17</reflink>]), and feedback (Lee & Bak, [<reflink idref="bib19" id="ref25">19</reflink>]). All of these rely on talk.</p> <p>As early childhood educators, we should use children's play to engage in language-based interactions. Noticing, listening, and observing are important parts of our learning about young children. This active observing enables us to notice children's rich funds of knowledge and harness their creativity. But we cannot remain silent. It is also not enough to protect time and space for play and then to watch passively or to interact only to direct and manage children. We must intentionally talk <emph>with</emph> children and engage them in talking <emph>with</emph> us and their peers as they play in order to move learning and development forward. To support <emph>all</emph> children's learning and development, we must intentionally talk with <emph>every</emph> child within play.</p> <p>Figure 1 offers one way to analyze the amount and nature of talk across the learning day. As you reflect on the percentage of your day spent <emph>passively watching</emph> versus <emph>engaging in talk and language with children</emph>, consider ways to decrease the amount of time you spend silently watching and increase the amount of time you spend intentionally engaging in interactional language tasks with children. For example, if you note that you passively watch your learners during outdoor play or recess, one way to maximize adult-child interactions for learning would be to move amongst the children and assume the roles of conversational partner and language facilitator within outdoor play.</p> <p>Graph: Figure 1. Analysis of the amount and nature of talk.</p> <hd id="AN0164112116-7">Big idea 4: Leverage playful learning</hd> <p>Early childhood learning can be playful learning. Playful learning is the mind-set that learning is meaningful, empowering, and joyful (Mardell et al., [<reflink idref="bib22" id="ref26">22</reflink>]). In playful learning, children bring meaning to space, objects, and interactions and make new meaning through their actions, language development, and interactions. Playful learning empowers children to confidently share and deepen their rich "funds of knowledge" (Vélez-Ibáñez & Greenberg, [<reflink idref="bib34" id="ref27">34</reflink>]) and their unique curiosities and perspectives.</p> <p>Early childhood learning can be playful alongside the deliberate and explicit teaching of concepts, skills, and understandings (Zosh et al., [<reflink idref="bib37" id="ref28">37</reflink>]). Whether children are engaged in pretend play, exploration or direct instruction, learning should be meaningful and empowering. Early childhood educators should enter all learning spaces with purpose, intentionality, and deliberate thinking and practices. This also means we enter playful learning with the asset-based expectation that every child brings rich funds of knowledge, a sense of wonder, and unique creativities, strategies, and discoveries (Chen et al., [<reflink idref="bib7" id="ref29">7</reflink>]). We should leverage children's engagement in playful learning to empower them as knowers, learners, evaluators of their learning, doers, collaborators, and teachers of themselves and others. And we should genuinely share in children's inquisitiveness, joy, laughter, and excitement. We should encourage their confidence to take on challenges, learn from failure, and learn to work with others. Table 3 shows a reflection protocol to identify ways you are and ways you could intentionally engage young learners in playful learning.</p> <p>Table 3. Playful learning reflection protocol.</p> <p> <ephtml> <table><thead><tr><td>Reflection Questions</td><td>Strengths <italic>I am ...</italic></td><td>Next Steps <italic>I could ...</italic></td></tr></thead><tbody><tr><td>How are you harnessing the creativity of your young learners?</td><td /><td /></tr><tr><td>How do you encourage and celebrate multiple strategies, perspectives, and surprises from your learners?</td><td /><td /></tr><tr><td>How do you leverage learners' interests, curiosities, and sense of humor to expand and deepen playful learning?</td><td /><td /></tr></tbody></table> </ephtml> </p> <hd id="AN0164112116-8">Big idea 5: Create optimal learning experiences within play</hd> <p>The characteristics of guided play capitalize on the engaging aspects of play while also creating an optimal learning experience within play. At one end of the play continuum (see, Figure 2) is free play, where children direct the play and adults are observers. This type of play in centers and schools often occurs during recess and open play. At the other end of the play continuum is direct instruction, where adults direct the play and children are participants. Educators may teach a game, a sport, or a way to manipulate a toy through direct instruction. With practice and continued play, the roles of the children and adult shift so that the game, sport, or toy becomes part of free play. In the middle of the play continuum is guided play, where both the adult and children have significant roles. In guided play (also called facilitated or enhanced play), the adult co-plays or facilitates the play while the children are active decision-makers.</p> <p>Graph: Figure 2. The play continuum.</p> <p>Guided play capitalizes on the aspects of play that motivate, engage, and inspire while also intentionally creating an optimal learning experience for each child. There are three defining characteristics of guided play (Skene et al., [<reflink idref="bib29" id="ref30">29</reflink>]):</p> <p></p> <ulist> <item> The adult has a clear learning goal in mind and makes choices about setting up the play space and the playful activity based on that goal.</item> <p></p> <item> The child has opportunities to make choices and share their unique voice within the playful activity.</item> <p></p> <item> The adult engages with the child intentionally and responsively as a conversational partner and/or as a language facilitator.</item> </ulist> <p>The role of the educator is to help maintain a "just right" level of cognitive challenge (Burns, [<reflink idref="bib5" id="ref31">5</reflink>]; Tubbs, [<reflink idref="bib32" id="ref32">32</reflink>]; Wright, [<reflink idref="bib36" id="ref33">36</reflink>]) through intentional, language-based interactions and conversational rounds (Gilkerson et al., [<reflink idref="bib15" id="ref34">15</reflink>]; Romeo et al., [<reflink idref="bib28" id="ref35">28</reflink>]). Playful learning experiences that are "too hard" place levels of cognitive demand on learners that exceed the limits of their working memory capacity. Playful learning experiences that are "too easy" allow for mindless or passive engagement. Playful learning that is not boring can engage children in challenging learning that moves them forward. By creating optimal playful learning experiences, we ensure that every child learns through play and that we know what each child learned so that we can plan for our next playful interactions (Cavanaugh et al., [<reflink idref="bib6" id="ref36">6</reflink>]). Let's return to Lena Rosales' and Seneca Mills' classrooms to see and hear guided play in action.</p> <hd id="AN0164112116-9">Guided play with infants and toddlers</hd> <p>Lena Rosales is selecting new books for her classroom. She places several books in each area of the classroom so that there are always books available to read, whether the children are exploring blocks, vehicles, musical instruments, or puppets. There are so many fantastic board books, it is hard to choose. But Ms. Rosales picks books to support the children's learning and development toward the learning goal: We are learning words to <emph>describe how things feel</emph>. Keeping this goal in mind helps Ms. Rosales choose the texture board books, and she purposefully places books that cover a variety of textures in each space. Then, as she and her paraprofessional play with the children, they will engage as conversational partners and language facilitators, talking with the children in rounds of responsive conversation. The children will choose the materials and the books they want to explore.</p> <hd id="AN0164112116-10">Guided play with preschool and primary students</hd> <p>Seneca Mills is setting up the outdoor play space. There are a variety of large, permanent structures. Ms. Mills will also choose additional items from the shed to be available to her children. Ms. Mills looks at her learning goal to guide her decisions. Her class is learning the language of storytelling.</p> <p>For the next couple days, the class is focused on mastering this learning goal: <emph>We are learning storytelling dialogue is when characters talk</emph>. Ms. Mills has determined that she and her children will know when they have learned this when <emph>they can use expressive dialogue with peers to retell stories and to create their own variations</emph>. Looking at the play space, she anticipates the children will use the 2 playhouses, a sandbox, slides, a bridge, and a rock-wall tunnel to act out stories like <emph>Thank You, Omu!</emph> (Mora, [<reflink idref="bib25" id="ref37">25</reflink>]), <emph>The Great Race: Story of the Chinese Zodiac</emph> (Lee & Lee, [<reflink idref="bib20" id="ref38">20</reflink>]), <emph>Anansi and His Children</emph> (Dobkin, [<reflink idref="bib11" id="ref39">11</reflink>]), and <emph>The Three Billy Goats Gruff</emph> (Barnett, [<reflink idref="bib1" id="ref40">1</reflink>]). They have read aloud many versions of these folktales so that the stories are now familiar to everyone. She also anticipates the children will choose props to scaffold their dialogue. Ms. Mills chooses specific items from the shed and lists nature items that the children might use as props. She plans to engage as a conversational partner and language facilitator while the children play outside. She will intentionally elicit and prompt their use of expressive dialogue as they retell stories and create their own variations. Ms. Mills will also make note of their imaginative ways to use props to scaffold their dialogue as well as props they may need.</p> <p>After reading these 2 vignettes from early childhood classrooms, use Table 4 to evaluate their strengths and opportunities for the implementation of guided play. Table 4 can also be used to evaluate your own implementation of guided play.</p> <p>Table 4. Guided play evaluation.</p> <p> <ephtml> <table><thead><tr><td>Strengths</td><td>Defining Characteristics of Guided Play</td><td>Opportunities/ Next Steps</td></tr></thead><tbody><tr><td /><td>The adult has a clear learning goal in mind and makes choices about setting up the play space and the playful activity based on that goal.</td><td /></tr><tr><td /><td>The child has opportunities to make choices and share their unique voice within the playful activity.</td><td /></tr><tr><td /><td>The adult engages with the child intentionally and responsively as a conversational partner and/or as a language facilitator.</td><td /></tr></tbody></table> </ephtml> </p> <hd id="AN0164112116-11">What really matters in play?</hd> <p>So, what really matters in play? Our language-based interactions. Across all 5 of the big ideas, the common factor is developing language. We should spend our time and energy planning, implementing, and building our expertise around our talk <emph>with</emph> children. The quality of our interactions and our conversational rounds as well as the intentionality of our language are pivotal, controllable factors that impact children's learning and development. In every play setting—physical play, object play, pretend and sociodramatic play, indoor and outdoor play, and all forms of playful learning—we must enter children's play with intentionality to talk <emph>with</emph> children and to create equitable and inclusive spaces for <emph>all</emph> children.</p> <p>We use our language to intentionally engage with children as conversational partners and language facilitators. We use our language to intentionally create equitable and inclusive spaces for all children. We use our language to maximize learning by talking <emph>with</emph> children and engaging them in talking <emph>with</emph> peers. We use our language to leverage children's playful mind-sets toward learning. And, we use language to create an optimal learning experience within play. Language is the linchpin of learning in early childhood education.</p> <hd id="AN0164112116-12">Disclosure statement</hd> <p>No potential conflict of interest was reported by the author(s).</p> <hd id="AN0164112116-13">Additional Resources</hd> <p>1. <bold>Thunder, K., Almarode, J., & Hattie, J. (2021). <emph>Visible Learning in Early Childhood</emph>. Corwin.</bold></p> <p>In this book, we follow 5 teachers as they implement Visible Learning research in their classrooms and centers with 3-, 4-, 5-, and 6-year-old learners. The book chapters dive into the research on developmental domains, the intersection with Visible Learning research, and impactful ways to implement the research in order to give early educators a vision for what Visible Learning in early childhood looks and sounds like. The pivotal roles of language, talking with children, being intentional conversational partners and language facilitators, and promoting equity are exemplified throughout.</p> <p>2. <bold>Thunder, K., Almarode, J., Demchak, A., Fisher, D., & Frey, N. (2022). <emph>The Early Childhood Education Playbook</emph>. Corwin.</bold></p> <p>This playbook is for early childhood educators, special educators, paraprofessionals, and specialists working with children ages birth through 8 years old. As a playbook, it is filled with tools, strategies, and models to support teams of early childhood educators as they learn about implementing instructional approaches and strategies with the potential to positively impact young children's learning and development. Intentional language is at the center of the playbook and of our work to learn and value who our children and their families are, communicate clarity of teaching and learning, and develop children's ownership of their own learning.</p> <p>3. <bold>Hadley, E. B., Newman, K. M., & Mock, J. (2020). Setting the stage for TALK: Strategies for encouraging language-building conversations. <emph>The Reading Teacher, 74</emph>(<reflink idref="bib1" id="ref41">1</reflink>), 39–48.</bold></p> <p>This article, written for preschool teachers, explains the importance of conversation or talk with young children and describes a 4-step process for intentionally engaging in language-based interactions. TALK is an acronym for Take turns talking, Ask open-ended questions, Listen to students' responses and extend them, and Keep track of rich conversations. 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  Data: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
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  Data: This article seeks to reframe how early childhood educators think about their role in play by answering these questions: What really matters in play? How should we spend our time and energy planning, implementing, and building our expertise around play in early childhood teaching and learning? The answers reside in 5 big ideas from play research studies, meta-analyses, and meta-syntheses. We unpack these research findings and show the implications for practice. Across all 5 big ideas, the common factor is developing language. The quality of our interactions and conversational rounds and the intentionality of our language are pivotal, controllable factors that impact children's learning and development. Therefore, we must enter children's play with intentionality to talk with children and to create equitable and inclusive spaces for all children.
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