Play and experiential learning are foundational to early childhood and elementary education, yet increasing academic demands and pressure to raise scores on standardized tests have steadily squeezed out playtime from the school day.
Research shows that a balanced approach — combining child-initiated play and direct instruction — best prepares students for long-term success. Multiple studies have found that children who are exposed primarily to highly structured kindergarten environments ultimately perform below their peers who experience developmentally appropriate learning. Beyond academic outcomes, limiting opportunities for play and experiential learning can impede social, emotional, cognitive and physical development.
These principles are so important that the UFT Elementary Schools Division established committees of early childhood and elementary teachers to address growing concerns. The theme of the UFT Early Childhood Conference in April was “learning through play.” Last November, the Delegate Assembly passed a resolution calling for the protection of play and experiential learning.
The UFT will continue to advocate for what is in the best interest of all students from pre-K through grade 12: unstructured time for play, the right to agency, and age-appropriate experiential learning and active exploration, particularly in science, technology, engineering, arts and math. Preserving these opportunities is not a departure from academic excellence, it is an investment in the well-rounded development and long-term success of every child.