Play is being shunted aside in early childhood programs in favor of more direct forms of instruction that address the new “pre-K basics” of language, early literacy, and numeracy skills. Although play was once seen as a key promoter of child development, administrators, policy makers, and some teachers increasingly regard play as a waste of instructional time with no clear benefits for high-priority cognitive outcomes, such as prereading skills.
Quote ID: 00947
Dorothy Singer, Roberta Golinkoff, Kathy Hirsh-Pasek
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