Play is a powerful way to build strong, healthy, and happy kids! Before children develop the ability to question the world around them, they begin exploring the world using their senses. Fred Rogers once said, “Play is often talked about as if it were a relief from learning, but for children play is serious learning." It is through play that children develop skills across all developmental domains of learning. In fact, play can be the vehicle in which children build the skills necessary to help them navigate the world around them throughout their lifespan. As we think about building our universal prekindergarten (UPK) systems, it is crucial that we recognize the necessity of play for all children. Additionally, it is important to engage our teachers, support staff, administrators, and families in developing their knowledge, rationale, and role in supporting play.

Young children come into their new learning environments curious and with a desire to learn. When we bring play into the classroom, we open the door for rich, organic learning to take place across all developmental domains with the integration of multiple modalities to support all learners. Allowing child-directed play to unfold creates a space where teachers are able to build upon higher-level thinking skills by taking part in play. According to the California Department of Educations publication The Powerful Role of Play in Early Education (2021), "Play-based learning is an approach to curriculum and instruction that emphasizes the use of play to support children's learning across all domains of development." Research tells us that, through play, children develop skills such as “problem solving, interacting and negotiating with others, processing emotions, taking risks, flexibility, resilience, and self direction” (NAEYC, 2019. Page 9). Play is an important context in which children develop an understanding of the world around them and therefore, is an opportunity to capture multiple child observations across all domains.

The Preschool Curriculum Framework Volume 1 (PCF) tells us that children should have “ample time for free exploration, scheduling play and exploration periods of at least one uninterrupted hour at a time” (Page 58). This play should be included throughout the day in both indoor and outdoor environments (PCF) and educators can facilitate children’s interests and engagement during play by supporting the development of the environment to be engaging. It is important to note that play does not need to include expensive toys and materials and may look different for every child. We encourage you to let loose, join the children in play and see how it fills your cup.

Play is a powerful way to build strong, healthy, and happy kids! Play helps support cognitive development, social skills, and reduces stress and anxiety. As we think about building and supporting our Universal Prekindergarten classrooms through universal transitional kindergarten (UTK) and the California State Preschool Program it's important to engage our teachers and support staff in developing their knowledge and rationale for play in their classrooms. Additionally, as we specifically think about UTK and its implementation on our comprehensive elementary school campuses, this may mean that leaders and staff members need to grow in their knowledge of play in order to support their young learners in developmentally appropriate and lasting ways.

It’s important to note that there is no right or wrong way to play. It's anything from sticking a hand in play dough or slime to building blocks or imagining make believe scenarios while wearing hats and costumes. It can also be as simple as staring out a window. It looks different depending on the day and the child.

Kids do not need fancy toys or certificates to play. They need time, space, and freedom to explore the ideas that interest them. Research shows that children who have engaged in rich and regular play show strong literacy foundations and independence. How much time do you observe your young learners engaging in unstructured and creative play? We invite you to chat with your early educators and learn more about play in their classrooms. Better yet, schedule some time and join your 4- and 5-year-olds and play with them. Have fun!

For more information, see the following resources:

On Feb. 14, the California Department of Education released the Universal Prekindergarten Planning and Implementation Guidance, Volume 1, which can also support you with your planning needs.

The next session in the Putting It All Together Series for Universal Prekindergarten Planning and Implementation Template is April 7 from 1 to 3 p.m. There's still time to register you or your team to attend.

We need your input! The SDCOE P3-UPK team would like to know your future UPK professional learning needs. Please access this Padlet to share your ideas.

Universal Prekindergarten Planning and Implementation Grant Program Timeline

If a local educational agency wants technical assistance from its county office of education, the California Department of Education recommends the agency submit a draft of the UPK plan to the county office of education for review by April 15, 2022. If you are interested in having the UPK-P3 SDCOE team review your plan, please submit this request form no later than April 8, 2022.

Planning teams meet with the county office of education to discuss the local educational agency's draft, including local constituency input, by June 1, 2022.

If you have any questions or comments about P3-UTK newsletter, email SDCOE Executive Leadership Coach Erin Dare or call 858-295-8913.