THE CONTINUUM OF PLAY: MISUNDERSTOOD AND OFF TRACK
Play is oſten misinterpreted, making it es- sential to distinguish between free play and play-based learning. Free play, typically child-directed, emphasizes enjoyment, active engagement and process over outcome. In contrast, play-based learning integrates aca- demic concepts into play in a developmen- tally appropriate way, building on children’s interests and ensuring learning remains meaningful and enjoyable. Tis approach moves beyond the outdated divide between play and learning by incorporating varying levels of adult involvement to support aca- demic growth within a playful, child-centred context. Play is not only a tool for social and emotional development but, when thought- fully integrated, a powerful avenue for aca- demic learning. To effectively scaffold and extend learn-
ing, educators must engage and play along- side children, questioning, guiding and challenging their thinking to support atten- tion, self-regulation, emotional awareness and academic skills. Yet, increasing pres- sure for academic accountability has shiſted the focus toward standards and assessments that reflect the broader trend of “schoolifi- cation,” in which early learning begins to mirror formal schooling, narrowing the fo- cus to academic achievement at the cost of holistic development.
SCHOOLIFICATION OF THE EARLY YEARS
Te term schoolification, spotlighted by the Organisation for Economic Co-operation and Development’s 2006 Starting Strong II report, describes a growing global concern in which early years programs and primary ed- ucation begin to look and feel more like tra- ditional or formal modes of education before children are developmentally ready. Instead
of prioritizing play, exploration and hands- on learning, there is increased pressure for reading, math and more adult-led activities, like long carpet times. As a result, culturally rich, purposeful play is oſten reduced, and academic work takes centre stage. Play is re- duced to a reward for completing “real work,” rather than being recognized as meaningful work and essential learning in itself. At its core, schoolification reflects a top-
down approach where children are expected to get ready for school, instead of schools being ready for children, imposing the idea that children must become something, rather than simply be! As Ontario awaited the update to Te
Kindergarten Program (2016) this year, the government quietly announced on the last day of school that the revision would be post- poned and released in 2026, citing the need to give educators more time to prepare. Te proposed curriculum places signifi-
cant emphasis on direct instruction in read- ing, writing and math. Mandatory learning expectations include structured literacy in- struction, with educators encouraged to in- troduce vocabulary during play, and direct instruction in numeracy, alongside daily opportunities to explore math through play- based learning. While the government in- sists this approach will strengthen academic foundations without compromising play, the repeated “back to basics” tagline has only deepened concerns among experts, who question whether these changes reflect a gen- uine, child-centred commitment to learning
ELEMENTARY TEACHERS’ FEDERATION OF ONTARIO 11 ➔
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