It Looks Like Play but...we are Learning: Why Center-Based Instruction Supports Early Childhood Best Practices
- cleonard261
- Apr 28
- 5 min read
Susie Ingram, M.Ed., Rapides Parish School Board
Paige LaBorde, M.E.d, Rapides Parish School Board
Kindrea Mull, M.Ed., Rapides Parish School Board
Dr. Michelle Fazio-Brunson, Northwestern State University of Louisiana
We have all heard from those outside the Education field that preschool teachers “just play all day.” In fact, research supports the notion that children learn best through play (Bongiorno, n.d.). Play is the cornerstone for early childhood education because young children need movement, creativity, and support for their learning. As teachers, we must provide young children an engaging environment for active, rich play and facilitate where needed (Ross, 2023). This type of play is supported by ample time, a variety of materials, and thoughtful coaching. For teachers exploring how to design learning centers that promote learning through play, we offer four recommendations in the sections that follow.
Planning is a Must
First, early childhood educators engage in thoughtful, reflective planning when designing learning centers to enrich learning. Centers may be theme-based—all focused on one topic—or they may focus on a variety of content areas and skills. Each center should encourage children to explore materials so they make connections, resulting in new knowledge and new skills. Materials are selected and arranged to promote child involvement, independence, decision-making, and responsibility-taking. Children should have opportunities to use their imagination, develop fine and gross motor skills, stimulate their senses, and make decisions. During these play experiences, children increase their knowledge and understanding of self, others, and the physical world around them, all crucial skills they will need to be successful, independent learners (Karlıdağ, 2021).
Involve Children in Planning and Design
To increase children’s sense of belonging, teachers can encourage young children to help design classroom centers. Co-constructing learning spaces helps young children take responsibility for their education, instills a sense of purpose in them at a young age, and makes them more invested and eager to engage in center-based activities (Clement, 2019). When children feel ownership in the learning process, the likelihood of meaningful learning and enhanced skill acquisition increases. Further, offering children choices and the ability to make decisions promotes children’s competence and independence, helping them be more successful inside and outside the classroom (Blackart, Jablon, & Dodge, 1999).
Promote Whole Child Learning
Center-based learning not only addresses specific concepts and skills, but it also supports whole child learning. While children practice art, mathematics, literacy, science, and social studies skills in center-based work, they also develop fine and gross motor skills along with social skills. Playing together, children learn to take turns and negotiate play experiences. Their collaborative interactions are student-led, and learning discoveries often transcend the discrete skills the teacher originally planned the children to practice. Through these student-initiated peer discussions, children practice using new vocabulary in daily conversations while engaging in play that leads to evolving knowledge and skills.
Build Connections with Families
Family engagement in children’s early years significantly predicts how children develop (Rey-Guerra, et al., 2022). Thus, early childhood educators should seek meaningful ways to involve parents both inside and outside the classroom. One way to do this is to ask families to share items from home for center activities. For example, parents may be willing to share culturally relevant clothing for the dramatic play center. Some parents are eager to help in the classroom. You may ask them if they can volunteer to help with messy art or science activities or help with sand and water play. When families are asked to participate, even in the smallest way, you bridge the connection between home and school. Such efforts increase children’s sense of security and motivate success in the classroom. Sharing weekly information about centers and encouraging parents to follow up at home with activities that reinforce classroom learning are also ways to promote family involvement in the early years.
Summary
Teachers who are considering how to design learning centers that promote learning through play, we suggest thoughtful planning, involving children in the planning and design process, addressing the whole child, and connecting with families. When children are engaged in developmentally appropriate play-based activities in centers, they can work independently and cooperatively to practice old skills while learning new ones in highly motivating ways.
References
Bonjiorno, (n.d.). 10 things every parent should know about play. National Association for the Education of Young Children. https://www.naeyc.org/our-work/families/10-things-every-parent-play
Clement, J. (2019). Spatially democratic pedagogy: Children’s design and co-creation of classroom space. International Journal of Early Childhood, 51, 373–387. https://doi.org/10.1007/s13158-019-00253-4
Karlıdağ, i. Ö. (2021). Creating learning environments in preschool classrooms: Perspectives of pre-service preschool teachers. International Journal of Progressive Education, 17(3).
Rey-Guerra, C., Maldonado-Carreño, C., Ponguta, L. A., Nieto, A. M., & Yoshikawa, H. (2022). Family engagement in early learning opportunities at home and in early childhood education centers in Colombia. Early Childhood Research Quarterly, 58, 35-46. https://doi.org/10.1016/j.ecresq.2021.08.002
Ross, E. M. (2023, May 17). Embracing learning through play. Harvard School of Education. https://www.gse.harvard.edu/ideas/usable-knowledge/23/05/embracing-learning-through-play
Susie Ingram, M.Ed. has been a Pre-K teacher in Rapides Parish for the past 16 years, and she currently teaches at J.I. Barron Elementary. She earned an Associate’s degree in Early Childhood Education and a B.S. in Elementary Education at Louisiana State University in Alexandria. She is the mother of two boys and is an avid Tigers fan who enjoys reading and spending time with friends and family. Ms. Ingram sees the value of a strong early childhood foundation and takes pride in pouring into precious young minds! Ms. Ingram can be contacted via email at susie.ingram@rpsb.us
Paige LaBorde, M.Ed. is a Pre-K teacher in Rapides Parish. She has been teaching young children for 15 years and currently teaches at J.I. Barron Elementary. She attended Louisiana College and received a B.S. in Elementary Education and then earned her M. Ed. in Early Childhood Education at NSU. She is a proud wife and mother of 3 wonderful children. She enjoys stimulating young minds and most of all, making learning fun! Mrs. LaBorde can be contacted via email at paige.laborde@rpsb.us
Kindrea Mull, M.Ed. has been teaching in early childhood education for 17 years and currently teaches at J.I. Barron Elementary. She is a wife and mother of 4 children. She obtained a degree in Elementary Education in 2008, followed by earning early interventionist certification and spending many years working with young children with special needs. She enjoys reading, being actively involved in church, and spending time with her family. Early Childhood Education is her passion. Mrs. Mull can be contacted via email at kindrea.mull@rpsb.us
Dr. Michelle Brunson directs the graduate programs in Early Childhood Education at Northwestern State University of Louisiana. She is passionate about helping her husband, the Natchitoches District Defender, remap the Cradle to Prison Pipeline to a Cradle to College Pipeline in Louisiana. She can be contacted at faziom@nsula.edu.
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