In my kindergarten years during the 1980s, vibrant bulletin boards filled our classrooms. I can still remember my hair getting caught in the screws of our plastic chairs. Our teacher, a cheerful woman named Ms. Thompson, wore a classic apple-themed denim jumper and would point to the alphabet as we sang songs with hand motions. We enjoyed snacks like milk and cookies, followed by hours of playing with toys and diving into books. To put it simply, recess was a daily affair.
Today, however, toys are largely confined to preschool settings. Kindergarten classrooms around the nation are barren of dollhouses, toy kitchens, and building blocks. Instead, desks dominate the space—far too many of them—and screens have taken their place. Some teachers offer “brain breaks,” where students watch videos to help them “get the wiggles out” or follow along with dance and yoga instructions, before they return to structured learning.
In my child’s kindergarten experience, she had just one—yes, one—recess break during her seven-hour day. At just five years old, she found herself in a classroom with 26 students, a third of whom had special needs, all expected to sit quietly and absorb information. I don’t place blame on our educators, who are the true heroes caring for and teaching our children throughout the week. Yet, I can’t help but wonder: What has changed since my time? Where are the toys and recesses?
Teachers often cite a range of factors for this shift: mandated state testing, rigorous academic standards, excessive documentation, increasing class sizes, and insufficient administrative support have all transformed the expectations for both teachers and students. While educators understand the importance of play for young learners, many are unable to fulfill those needs, leaving both students and teachers at the mercy of those who do not engage directly in the classroom.
Kindergarten has been play-based for more than a century, ever since the concept was introduced. However, this approach began to shift in the 1960s as subjects like reading, math, and science were incorporated into the curriculum. Initiatives like No Child Left Behind and Common Core standards only intensified the belief that classrooms should prioritize academics over play. Research shows that between 1998 and 2010, the prevalence of classrooms with dramatic play areas plummeted from nearly 90% to 58%.
Is there truly a problem that requires this shift? Are American children genuinely falling behind academically compared to other countries? The reality is that children are missing out on vital learning experiences when toys are left to gather dust in storage. Engaging in play is essential for development. The American Academy of Pediatrics asserts that “play is not frivolous; it enhances brain structure and function and promotes executive function, which helps children pursue goals and ignore distractions.” This clarifies that play actually enhances focus and drive.
When we eliminate playtime, whether through recess or toys, and instead impose more academic demands, we risk undermining our children’s capabilities for academic success. Furthermore, gross motor play—typically experienced during recess or physical education—is crucial for providing essential breaks from screen time, alleviating eye strain. Activities like swinging on monkey bars strengthen motor skills necessary for writing, while peer interactions enhance communication abilities. Most importantly, movement supports overall physical health and sensory needs.
Fortunately, some innovative teachers are navigating these restrictions to ensure their students are not penalized for simply being kids. For instance, Emily Johnson, who has been teaching kindergarten for over a decade, introduced flexible seating options in her classroom. Students can choose to sit on wobble stools, balance on textured disks, or even lay on their stomachs with clipboards. As Johnson shared, “When basic needs are met, children can channel their energy into the tasks at hand.”
With thoughtful planning that includes more play and flexible learning environments, children can be better equipped for academic success. Moreover, it cultivates a love for school and learning, instead of viewing it as a hurdle to overcome for thirteen years or more.
It’s also important to recognize that every child learns differently. Some are auditory learners, others are visual, and some thrive through tactile experiences. More opportunities for movement and play translate to improved problem-solving and communication skills—essential life skills.
While certain schools, like Montessori programs, prioritize learning through play, many families are unable to explore those options due to financial constraints or personal circumstances. This leaves me, along with many parents, longing for public schools to adopt more play-based practices. In the meantime, I’m grateful for the educators who recognize the needs of young children and implement creative strategies that promote movement and creativity. It brings me joy to see my children come home from school tired yet happy—indicative of a fulfilling day.
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In summary, the drastic changes in kindergarten classrooms have left many parents concerned about the lack of toys and recess, both critical for children’s development. Educators face numerous challenges in meeting the needs of their students, but innovative approaches are emerging to foster creativity and movement. Ultimately, play is essential for learning, and more schools must embrace this philosophy.