Prioritizing Purposeful and Playful Language Learning in Pre‐K

Using play to meet specific learning goals in pre‐k can be challenging. In this article, we discuss why play is an essential activity for pre‐k learning. We share some research on the importance of supporting unconstrained, trifecta skills like oral language in the context of child‐centered, playful activities. We explain the importance of teacher scaffolding during play to meet specific language learning goals. Finally, we give practical strategies for planning and implementing play activities that will make a difference for children's language growth.