Pre-K Educators and Leaders

Pre-K Educators

High-quality prekindergarten classrooms are places of joy, curiosity, creativity, and exploration. Decades of research support play-based learning environments that foster children’s social, emotional, physical, and cognitive development. Through play, children develop self-regulation, problem-solving skills, oral language, collaboration, and confidence. These experiences are not separate from learning—they are foundational to it.

At the same time, research consistently shows that early literacy development begins long before children enter kindergarten. Young children benefit when educators intentionally support the skills that serve as building blocks for later reading success. The report of the National Early Literacy Panel identified oral language, vocabulary, alphabet knowledge, phonological awareness, and print knowledge as important predictors of later reading achievement. The panel also found that these skills can be strengthened through intentional instruction and meaningful interactions during the preschool years.

Similarly, the Institute of Education Sciences practice guide, Preparing Young Children for School, highlights the importance of rich language experiences, conversation, vocabulary development, self-regulation, and developmentally appropriate early literacy instruction. The guide reinforces that academic learning and social-emotional development are complementary, not competing, priorities.

The evidence suggests that effective prekindergarten programs do not choose between play and learning—they integrate both. Children thrive when joyful, engaging experiences are paired with intentional opportunities to build oral language, listening comprehension, vocabulary, phonological awareness, background knowledge, and early understanding of print.

This balance is particularly important today. Many educators report that children are entering school with fewer opportunities for sustained conversation, shared reading, independent play, and attention-building experiences. Concerns about the effects of excessive screen exposure on language development and attention have heightened the need for intentional, interactive learning experiences.

As educators, families, and communities work together to support young children, we must continue to honor the whole child. Social-emotional development and joyful learning remain essential. Equally important is ensuring that children develop the language and early literacy foundations needed to thrive in elementary school. By grounding our work in evidence, we can create early learning environments that are both joyful and purposeful—preparing every child for future success as a reader and learner.