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May 2016

A False Dichotomy: Elementary Principals on Academics and Play

Research suggests that play, particularly up through 3rd grade, has become less prevalent in classrooms. The authors argue that with greater knowledge of child development and appropriate practices, principals would be more likely to understand that scaffolded play can and does lead to learning. In this brief, they conclude that principals who know best practices in early education would be better able to support developmentally appropriate teaching. 
Author(s): Abbie Lieberman, Shayna Cook Organization: New America
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