ABSTRACT
This chapter examines the play of preschool and kindergarten children and how it can be supported in early childhood education classrooms. At this age, children’s play becomes more symbolic and social. In pretend play, they carry out elaborate, imaginary roles and play themes with peers. Teachers sometimes design thematic pretend play centers—a doctor’s office or grocery store—to encourage varying pretend roles. Children this age also engage in complex construction play—building realistic structures with blocks and other construction toys. Board games, card games, and aiming games are common in preschools and kindergartens. These promote math learning and social skills. Motor play becomes more complex as children become stronger, more coordinated, and highly social. To support play, teachers organize visually partitioned play spaces that are logically organized so that quiet and loud centers are positioned away from one another. They provide a balance of play materials and a schedule that alternates active and quiet play. Children with autism, intellectual disabilities, speech and language disorders, perceptual disabilities, and motor challenges often require additional adult play guidance. Children of diverse cultural backgrounds will show distinct play interests and skills. Teachers must observe, understand, appreciate, and enhance these unique types of play.
