Not Just for Preschool: States Advancing Play-Based Learning in K–3 Classrooms

Karyn Allee
Jun 1
3 min read

Some states aren’t just talking about early learning—they’re backing it with policy. From Connecticut to Oklahoma, public schools are beginning to protect play-based learning in K–3 classrooms.

In our last policy post, we shared six steps policymakers can take to support play-based learning in public schools. But this isn’t just a call to action—some states are already doing it. Across the country, educators are being empowered by legislation, standards, and state guidance that affirm what we know to be true: children learn best through play.

While many states have long emphasized play in preschool settings, fewer have extended those protections into the early elementary years. That’s changing. A growing number of states are now embedding play-based learning into kindergarten and the early grades, offering promising models for broader reform.

This post highlights some of the most promising efforts happening right now. These policies aren't perfect, but they show what's possible.

What’s Already in Place for Preschool?

States like New Jersey and California have well-established guidance encouraging play in preschool programs. New Jersey’s preschool standards emphasize integrated, play-based instruction across domains, and California’s early learning frameworks outline how play supports children’s growth and development across content areas. Illinois’ efforts to strengthen its mixed-delivery preschool system (like other states) also prioritize play as part of quality early learning. But in most places, these policies stop at the preschool door.

What’s Happening in K–3 Classrooms?

A smaller—but growing—group of states are embedding play into the instructional fabric of public kindergarten and early elementary programs:

Connecticut now mandates play-based instruction during the school day for public preschool and kindergarten, and permits its use through grade 5. The law, enacted in 2023, requires daily integration of play during instructional time—not just as a break or reward.
New Hampshire requires play-based learning in public kindergarten and pairs it with strong educator support, including state-funded coaching and a public toolkit for districts.
Oklahoma passed legislation in 2021 protecting teacher autonomy to use play-based approaches from Pre-K through grade 3, ensuring play isn’t excluded by test-driven pacing guides.
Minnesota’s Department of Education explicitly endorses play-based learning as best practice in early elementary education and offers resources aligned to state standards.

These examples make one thing clear: this is not a fringe movement. This is smart policy, grounded in developmental science and practical wisdom.

What We’re Learning

From these state leaders, we can draw a few key lessons:

Mandates help—but support matters more. Connecticut and New Hampshire are pairing legislation with professional learning and coaching.
Teacher autonomy matters. Oklahoma’s law protects early educators from policies that push play out of classrooms.
Play isn’t in conflict with standards. Minnesota’s guidance shows that playful learning can align with academic goals.

We also know that simply legislating protections isn’t enough. Without training, resources, and accountability, these policies risk stalling before they reach the classroom.

As debates around academic rigor and “learning loss” intensify, these states offer a counter-narrative—one rooted in how children actually grow. Play-based learning isn’t a step back—it’s a leap forward in building strong, curious, and capable learners.

What You Can Do–Today

Share this post with educators, school board members, and local policy leaders.
Use the examples above to advocate for similar legislation or guidance in your state.
Ask: What protections are in place for play in my local public kindergarten or first-grade classroom?
Revisit our post on how policymakers can support play—and stay tuned for our upcoming series focused on recess, school climate, and the larger equity implications of playful learning.