Publications by JLC Members

This pilot study (an extension of Allee et al., 2023 and Allee-Herndon et al., 2022) explored the impact of play-based versus traditional instruction on executive function (EF), vocabulary, and academic achievement among Title I kindergarten students, hypothesizing that purposeful play would benefit students, especially those from low socioeconomic backgrounds. Findings showed that students in the play-based group achieved significantly greater reading gains, and stronger EF health was linked to higher academic progress. Although the study faced some limitations, it highlights the potential of play-based learning to improve educational outcomes, aligning with global efforts to prioritize child well-being, and calls for further research on effective early education strategies.

This study examined the relationship between physical activity (PA), sedentary behavior (SB), executive function (EF), and academic achievement (AA) among economically disadvantaged kindergarteners. Results showed that students in a movement-based classroom had less SB, higher reading and math gains, and improved EF compared to their peers in a traditional classroom. The findings suggest that reducing SB in schools serving lower-SES children may improve academic outcomes, offering a practical, cost-effective strategy for school health policies.

This study examined the impact of play-based versus direct instruction on receptive vocabulary and literacy outcomes among Title I kindergarten students from low socioeconomic backgrounds. Results showed that while students in the didactic, contemporary classroom had greater vocabulary growth, those in the play-based classroom achieved greater reading gains. Additionally, students with higher receptive vocabulary in both settings performed better in literacy overall. The findings suggest that combining play-based learning with structured instruction may best support literacy development, highlighting play-based practices as a promising strategy to promote educational equity for vulnerable students.

This study surveyed elementary school educators in Georgia to assess the characteristics of recess following the state's new legislation requiring 20 minutes of daily recess for PK-5 students. Findings revealed that schools still offer limited recess, with less free play and reduced access to safe play spaces, particularly since the pandemic. The study highlights policy gaps and the potential impact of insufficient recess on children’s academic, social-emotional, and behavioral outcomes, raising important implications for equitable practices in schools.

The purpose of this study was to investigate the approaches to pedagogy on the executive functioning of students in Kindergarten at a Title I school. The results showed that the play-based group of students demonstrated stronger executive functioning and higher gains in reading performance. The results also showed that the parents of the students in the play-based group expressed concerns about the executive functioning skills of their children.

This position paper argues for the reintroduction of purposeful, play-based pedagogy in primary grades, addressing the decline of play amid the rise of test-driven instruction. It highlights emerging neuroscience that shows how toxic stress from poverty impacts brain development, with nearly half of American children living in low-income or high-poverty households. The paper suggests that balancing purposeful play with rigorous educational expectations is essential to fostering equitable developmental outcomes and leveling the educational playing field for all students.