Publications by JLC Members

This article is the second paper from our larger mixed-methods study examining future educators’ beliefs about early childhood play. While Balancing Development and Rigor: Beliefs about Priorities and Threats in Early Childhood Education Among Future Professionals explored how university students prioritize developmental needs across preschool and elementary settings, this companion paper focuses specifically on gendered play. Using a forced-choice sorting task and open-ended responses, we found that most participants—despite preparing for careers in education and human services—still categorized toys along traditional gender lines, guided by personal experiences, cultural norms, and implicit beliefs. Students with greater child development knowledge were also more likely to sort toys stereotypically, underscoring how deeply gender schemas are internalized.

These findings suggest a need for teacher preparation programs to more intentionally address gender bias, support inclusive play practices, and help disrupt restrictive stereotypes in early learning spaces. Together, the two papers highlight how future educators perceive both developmental priorities and gendered expectations, offering important implications for preparing an inclusive and developmentally appropriate ECE workforce.

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 mixed-methods study is the first of two papers from a larger project examining how future educators and human-services professionals think about developmentally appropriate practice (DAP) amid increasing academic and policy pressures. Drawing on forced-ranking tasks and open-ended responses from 230 participants, the study found that students strongly prioritized play, creativity, and exploratory learning for preschoolers but shifted toward structured academics—such as literacy tools and small-group instruction—for elementary-aged children. Demographic differences were minimal. Participants also voiced concerns about underprepared teachers, excessive screen time, and testing demands, especially in schools serving marginalized communities. While respondents recognized the developmental importance of play, many saw its decline in elementary settings as an unavoidable consequence of current accountability structures. These findings highlight a need for teacher preparation programs that pair developmental science with critical reflection on systemic inequities. 

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.