Play, academics, and standards can work together with the right strategies and support from educators. Take an active role in child-directed play to guide learning. Become a strong advocate for saving play in early childhood education by empowering teachers to join play and standards, and learn how child-led, open-ended play addresses the seven domains and Common Core Standards.

Introduction: Play and Standards Can Go TogetherPart 1: ANTICIPATIONChapter 1: The Value of Child-Directed, Open-Ended Play Experiences Chapter 2: The Importance of Teacher Engagement in Child-Directed Play Chapter 3: Why Standards? The Misconceptions and the Facts about Early Learning and Kindergarten Common Core Standards Part 2: SURPRISE and PLEASUREChapter 4: How Teachers Can Address Standards as Children PlayChapter 5: Ensuring that Play is Part of the Classroom Experience for ALL Young ChildrenPart 3: UNDERSTANDING and STRENGTHChapter 6: Addressing Approaches to Learning Standards in PlayChapter 7: Addressing Language and Literacy Standards in PlayChapter 8: Addressing Mathematics Standards in PlayChapter 9: Addressing Science Standards in PlayChapter 10: Addressing Social Studies in PlayChapter 11: Addressing Physical and Motor Development Standards in PlayChapter 12: Addressing Social/Emotional Standards in PlayPart 4: POISEChapter 13: The Importance of Reflection and Observation in Assessing Children's Progress toward Standards in PlayChapter 14: Being an Advocate for What's Right for Children: Saving Play in Preschool and Kindergarten ClassroomsAppendix A: Policies That Seem to Interfere with Play