The evolution of play-based learning in the era of the science of reading

Abstract

This conceptual analysis examines the relationship between play-based learning and the science of reading, addressing a growing tension in early literacy policy and practice. While contemporary mandates increasingly emphasize structured, skills-based instruction grounded in cognitive science, play-based pedagogies are often positioned as incompatible with these approaches. This paper challenges that dichotomy by positioning play-based learning as a powerful and complementary context for the development of foundational literacy skills. Drawing on interdisciplinary research from education, developmental psychology, and cognitive science, the paper examines how explicit, evidence-based instruction can be integrated within play-based classroom activities. It highlights how key components of reading development, such as alphabetics, phonological awareness, and vocabulary, can be supported through intentional, teacher-guided play. Building on existing conceptualizations of guided play, the paper proposes active child participation, rather than strict child-directedness, as an alternative defining characteristic of guided play. This reframing provides greater flexibility for integrating explicit and systematic literacy instruction within play-based contexts while preserving children's engagement in the learning process. Ultimately, the paper reframes play-based learning and instruction not as competing priorities, but as complementary components of effective literacy education. By bridging divides between policy mandates and developmentally appropriate practice, it offers a nuanced perspective that supports flexible, intentional, and evidence-informed approaches to early reading instruction.