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Play-Based Learning: It’s the Law in CT
Learning requires children to be courageous, take chances, and explore. Current research on brain development—in particular on the role of curiosity and wonder in young children’s learning—compels us to restructure practice. Surveys show that most early childhood educators request a reduction in academic pressures and more respect for the normal developmental range of abilities in young children. They want less testing, less data, less paperwork, and more time to focus on the individual and unique needs of children. In short, they want more space to implement developmentally appropriate, child-directed learning experiences: the freedom to play.