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Board members participate in kindergarten play-based learning demonstration
Summary
Anna Reynolds kindergarten students and teachers led a classroom demonstration on play-based learning and daily play plans; the board discussed curriculum and the method’s connections to standards and social-emotional learning.
Board members observed a play-based learning demonstration led by Room 12 at Anna Reynolds Elementary during the March 12 Newington Board of Education meeting.
Principal/administrator Michael Smith (presenter) told the board the district adopted a board policy on play-based learning last year and that the practice is now part of all pre-K and kindergarten classrooms; teachers in upper grades may integrate it where appropriate. Smith said the classroom approach ties play to standards and gives students motivation for later academic work.
Teacher Mrs. Moden (Room 12) outlined four ways play appears in her kindergarten classroom: play-based games used in small-group extension times, open-ended provocations (an open question with materials to explore), daily play plans (students create a short written plan before play), and larger learning experiences (classroom transformations tied to content). She described play plans as a daily routine where students “think it, create it on the page, then execute,” with early-year plans in pictures evolving into writing.
Students demonstrated the classroom routine: choosing centers via a "who picks first" chart, writing a short play plan, and then playing at stations (Lincoln Logs, Magna-Tiles, Brain Flakes, Legos). Declan, a student, described a student-run “free paper stand” and a “vault of kindness” that sends positive notes to classmates. Teachers and board members highlighted social-emotional learning (SEL), self-regulation and cooperative cleanup as observable benefits of the routine.
Board members praised the demonstration. Board member Jessica Weaver said play-based learning helps students “reach them where they're at.” Board member Sean Holleran described social workers’ and teachers’ roles in supporting students’ navigation of school and community life. Members commented that the method fosters experiential learning, collaboration and a love of learning.
District staff connected play-based activities to curriculum tools (for example, Benchmark Advance), and said some play-based tasks can reinforce content such as fraction comparison and multiplication through games. The presentation was followed by applause and broad board support; no formal votes were recorded on this item.
The district said play-based learning is scheduled daily at the start of the kindergarten day and is reflected in requests made during the most recent budget season for supplies and materials that keep activities engaging through the year.
