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Senate committee hears research and district testimony backing play-based learning bill
Summary
Educators and researchers told the Senate Education Committee that Senate Bill 15 96 would align instructional time rules with evidence-based play-based learning practices for K–5; senators questioned whether statutory change is needed and may carry the item for additional work.
The Senate Education Committee heard testimony Feb. 4 on Senate Bill 15 96, which would allow play-based learning to count toward the 900 required instructional hours for kindergarten through fifth grade in Oregon.
Several witnesses—classroom practitioners, researchers and advocacy groups—argued the change would better align state policy with how young children learn. Deborah Lowe Vandell, founding dean and chancellor's professor emerita at UC Irvine, told the committee that “play based learning is not a departure from real learning” and that research shows play predicts gains in reading, math and science when implemented with purpose.
Subin Oh, co-director of Teaching Preschool Partners, said the measure primarily provides clarity for teachers and administrators about whether guided play can be counted as instructional minutes. “Play based learning and specifically guided play is not an abstract idea in Oregon — it is already happening,” Oh said, adding the bill would help sustain preschool gains into elementary grades.
Why senators pressed on it: Committee members asked whether a statutory change is necessary if many districts already practice play-based instruction, and whether guidance or local-board action could accomplish the same ends without adding statute. Chair Frederick said the bill is permissive and aims to remove uncertainty in districts where administrators have discouraged play-based practices.
What’s next: Committee members did not vote and indicated they may carry the bill for further work; sponsors and stakeholders signaled ongoing talks about a -2 amendment to address technical points and preserve local flexibility.
