Incorporating Play-Based Learning While Meeting State Standards

Author

• Alicia Muer, Concordia University, St. PaulFollow

Date of Award

5-4-2026

Document Type

Thesis

Degree Name

Master of Arts in Education

Department

Education

Program

Early Childhood Education

Capstone Instructor

Dr. Brian Boothe

Second Reader

Professor Theresa Marty

Keywords

Play-based learning, developmentally appropriate practice, professional development, curriculum, state standards

Abstract

This paper reviews the benefits of incorporating developmentally appropriate practices into the classroom through a play-based approach. This is a controversial topic, as most teachers are more concerned with teaching to the standards than with the needs of students as a whole. Fifteen studies, including qualitative, quantitative, mixed-methods, and action research, were used to examine what developmentally appropriate practices are. Three themes emerged from the studies: play-based learning, professional development, and teacher-student collaboration. In the play-based theme, a sub-theme emerged which focused on games and gaming. The findings showed that students thrive more in an environment where play-based learning is in place, and teachers bring students into their learning through hands-on engagement. Having these insights allows teachers to take a step back and teach to the whole child, not just the standards. Further research to help teachers benefit from play-based learning could provide examples of what authentic assessment would look like in play-based classrooms.

Keywords: developmentally appropriate, engagement, play-based learning, games, and gaming

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