Play has long been a cornerstone of early childhood education. But even as we recognize and advocate its importance, our understanding of play continues to evolve. Recently, the concept of guided play has emerged in the literature. It is something many teachers already facilitate as they intentionally incorporate play to support specific learning goals. But what exactly is guided play, how does it connect with children’s free play explorations, why is it important, and how does it connect to learning goals for all children?  

This issue of Young Children highlights insights and applications of guided play across settings, including early primary grades. Authors share research-to-practice explanations of guided play, and they offer practical strategies for planning and supporting it within the realities and curricular expectations of today’s learning environments. 

The cluster opens with an interview between Michelle Kang, NAEYC’s chief executive officer, and Kathy Hirsh-Pasek, a thought leader in play and early learning. Together, they discuss the latest research on play and why it is connected to—rather than separate from—children’s learning. 

Following the interview is “Growing with Play: Guided Play in the Primary Years,” by Amy Schmidtke. This article defines guided play and its benefits for children in the primary grades, and it sets the stage for how guided play can align with early learning standards, which is illustrated in the rest of the cluster articles. 

“Sustaining Playful Pedagogy: Supporting Guided Play in Prekindergarten Through Third Grade,” by Sierra Dinges, draws on the author’s experiences as a classroom teacher and researcher with elementary principals. It describes how guided play can foster literacy and math learning across age groups and diverse learners and how educators can frame the impact of guided play for school leaders. 

Next, Socorro García, Karen L. B. Burgard, and Melissa M. Jozwiak write about “A Strengths-Based Approach to Guided Play: Strategies for Connecting with Families and Communities.” They show how a school created community-related guided play opportunities for children and their families that embedded the arts and storytelling and cultivated children’s oral language skills. 

Lauren Fleming offers a practitioner reflection that exemplifies a both/and perspective on play and academic learning. In addition, “ ‘The Pedagogy Bends Around Each Child’: Reflections on Incorporating Guided Play Throughout the Day” underscores considering each child’s strengths, needs, and interests as educators integrate guided play into their settings. 

In “Play in the Primary Grades: How Educators Can Embed Guided Play to Meet Curricular Goals,” Robyn Ridgley, Katherine A. Mangione, and Martin Ridgley outline how educators can follow a set curriculum while embedding play into lessons. They share examples of how the third author created guided play opportunities with first graders while using the high-quality instructional materials required by their state. 

Finally, “Responding to Trauma: Guided Play as a Tool to Support Children Experiencing Trauma,” by Katie Fields, Emily Spivey, and Barb Carter, explores how guided play can be adapted to support children who have experienced trauma. The authors ground their explanations and real-life examples in research on guided play and trauma, alongside their firsthand observations in early childhood settings. 

What is exciting about the field is that our understanding of even fundamental ideas continues to grow. I hope this issue deepens your thinking about guided play and offers practical strategies to bring guided play to life in your setting.

—Annie Moses, YC Editor in Chief

Children’s Artwork

On a recent visit to a NAEYC-accredited early learning program in Dallas, Texas, Susan Friedman (NAEYC senior director of publishing and content development) captured a display of children’s writing and drawing.

Photograph: © NAEYC. Copyright © 2026 by the National Association for the Education of Young Children. See permissions and reprints online at NAEYC.org/resouces/permissions.