The Power of Play
HAILEY COUCH, ELEMENTARY INSTRUCTIONAL COACHThe Power of Play: Nurturing Learning, Growth, and Development in All Students
As I reflect on my journey as an educator, one truth resonates with me deeply: play is essential to learning. Inspired by the teachers who shaped my life, I found my calling in the classroom, and today, as an Instructional Coach, I’m privileged to work with early career and veteran teachers in pre-kindergarten through fifth grade. Every day, I witness the transformative power of play-based learning, and I remain an unwavering advocate for public education, developmentally appropriate practices, and play-based learning.
Play is often associated with early childhood, but the truth is that people of all ages benefit from play. Whether it's kindergartners building blocks or middle schoolers engaging in a team-based challenge, play fosters skills essential for success in life. My passion is in early childhood education, but I firmly believe that every child, from preschool to high school, deserves opportunities to learn through play. I am grateful be part of a school district, like others, who support learning through play.
Play as a Foundation for Learning
Over my years as a teacher, I’ve seen firsthand how critical play is to the developmental growth of children. Play isn't just about having fun; it is a pathway to learning that enhances collaboration, conflict resolution, logical thinking, stress management, decision-making, communication, and emotional regulation. These skills are fundamental for both academic success and mental health, making play an indispensable part of the learning process.
The importance of play was at the center of a critical movement here in Oklahoma. In 2019, Representative Jacob Rosecrants, a dear friend and advocate for public education, worked with a group of early childhood teachers (myself included), university professors, parents, and medical professionals to create the Oklahoma Play to Learn Act. This groundbreaking legislation empowers teachers in Pre-K to third grade to incorporate play and play-based learning methods into their classrooms. Moreover, it prevents school administrators from banning play-based approaches.
Why Was This Necessary?
Unfortunately, there has been a push in some districts for early childhood educators to emphasize test preparation—especially in reading and math—at the expense of play. This flies in the face of decades of research showing that young children learn best through play. Representative Rosecrants recognized this disconnect, and together we advocated for a law that would ensure teachers could continue to use play as a learning tool.
It was an exciting day when the Oklahoma Play to Learn Act was signed into law, and it reaffirmed the value of play in our classrooms. But the advocacy didn’t end there. Rep. Rosecrants continued to champion this cause by conducting a legislative study on the impact of play in education. I was honored to be part of that study, sharing my personal experiences and the success stories from my classroom. The research, data, and personal narratives we presented helped us overcome much of the pushback we initially received.
Representative Rosecrants visited my Kindergarten class!
We played while doing unstructured play, as well as all created rocket ships together after he read a rocket book!
These smiling faces just really show how play based learning can be so engaging and meaningful. My students always referenced this fun day.
The picture is blurry to protect the privacy of the child.
Addressing the Critics: The Value of Play in Education
One of the most common arguments against play in schools is that there’s simply not enough time. Critics argue that play takes away from valuable instructional time, especially with the increased focus on standardized testing. Others question whether students are truly learning through play. The answer, of course, is a resounding yes.
When children play, they are actively engaged in their learning. Play allows students to take risks, explore ideas, solve problems, and work collaboratively. It empowers them to direct their own learning in a way that lectures and worksheets simply cannot. This is true not only for early learners but for students of all ages. The benefits of play are well-documented, ranging from improved physical, cognitive, social, and emotional development to enhanced creativity and imagination.
The Learning Power of Play: A Personal Classroom Perspective
In my classroom, play was at the heart of everything we did. We used play to reinforce academic concepts, develop fine and gross motor skills, and foster a love for learning. Play-based learning was intertwined with hands-on activities, small and large group instruction, learning stations, and centers focused on math, literacy, and creativity.
For instance, when teaching fractions, I would bring in an empty pizza box and have students manipulate paper pizza slices with numbers on them. We turned subtraction and addition into a playful experience by using counting bears and other manipulatives. To teach money, we set up a mock store where students could practice making change with fake currency. STEM challenges during math centers and opportunities to retell stories through drama allowed students to engage with the material in meaningful ways.
These playful activities also helped students build critical motor skills. Fine motor skills developed through activities like squeezing playdough, using tweezers, or building with small blocks, while gross motor skills flourished through climbing, jumping, and balancing. These skills might not appear on standardized tests, but they are essential to a child’s development, laying the groundwork for future academic success.
My classroom was filled with joy and laughter, where students felt safe, valued, and loved. We took brain breaks with songs and dancing, allowing students to release energy and refocus. Through play, my students learned from one another and grew as individuals. The classroom wasn’t just a place for instruction; it was a vibrant learning community where every child had the opportunity to thrive.
Expanding the Conversation: Play Is for All Ages
While play is essential for young learners, it’s just as beneficial for older students and adults. High schoolers and adults alike benefit from play opportunities that promote creativity, collaboration, and emotional well-being. Research supports the idea that play fosters imaginative thinking, risk-taking, and problem-solving in people of all ages.
The same principles that apply to early childhood education can be adapted for middle and high school students. Representative Rosecrants’ efforts to extend play-based learning and increase recess time for students up to eighth grade underscore this point. His Right to Recess Act is a powerful reminder that students of all ages need time to move, explore, and engage in unstructured play. While the bill didn’t pass this past session, we remain hopeful that recess and play will continue to be priorities in our schools.
The Call to Action: Bring Play Back to Every Classroom
As educators, it’s time for us to get creative and embrace play. Don’t be afraid to get messy or let loose in the classroom. Play with your students. Explore new ideas and learn through trial and error. If an idea doesn’t work, there’s always tomorrow to try something different. The key is to strike a balance between structure and exploration, providing students with opportunities to learn through doing.
Play builds essential skills that cannot be taught through lectures and worksheets alone. It fosters collaboration, creativity, communication, and conflict resolution. These are the skills that will serve students well beyond their time in the classroom, preparing them for success in the real world.
To quote Representative Rosecrants, “By allowing students to get out of their desks and by encouraging them to PLAY, it leads to only good things… in their mental health, academics, and physical health. It’s a very rigorous way to learn. So just do it, even if you’re a middle or high school teacher. It’ll be chaotic at first, but you and your students will be happy you did.”
Moving Forward: Continuing the Fight for Play-Based Learning
Since the Play to Learn Act was passed, we’ve made tremendous strides in advocating for play-based learning, but the work is far from over. Rep. Rosecrants continues to push for policies that prioritize recess and play in our schools. His vision for a more play-focused education system is something we must all support.
The Oklahoma Play Coalition, a Facebook group dedicated to advocating for play-based learning, is an excellent resource for educators, parents, and community members who want to learn more and get involved. We share research, strategies, and ideas for incorporating play both at home and in the classroom.
In closing, I want to encourage all educators to embrace the power of play. It’s not just about having fun—it’s about creating engaging, meaningful learning experiences that will shape the future of our students. If you ever need help, ideas, or just someone to brainstorm with, please don’t hesitate to reach out. Play is the way forward, and together, we can make it a central part of every child’s education. #PLAYISTHEWAY
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Read more about Hailey: Hailey Couch is a district Elementary Instructional Coach for Norman Public Schools in Norman, Oklahoma. She previously taught Kindergarten and 2nd Grade, and was an Instructional Coach for the Oklahoma State Department of Education. Hailey received the National Milken Educator Award in 2018 as a kindergarten teacher, as well as was named Teacher of The Year the same school year. She co-authored the Oklahoma Play to Learn Act bill, which was passed in 2021. This piece of legislation permits educators to create play-based learning opportunities in the realm of movement, creative expression, exploration, socialization, reading for pleasure, and dramatic play. Hailey models continuous improvement and lifelong learning through coaching conversations which focus on instructional and classroom management strategies, resulting in student achievement across the school district. She offers and facilitates countless support and professional development opportunities to novice and veteran teachers in her school district to ensure growth and improvement for instruction and learning. Hailey earned a bachelor’s in Early Childhood education from Oklahoma City University, and a Master’s Degree in Educational Administration, Curriculum, and Supervision from The University of Oklahoma. She is absolutely thrilled to be on the Board for Norman NEXT as the Membership Chair. Hailey also received the Norman NEXT Under 40 Award in 2022. She loves connecting with people and getting to know their stories and what makes them who they are. Hailey is a lifelong learner who is continually striving to grow personally and professionally.