From The Frontlines Of Early Learning: Real Talk About Play Tiny Talks On Early Learning podcast

From the Frontlines of Early Learning: Real Talk About Play

20d ago 21:06

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After a full day leading sessions on intentional interactions, the research behind play, and guiding children through play-based learning, Amanda Morgan sits down to reflect on her experience with early educators at the 2025 Gulf Coast Early Childhood Summer Symposium. What questions kept coming up? What comments stuck with her? What misconceptions are educators still wrestling with — and what gave her hope?

This recap-style conversation offers listeners a thoughtful pulse-check on where the early education profession stands when it comes to embracing the power of play — and how leaders like Amanda are helping guide the way.

Key Takeaways for Listeners:

Educators are hungry for permission and language to defend play. Many expressed frustration at needing to “justify” playful learning in academic terms.
There’s a tension between knowing the value of play and feeling pressured to meet external expectations. Educators want to do what’s developmentally right but often feel boxed in by assessment demands or parent expectations.
Common questions centered on practical implementation. Attendees asked: “What does guided play look like in real time?” and “How do I explain the value of play to parents or administrators?”
Moments of validation were powerful. Many educators shared feeling seen and re-energized, especially when play was framed not as a break from learning, but as the foundation of it.
Misconceptions still persist. Some educators still separate play and learning in their minds, or struggle with the idea that stepping back and observing is a form of intentional teaching.
There is deep dedication in the field. Despite challenges, Amanda saw hope in the passion, insight, and reflective practice of educators who showed up eager to grow.

36 episodes

Key Takeaways for Listeners:

Educators are hungry for permission and language to defend play. Many expressed frustration at needing to “justify” playful learning in academic terms.
There’s a tension between knowing the value of play and feeling pressured to meet external expectations. Educators want to do what’s developmentally right but often feel boxed in by assessment demands or parent expectations.
Common questions centered on practical implementation. Attendees asked: “What does guided play look like in real time?” and “How do I explain the value of play to parents or administrators?”
Moments of validation were powerful. Many educators shared feeling seen and re-energized, especially when play was framed not as a break from learning, but as the foundation of it.
Misconceptions still persist. Some educators still separate play and learning in their minds, or struggle with the idea that stepping back and observing is a form of intentional teaching.
There is deep dedication in the field. Despite challenges, Amanda saw hope in the passion, insight, and reflective practice of educators who showed up eager to grow.

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From the Frontlines of Early Learning: Real Talk About Play