Guided Play in the Kindergarten Classroom: One Teacher’s Inquiry into Scaffolding Play-Based Writing Instruction

Abstract Research abounds regarding the need for young children’s access to authentic play experiences. Yet, while play is considered the main method of learning for young children, mainstream curricula often omit this mode and further perpetuate the artificial divide of play or learning. Guided play is a pedagogical approach in which teachers integrate a balance of child-led exploration alongside intentional scaffolding and targeted guidance. This method allows educators to support children’s agency while facilitating their play towards specific learning outcomes. However, along with challenges related to limited time and support, teachers face a lack of clear guidance on how to implement guided play in their classrooms and scaffold children’s learning within these environments. Supported by current research, this paper provides methods for incorporating writing instruction through guided play in four kindergarten classroom spaces. Materials and scaffolding strategies are discussed, along with a brief list of resources for each learning area. Finally, this paper concludes with recommendations for teachers who are beginning to incorporate guided play into their early years kindergarten classrooms.