Capturing Joy and learning in Play through play stories

Capturing Joy and Learning in Play Through Play Stories

Dahlia Rao, Hatch Partners in Play

Shannon Merenstein, Partners in Play

Abstract: Partners in Play, a Pittsburgh-based professional development program, empowers teachers to integrate meaningful play into early elementary public school classrooms. Through the research-backed Playlab Framework, educators design extended play experiences that engage children with open-ended materials and reflective journaling practices. This approach positions teachers as observers and co-learners who collaborate with students to document their discoveries through Play Stories.The Play Stories are strengths-based presentations combining images and written reflections that provide insights into the learning that is present in the children’s play. The stories present children’s inquiry as important and worth celebrating. They provide dedicated teachers a resource for advocating  to their school leaders and administrators to protect and expand the work within their classrooms and school environments. The Play Stories shared span from kindergarten to second grade and provide a glimpse into the scope and depth of learning that takes place when teachers adopt these practices in their classrooms.

Keywords: learning through play, documentation, joy in learning, equity in learning, early childhood

To cite this article: Rao, D., & Merenstein, S. (2025). Capturing joy and learning in play through play stories. The Critical Social Educator, 3(2), 20-25. https://doi.org/10.70707/ncsk11243c