This brief from EdPrepLab explores how integrating play as both a mindset and a pedagogical approach can strengthen teacher preparation and influence how candidates design learning experiences for their PreK–12 students. Grounded in the science of learning and development (SoLD), the brief draws on examples from the University of Colorado Denver and Lewis & Clark College to illustrate how playful learning environments can reduce stress, strengthen belonging, spark curiosity, and establish the relational conditions that support deep learning. It highlights how playful pedagogies help teacher candidates experience learning as active, collaborative, and meaningful while developing the social, emotional, and instructional capacities needed for effective teaching. The brief also challenges the false divide between play and academic rigor, demonstrating how playful approaches can deepen engagement, support content learning, and contribute to both student achievement and human flourishing. 

Citation

DeBay, D., Darwich, L., Forbes, L. and Mahfouz, J. (2026). Using Play in Teacher Preparation to Foster Joyful Classroom Practice. [Brief]. EdPrepLab.