Teaching the Adults First: Developmentally Appropriate Practice in Transitional Kindergarten

The following article was written by Jean-Mari Dagarin, director of Early Learning at Coachella Valley Unified School District.

As an early childhood administrator, college professor, and advocate for developmentally appropriate practice for close to 30 years, I have witnessed firsthand the ongoing challenge of translating early childhood research into everyday classroom practice. Despite decades of evidence supporting child-centered, play-based approaches to learning, many school district led preschool and transitional kindergarten programs continue to face pressure to adopt practices that are not aligned with how young children learn best.

In my experience working with districts across Southern California, this challenge is rooted in two primary issues: a limited understanding of what developmentally appropriate practice truly is and looks like in preschool and TK classrooms, and persistent misconceptions about what kindergarten readiness should mean. It is these factors that often drive decisions that prioritize academic tasks over the relationships, play, hands-on exploration, and intentional teaching experiences that research consistently identifies as the foundation for long-term success.

Many district leaders and even educators equate readiness with a child entering kindergarten already reading, writing, and completing worksheets, while early childhood research points to a much broader set of competencies — including self-regulation, language development, social competence, problem-solving, curiosity, and executive functioning. This disconnect can leave early childhood administrators feeling isolated within district settings. It is not uncommon to walk away from conversations feeling as though you are speaking a different language than your colleagues, continually explaining and defending practices that decades of research — and experience — have shown to be in the best interest of young children.

As California completes the final year of transitional kindergarten expansion, it is becoming increasingly evident that traditional approaches to teaching young children are no longer — and perhaps never were — the most effective means of preparing them for long-term academic success. As early childhood district administrators, my colleagues and I are being called to action. We are being challenged to move beyond simply advocating for developmentally appropriate practice and to actively lead its implementation. The time has come to not only talk about what research tells us is best for young children, but to ensure those practices are reflected in our classrooms, our professional development, and our district-wide decisions.

Currently, as the director of Early Learning for the Coachella Valley Unified School District, I oversee the district’s Head Start and State Preschool programs, support the implementation of transitional kindergarten, and provide professional development for early learning educators, including TK teachers. Additionally, I support efforts to align preschool and TK programs to ensure continuity of learning and smooth transitions for children and families as they enter the K–12 system.
This role is both rewarding and inspiring, as it challenges me to bridge the gap between early childhood and elementary education philosophies. Each day presents opportunities to foster a greater understanding of how young children learn best and to advocate for practices that honor child development while building a strong foundation for future academic success.

A few years ago, I was approached by a TK teacher who expressed concern after her principal visited the classroom and questioned why the children were “just playing.” The principal felt that no real teaching or learning was taking place.

I took that concern to my superintendent, Dr. Frances Esparza, and asked, “What do I do when principals are telling TK teachers to limit play in their classrooms because they believe no real learning is taking place?” Dr. Esparza’s response gave me the validation I needed to move in a direction I had been cautiously advocating for years.

First, she said, “They need to let them play!” — music to my ears.

Then she added, “You need to teach the principals first. You need to educate them on the importance of play.”

Those words became a turning point for me. I realized that before we could expect play-based learning to thrive in classrooms, we needed to build understanding among the adults responsible for supporting and evaluating those environments. So, our first order of business was to help build an understanding and a lens for site administrators to have when entering an early childhood setting. Teach the adults.

That step forward changed everything for our TK teachers — and ultimately for the children in their classrooms. No longer did teachers feel the need to “hide” play or experience anxiety when their principals entered the classroom. Instead, they felt supported in creating learning environments where play was recognized, valued, and understood as a powerful vehicle for learning.

Another critical component of successful implementation is having the trust and support of your superintendent and district leadership. That trust creates the space to lead boldly, challenge long-held assumptions, and advocate for practices grounded in child development and research. For me, having that support provided the confidence and permission to lead this work, take calculated risks, and remain focused on what was best for young children. Without it, the level of change we have experienced and continue to experience would not have been possible.

It is also important to recognize that meaningful implementation does not happen overnight. Changing beliefs, practices, and systems takes time. While we have made significant progress, this work remains an ongoing journey—one that requires patience, persistence, collaboration, and a continued commitment to growth and improvement.

When discussing best practices in early childhood education, it is important to look to the National Association for the Education of Young Children (NAEYC) and to the pioneers whose work has helped translate research into meaningful classroom practice. Educators such as Bev Bos, Lisa Murphy, and, more recently, Kristen Day have served as valuable resources in supporting our preschool and TK teachers as they work to make play the foundation of learning in their classrooms. These leaders not only embody the principles of developmentally appropriate practice, but also bring those principles to life through practical examples and lived experience.
Additionally, as the leading professional organization in early childhood education, NAEYC has consistently affirmed that young children learn best through engaging, developmentally appropriate experiences that support learning across all domains of development. Anytime I begin to question my practice or direction, I always turn to the NAEYC’s standards and position statements for guidance.

Throughout the first several years of TK expansion, our district invested heavily in professional development focused on creating child-centered learning environments and helping teachers implement play in ways that are intentional, engaging, and conducive to learning. Much of this work involved reframing long-held beliefs about teaching and learning, particularly among educators who were accustomed to more teacher-directed approaches.

For many teachers, this represented a significant shift in mindset. In early childhood education, the teacher’s role is not diminished; rather, it evolves. Teachers become facilitators of learning — carefully creating environments, observing children’s interests, asking thoughtful questions, and extending learning through meaningful interactions. The emphasis moves away from directing every aspect of learning and toward creating opportunities for children to actively construct knowledge through exploration, play, and discovery.

Last year, our district was fortunate to host Lisa Murphy (The Ooey Gooey Lady) and Kristen Day, often referred to as the Play Queen. Throughout Lisa’s time with us, she continually challenged our teachers to pause and reflect whenever they felt the need to direct a child’s play. She encouraged them to ask themselves, “What are you doing, and who are you doing it for?” (Murphy, 2024) If the answer was to satisfy their own preconceived ideas about what the child should be doing, creating, or learning in that moment, then it was time to step back and reconsider. Her message was simple yet profound: children learn best when they are given the freedom to explore, create, problem-solve, and make discoveries on their own. As educators, our role is not to control the play, but to thoughtfully support and extend it.

That question became a powerful reminder for our teachers. It encouraged them to be more intentional in their interactions with children and to distinguish between moments that truly required teacher guidance and moments when it was more appropriate to observe, listen, and allow learning to unfold naturally.

Kristen Day, during her time with us, reinforced a similar message through her concept of the “hummingbird teacher.” She encouraged teachers to move throughout the classroom like a hummingbird—observing, listening, making connections, and landing briefly where support is needed before moving on. Rather than directing children’s experiences, the hummingbird teacher carefully watches for opportunities to extend learning, ask thoughtful questions, and deepen children’s thinking. Together, Lisa and Kristen reminded us that meaningful learning occurs when teachers are intentional in their interactions while still allowing children the freedom to explore, discover, and learn through play. (Day, 2023)

Ultimately, our goal is for children to view school as a place of joy, curiosity, and belonging. When learning experiences are connected to children’s interests and supported by thoughtfully designed environments, children become more engaged, more motivated, and better prepared for future academic rigor and success.
After a few years of extensive professional development focused on play and developmentally appropriate practice, it was time for us to connect those efforts to the broader priorities and initiatives of the district. This year, that work centered on two critical areas: early literacy and mathematics.

A significant focus was placed on helping teachers understand how young children develop literacy skills and how those skills can be nurtured through meaningful play experiences. Likewise, we worked to shift away from closed-ended tasks such as worksheets and traditional calendar activities and toward hands-on, active learning opportunities embedded throughout the classroom environment.

One of the most powerful shifts occurred when teachers began to recognize the academic learning already taking place within children’s play. For example, the block area is no longer viewed simply as a place for construction and creativity, but as a rich environment for mathematical thinking. By adding tools such as tape measures, rulers, and clipboards, teachers create opportunities for children to measure, compare, estimate, record observations, and represent their ideas through drawings and writing. Similarly, in the dramatic play area, teachers can support the children by turning the area into a restaurant or grocery store where children engage with each other in the exchange of money for food or goods. This supports their early understanding of math as well as financial literacy. All done through active play.

These seemingly simple additions deepen children’s engagement, extend their thinking, and encourage them to return to experiences over time. More importantly, they demonstrate that play and academic learning are not separate endeavors. When thoughtfully designed and intentionally supported by teachers, play can become a powerful setting for developing the foundational literacy, mathematics, problem-solving, and critical-thinking skills. (NAEYC, 2020)

Another important observation I have made is that teachers who embrace these concepts often find that classroom management is no longer the central challenge. When children are engaged in meaningful, developmentally appropriate learning experiences, they are more invested, more regulated, and more connected to their classroom. Engaged children are ready to learn.

Looking back on this journey of district’s TK expansion, there are several lessons I have learned about leading change in a school district early childhood program. You have to begin by educating the adults and securing the support of your superintendent and other district leaders. Second, our heavy investment in professional development was instrumental to connecting play-based learning and developmentally appropriate practice to district priorities. And, throughout this process, I had to constantly remind myself to be patient and recognize that change takes time.

In the end, none of this work would have been possible without teachers who were willing to reflect on their practice, embrace new perspectives, and trust that developmentally appropriate approaches could produce meaningful academic outcomes.

As California enters a new era of early learning through the expansion of transitional kindergarten, we have an opportunity to redefine what readiness truly means. The challenge before us is not convincing children that play matters—they already know that. Our challenge is helping adults understand that play is not the opposite of learning. It is how learning begins.

Jean-Mari Dagarin, MS.Ed, is director of Early Learning at Coachella Valley Unified School District and Early Childhood Adjunct Faculty at Irvine Valley College. Follow her @the.early.childhood.pov.