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12 Early Learning through Play 70 percent of kindergarten classrooms had only one recess period, and the remaining 30 percent of kindergarten classrooms had no unstructured playtime. Two years later, the well-intentioned No Child Left Behind Act solidified this trend by deliberately reducing time for recess and creativity to increase focus on reading and math. Experts far more qualified than we are speculate on a number of unin- tended consequences of these decisions to reduce unstructured playtime in schools. While, yes, reading and math are of critical importance, in order to learn these skills, students must be able to focus on them. Removing outlets for physical and creative activity and exploration leaves learners in a sedentary environment that is not conducive to all learning styles. Chil- dren unable to learn in such an environment will not be able to succeed, even though they may be able to learn the exact same concepts in a more active, creative learning environment. While this systemic conundrum far surpasses the influence of our play- based early learning programs in our respective libraries, it does serve to provide a larger perspective with regard to the importance of play in child- hood development. At a minimum, our program moves play from being perceived as a break from learning to being seen as learning itself. Chil- dren, parents, caregivers, and supportive educators recognize the impor- tance of play as the foundation of our early learning programs. HOW PLAY SUPPORTS THE REST OF ECRR2 Play is both important and fun. Just as important, though, is the fact that play supports the four remaining ECRR2 practices. • Talk: One of the tenets of talk in ECRR is to encourage families, the child’s first and most important teacher, to teach by utilizing the lan- guage that is most comfortable for them. Even if this language is not the primary language spoken in the neighborhood or in the schools nearby, people are much better at explaining the world in their pri- mary language than in a secondary one. Children are much better equipped for school when they learn concepts from their parents, regardless of the language through which they are learned. These con- cepts can be easily reinterpreted when utilizing the dominant language of the area, but they are difficult to learn in any language if not learned at all initially.