Standard early childhood academic research tends to focus on explicit instruction however the proposed study concentrates on the perspectives of play and learning during play-based activities and interactions. Accordingly, Alaca and Pyle examined how, or if, children distinguish learning from play, and whether the types of play they engaged in altered this perspective. The research took place in ten kindergarten classes in Ontario, which programs promoted high academic standards through a play-based pedagogical approach; each classroom saw ten hours of observation recorded by field notes and…