Understanding the Science of Reading Through Child-Led Play by Laura Shea, M.S.Ed

RESOURCESWatch the full webinar hereJoin our newsletter! Earn your Professional Development hours with FREE sessions delivered right to your inbox every weekCheck out the producer of ECI, Playground, the Child Care Management SoftwareYou care deeply about nurturing early literacy—but you’re tired of being caught between play and pressure. Maybe you’ve heard about the Science of Reading but aren’t sure how it applies to young children—or how to implement it in a play-based setting. Maybe someone has told you to stop the play and start the worksheets. Or maybe you’re simply searching for a clear, developmentally responsive way to support all your learners as they build the foundation for reading. In this engaging and practical session, Laura Shea, M.S.Ed., early childhood educator, adjunct-professor, and founder of Little Stories That Stick, will show how the Science of Reading can complement—not compete with—child-led play. With over a decade of experience in literacy development and play-based learning, Laura will unpack what the research truly says, how children build foundational reading skills before decoding begins, and why oral language, storytelling, and play are powerful tools for building brains ready to read. You’ll walk away with ideas you can implement right away—whether you work with toddlers, preschoolers, or pre-K students. Expect a balance of relatable classroom examples, real-world analogies, and actionable takeaways. You'll leave feeling more confident in your approach and more equipped to speak to families, administrators, and peers about how and why play supports reading. Learning Objectives: Understand how play-based experiences support key components of the Science of Reading, including oral language, phonological awareness, and vocabulary development. Identify the difference between developmentally appropriate literacy learning and early reading instruction. Explore ways to support emergent reading and writing through storytelling, storyacting, and incidental teaching. Gain language to explain and advocate for play-based literacy practices with families and administrators.