幼儿研究人员报告说，幼儿通过支持整个儿童发展的活动学得最好(Elkind 2001)。David Elkind(2001)在一篇让人想起皮亚杰建构主义观点的文章中，题为“年轻的爱因斯坦:太早了”，他认为儿童通过与环境的直接互动学习效果最好。在一定的年龄之前，他们根本无法达到正规教育所必需的推理水平。然而，国家对责任、竞争、测试和“回归基础”的关注，过分强调学术和单一学科的教学(Elkind, 2007;奥恩斯坦,2002;Perrone,2000)。针对这些问题，幼儿教育项目可以将课程重点放在学术技能的教学上(Morrison, 2004)。这些因素导致课程定义狭窄，剥夺了幼儿在游戏中获得的宝贵生活经验。虽然在高三年级对数学和语言能力的日益关注促使了以标准为基础的课程的实施，但在学前阶段实施这种系统是不够的。首先，孩子们的学习方式和成年人有很大的不同。与成年人不同，儿童，尤其是小孩子，需要玩耍(Ginsburg, 2007);他们需要对自己所做的事情感兴趣，这样才能继续下去。因此，在幼儿园玩耍的需要不应该被忽视。然而，游戏在教学中的重要性应该得到研究和家长对课程的信念的支持。因此，研究父母对以游戏为基础的幼儿课程的信念和态度，可以为教师和管理者在制定实施成功的学前教育策略时提供有用的信息。
Early childhood researchers have reported that young children learn best through activities that support the development of the whole child (Elkind 2001). David Elkind (2001), in a piece reminiscent of Piaget’s constructivist views, entitled “Young Einstein: Much Too Early,” argued that young children learn best through direct interaction with their environment. Before a certain age, they simply are not capable of the level of reasoning necessary for formal instruction. However, national concern with accountability, competition, testing and “back-to-basics,” puts an over-emphasis on academics and single-subject teaching (Elkind, 2007; Ornstein, 2002; Perrone, 2000). In response to these concerns, early childhood programs may focus the curriculum on the teaching of academic skills (Morrison, 2004). These factors have led to narrowly-defined curricula, which deny young children valuable life experiences found in play. Although a growing concern on math and language ability in the higher year levels has prompted the implementation of standard-based curriculum, it is not enough to impose such kind of system in the preschool level. In the first place, children are a lot different from adults in their ways to learn. Unlike adults, children, especially small ones, need play (Ginsburg, 2007); they need to be interested in what they do in order to continue with it. Therefore, the need for play in the preschool should not be disregarded. Nevertheless, the significance of play in instruction should be supported by research and by parents’ belief in the curriculum. Therefore, a study of the parents’ beliefs and attitudes towards a play-based early childhood curriculum may provide information useful to teachers and administrators when planning strategies for implementing a successful preschool program.