Decreasing play activities during school schedules appears to be a growing trend. Allowing young children to engage in exploratory play, children are learning about spatial, numerical, and categorical relations (Broderick, 2015, p.94). Preschoolers are also expected to have the capacities for paying attention, taking turns, staying on task ect. According to Broderick and Blewitt (2015, p.115) primary grade teachers express the concern that many students lack the skills necessary to learn. Decreasing play activities pressures students to be prepared to pass tests, which is not entirely increasing the cognitive development of the child. Broderick and Blewitt (2015, p. 116) exclaims the effects of not allowing children play time to learn is shortening the childhood period. What is needed is the exact opposite of what it currently trending.