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Rachel Hunter Ed.D., is a 2026 graduate of the Ed.D. program in Educational and Professional Practice at Antioch University.
Dissertation Committee:
Nadine Wheat, Ph.D., Committee Chair
Lisa Mobus, Ph.D., Committee Member
Brendan Donahue, J.D., Committee Member
Document Type
Dissertation
Publication Date
2026
Abstract
In the span of a single generation federal mandates have transformed kindergarten from a place of play into an academic pressure zone. This study is grounded in early childhood education, child development, and educational policy, with a focus on heightened academic expectations in kindergarten alongside the rising influence of digital technology in young children’s lives. It addresses two questions: (1) How has the reduction or elimination of play in kindergarten impacted children’s peer-to-peer engagement? and (2) What role, if any, does digital technology play in compounding this shift? This phenomenological study employs qualitative, transformative action-research methods to examine the lived experiences of those most affected. Purposeful sampling recruited teachers and parents from a rural Vermont community where most students qualify for free or reduced lunch. Data was collected through semi-structured interviews and field notes then analyzed for recurring themes. Seven themes emerged: diminished school enjoyment, the Common Core State Standards, educator pride and apprehension, behavioral changes, increased diagnoses, increased academic expectations, and shared assumptions about digital technology’s impact. By capturing the voices of educators and parents who experienced kindergarten before and after recent legislative changes, this study highlights perspectives of those most affected. Findings underscore the importance of returning to developmentally appropriate practices for young children amid ongoing pressures to raise academic outcomes. Limitations include the study’s focus on a single community and reliance on participants’ memories of pre-legislative conditions. Future research should further explore the return to play and the rise in medical diagnoses among young children.
Recommended Citation
Hunter, R. L. (2026). When Play Fades and Screens Rise: Teachers' and Parents' Lived Experiences of the Push-Down of Academics in Kindergarten. https://aura.antioch.edu/edd/7
Included in
Early Childhood Education Commons, Elementary Education Commons, Elementary Education and Teaching Commons
Comments
ORCID No. 0009-0006-7784-2187
Bio:
Rachel Hunter, Ed.D. is a Vermont educator, administrator, and early childhood advocate dedicated to strengthening systems that support young children, families, and the professionals who serve them. With more than 25 years in education, she is driven by a deep commitment to child advocacy, educational access, and continuous quality improvement across early learning settings.
Rachel earned her Doctor of Education from Antioch University and holds Vermont licensure as a teacher (Birth–Age 6) and as a Principal (PreK–Grade 12). Her professional journey spans direct classroom teaching in her own early childhood program, public school leadership, higher education instruction, and statewide systems development work.
Over the course of her career, she has served as an early childhood educator, instructional mentor, professional learning community leader, grant and program development partner, and quality improvement coach. She has held leadership roles including public school PreK Coordinator and, most recently, elementary principal. Her work has consistently focused on building sustainable systems that elevate program quality, expand equitable access to early education, and center the needs of children and families.
Rachel contributed to several initiatives under Vermont’s Early Learning Challenge Grant and was appointed by Governor Peter Shumlin to the Blue Ribbon Commission on Financing High Quality, Affordable Child Care, where she participated in statewide policy efforts aimed at strengthening early childhood financing and infrastructure.
In addition to her leadership in public education, Rachel teaches for Northern Lights at the Community College of Vermont and serves as an adjunct professor at Vermont State University, supporting the preparation and development of early childhood educators. She believes in a collaborative leadership approach in which all voices are valued and meaningful dialogue informs decision-making and innovation.
Beyond her professional roles, Rachel is actively engaged in her local community. She serves as President of her community’s Booster Club, leading efforts to raise funds that support student athletics and facility improvements. This volunteer work reflects her belief that strong schools are built not only through policy and instruction, but through community partnership and shared investment in children’s success.
Outside of her professional work, Rachel enjoys spending time with her children, traveling, and exploring history—interests that continue to inform her understanding of community, culture, and lifelong learning.