In the Fall of 2018, the author embarked on her dissertation research, focusing on the critical issue of enhancing early childhood programs through the lens of early literacy development facilitated by play. At that time, many districts' early childhood curricula were heavily skewed towards academics, such as English/Language Arts (ELA) and Math, driven by mandates that often imposed developmentally inappropriate expectations on young learners and are still prevalent today. Recognizing that children thrive in environments that foster socialization, play, and exploratory learning, the author aimed to investigate how developmentally appropriate instruction could better support early literacy. By implementing a Structured Play Unit, the study explored how such pedagogical approaches could meet academic standards while nurturing a more engaging and appropriate learning environment for young children. Though conducted six years ago, the insights from this study remain highly relevant. The ongoing academic pressures on young children and the professional challenges faced by educators highlight the enduring importance of adapting teaching practices to support both developmental appropriateness and academic achievement. This journal article reflects the key findings from the author's doctoral dissertation (Adams, 2018).