The kindergarten classroom changed over the past few decades from an environment focused on developmental needs toward an environment that focuses on the academic expectation. Educational mandates for standards-based curriculum reduced the social interactions for children to support development and academics in the kindergarten classroom. It is not known how kindergarten teachers define play-based learning to support the implementation of play-based learning to meet the developmental and academic needs in a direct instruction kindergarten classroom in Northwest, Phoenix, AZ. This study supported the theoretical framework of Lev Vygotsky and the theory of social constructivism. This qualitative descriptive study explored the foundational knowledge kindergarten teachers possessed related to play-based learning as a tool to support learning through a social constructivist lens. Research questions focused on how kindergarten teachers described play-based practices to support the implementation of play-based learning to meet developmental and academic needs in a direct instruction kindergarten classroom. This knowledge for play-based learning was then further applied to determine the implementation of play-based practices in kindergarten classrooms that employed a direct instruction approach to learning. Interviews with 11 participants and a focus group with three participants were conducted through a virtual platform. The results of the data emerged themes related to development, academic pressures, and the lack of engagement for young learners. Moreover, COVID-19 triggered a change to the educational environment inhibiting social interactions as a limited part of the learning in a kindergarten classroom. Keywords: childhood development, COVID-19, social constructivism, play learning. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]