Academics is not the sole component of school readiness; rather, it is a compilation of children's physical, social--emotional, language, and cognitive development (National Association for the Education of Young Children [NAEYC], 2009; National Education Goal Panels, 1997). The National Association for the Education of Young Children (NAEYC, 2009) has advocated the need for teachers to engage young children in developmentally appropriate activities. An increasing body of research from multiple sectors of the academic community on brain development are also provoking new thinking on issues around the role of executive function skills for school readiness, the importance of social and emotional development, and the role of play in the development of creativity and critical thinking (Yogman et al., 2018). With increasing integration of technology and interactive media in early childhood programs, intentional and developmentally appropriate quality care and practices are necessary to support young children's development across the early years and beyond.