Why don’t the children engage in a new play scenario? Should we worry about these children’s apparent lack of pretend play skills, and if so, how can teachers intervene? These might not be the most burning questions on the minds of preschool and especially kindergarten teachers. In an age of rising expectations and tougher academic standards, educators are more likely to pay attention to issues that seem to be more closely related to school readiness. “I used to have a lot more play,” sighs a kindergarten teacher, “and now my principal does not understand why I want to keep the playhouse in my room. She thinks children should play at home and come to school to learn...."