Carlyn Rahynes
Founding Principal
Learning Through Play Pre-K Center
The Bronx, New York
“NAEYC’s early learning standards, position statements, and emphasis on play-based, child-centered learning have shaped how I approach teaching and leadership.”
As founding principal of Learning Through Play Pre-K Center, Carlyn Rahynes oversees the education and care of 304 children who are 3 and 4 years old. Part of former Mayor Bill de Blasio’s initiative to provide free prekindergarten to all 4-year-old children in the city, Learning Through Play offers both inclusive and special education 3-K and pre-K classes to children living in New York, especially those in the South Bronx. Its three centers were among the first standalone pre-K facilities in the city’s public school system and among the first sites to welcome 3-year-olds to New York City’s public schools. Through the city’s Department of Education, the program is now in the process of applying for NAEYC accreditation.
Carlyn’s role is the culmination of years spent as a teacher, instructional leader, education advisory board member, and even a presenter before the National Assembly of Quebec, Canada. Here, she reflects on leadership and lessons learned as well the role NAEYC plays in her practice.
You oversee 76 educators in your program, and you liaise with multiple principals who lead pre-K programs within New York City public schools. How do you describe your leadership style?
Distributive. Supportive. I like to coach and support teachers as they grow and give them the opportunity to lead. I always say, “This is our school.” I like to get feedback and hear the voices of all our stakeholders about what is impacting the schools and our families. (For more on Carlyn’s leadership style, see “Advice for Educators Who Aspire to Leadership Roles.”)
Was this a role you always aspired to?
I thought I would be a social worker. But one day in college, I was in the library and overheard two students talking about Hunter College’s former Training Tomorrow’s Teachers program. It sounded delightful. I went to the office and spoke to the director about joining. I was put in a kindergarten program, and I just fell in love with the children and the environment. I thought, yes, this is where I should be!
After graduating, I taught second grade. Then my principal asked if I would be interested in becoming an early childhood staff developer, essentially coaching teachers in early childhood programs. Of course, there was hesitation; I loved being in the classroom. But I became a coach and mentor, then an assistant principal in an elementary school, pre-K to grade 5. Then I became the founding principal of Learning to Play. I opened our school.
As a member of the Chancellor’s Principal Advisory Board, you were invited to present before the Quebec National Assembly in Canada! How did that opportunity arise?
Quebec’s minister of education came to visit our school in 2019. He invited my supervisor and me to speak to the National Assembly because he wanted to implement a prekindergarten-for-all program and was facing some opposition from home-based educators who were afraid children would leave their programs. We shared that in New York, family child care programs are part of our pre-K offerings. Families get to decide what setting they want for their children. That was a highlight of my career.
You’re a fierce advocate for play-based learning. How do you communicate its importance?
Oftentimes, people think children in early learning settings are only playing. But they’re learning through play! We work hard to help families understand what we’re doing.
For example, we had a block workshop we invited families to one Saturday. As the children were building with blocks, we talked about the math and literacy they were learning. At the end, one mom said to me, “I really thought my daughter was coming to school and playing. But I get it now. I saw the math. I saw the literacy.” We make sure all our families get that opportunity.
That kind of practice is a hallmark of NAEYC. How did you learn about the association?
It was 10 or 11 years ago. One of our coaches came to visit me, and we started talking about NAEYC. I knew I had to be part of it. NAEYC is such a wealth of information. I’ve had the opportunity to attend two national conferences. NAEYC is where I learned about developmentally appropriate practice. The emphasis on families is a real asset: There are so many journal articles about partnering with families that we use in our professional learning.
NAEYC is celebrating its 100th anniversary this year. What does the centennial mean to you?
It’s a moment of reflection and a call to action. This anniversary means continuing to fight to ensure that young children are seen as capable learners and that early learning environments are grounded in developmentally appropriate practice, equity, and inclusion. NAEYC’s early learning standards, position statements, and emphasis on play-based, child-centered learning have shaped how I approach teaching and leadership. Every child, regardless of their background, must have access to joyful, meaningful learning experiences.
You’ve been in the early childhood education field for several years, and you’ve served in a variety of roles. What are some of the challenges you see?
One of the biggest issues is funding. We continue to hear about federal cuts, but these children are our future! How can we cut from our future?
You’ve taught, coached, led, and advocated—both here and abroad. What’s next for you?
I want to make sure children continue to have what they need, and the only way we can do that is by continuing to support teachers, leaders, and families. I tell my teachers and assistant principals, “You’re moving on to your next positions, and you will continue to enhance this work. When I retire, I’m going to come work for you!”
Photographs: courtesy of Kiri Laurelle Davis. Copyright © 2026 by the National Association for the Education of Young Children. See permissions and reprints online at NAEYC.org/resources/permissions.