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What Happened to “Go Play”? she doesn’t have a lot of proof; after all, Gabby spends all her time “just playing” in her current provider’s program, and the academic preschool advertises “an academic curriculum designed to prepare students for school,” which placates Jenny’s fears. The academic program promises regular evaluations and even tests Gabby before enrolling her. Gabby begins attending the new program three days a week for three hours each day. Her time there is broken up into chunks of no more than thirty minutes, which means numerous transitions and no time for self-directed free play. Initially Gabby is in a classroom with other three-year-olds, but in less than a month, she turns four and is moved to another room with another set of kids and teachers. Self-confident, curious, apple tree–climbing Gabby keeps to herself. Every once in a while, she tosses a fit for her mother and begs to “go back to Miss Cindy’s house.” Jenny writes these changes off as part of growing up. In a syrupy, singsong voice, one of the four part-time caregivers staffing Gabby’s new preschool classroom explains to ten fidgety children exactly where on the construction paper frogs they should glue the googly eyes so the frogs will be pretty. “If it’s pretty,” she says, “then your mommy will like it and hang it up.” Gabby seems lost. She’s not used to being still for so long. She’s not used to this sort of boxed curriculum, to precut project pieces, and to having so little control over her time and energy. She makes a sea of glue on the frog’s chest, dips the googly eyes into the glue, and places one on the frog’s front left foot and the other on the center of its face. Then she jumps out of her chair and frog-hops across the room to the baby dolls. She is scolded and placed in time-out, where—still in frog mode—she tries to catch a passing fly with her tongue. When she gets up, it’s free time, but not the kind of “free” she’s used to. She and a redheaded boy who was also in time-out are assigned to the block area. They have to put in fifteen minutes of free time there before they can move to the dramatic play area, and then, after another fifteen minutes, they get to use the playdough. They try to sneak a couple of big yellow trucks into the block area from the car area but are told that today the trucks aren’t allowed with the blocks. Gabby and the redheaded boy are scolded for not listen- ing, and then they start building a block tower. It’s a sturdy tower 3