This paper argues that play should be central to children's lives throughout early childhood, including their time in school. First, it charts the history of early childhood education in Scotland through four stages: (1) pioneer of kindergarten; (2) early adopter of formal education; (3) promise of a recalibration through Curriculum for Excellence; and (4) the failure to realise the full playful learning potential of CfE. Second, it asserts that there are four problems with an early introduction to formal learning: (1) it is a disservice to children given wider societal trends in play; (2) it is conductive to testing, which establishes a culture of failure and induces stress; (3) it is not in the best interests of all children or Scotland as a whole as it attempts to 'close the attainment gap'; and (4) it lacks what playful learning can offer. This leads to the conclusion that the dearth of play in Scottish childhoods might be considered as an 'Adverse Childhood Experience'.