Play: The Four Letter Word in Primary School

As a researcher, facilitator and advocate of teaching and learning through play in the primary school sector, I am continually asked “it all sounds great, and we know the benefits – but what do we call it….because it can’t just be called play”.

Decades of research provides evidence that play is the most valuable and successful way in which children engage in learning.  Through play, children can build all the necessary skills and knowledge required of them in readiness for adulthood.  Social-learning theory, constructivism, cognitive development theories, socio-emotional theories and physical development theories all uphold the power play has in the holistic development of children.

More recently, neuroscience has also identified the important link between learning through play, physical movement and the successful development of key executive functioning skills now viewed as paramount for the adult workforce.

play-as-a-learning-process

Yet in the face of the mountain of research, primary school educators still avoid at all cost the use of the word play to describe the teaching and learning pedagogy within their school setting.  In primary-school based literature itself, play is not a useful search term to input.  It simply brings up very little with regards to the play – by researched definition- that equates to powerful learning opportunities for children.

Instead, educators look for ways to camouflage play pedagogy in a myriad of other packaged-type terms.  ‘Enriched curriculum’, ‘discovery’, ‘developmental’, ‘powerful learning activities’, ‘active learning’, ‘student ownership’ – all terms used by schools to justify the use of play pedagogy in their learning environment.

The need to package and market play suggests that educators are yet to truly understand and value the importance and validity of play as a powerful tool to support children’s learning.  It demonstrates an almost embarrassment at something that seems so trivial as being so vital within the school environment.  It also indicates a wariness of image and appearance – that play does not look like ‘real learning’, hence the need to make it sound as important as it is with a more academic title.  Parents, who vote with their feet, may not accept a school’s competency to provide maximal learning opportunities for their children because by all appearances children are ‘just playing’.

img_2660

A further paradox in calling play by its name exists in the mere fact that the light-heartedness of play is key to its very success.  In needing to call play something else – a more formalised label for example – educators contradict the very essence of what makes play so effective.

Children do not see play as difficult.  Play may be a challenge, but often it is the challenge itself that makes play even more enticing.  At no time, however, should true play be rigorous and laborious (as often much of formal schooling tends to be).  The fact that play is light-hearted and fun contributes to its profundity.  By renaming play we extinguish this very characteristic, and in turn reduce its effectiveness.

If we continue to be embarrassed by a term such as play it will never be used as a valid form of teaching and learning.  In avoiding the use of the word play it can only be assumed that educators are embarrassed that something that appears so trivial can in fact have such an impact on students’ learning.

Would this be the case if the terms were ‘reading’ and ‘writing’.  Why are these terms so readily accepted, and play is not?  Reading is not marketed as an ‘Accessing Visual Information for Purpose (AVIP)’ program.  Writing is not validated as an ‘Effective Communication Skill Development (ECSD)’ program.  Yet both reading and writing have a depth of skill and knowledge within their ‘label’ that is not fully understood by those untrained in the teaching of these areas.

Play is the same.  Play, as a teaching and learning tool, cannot be easily defined or explained in a single term.  The teaching skills and learning outcomes associated with authentic play are multi-layered, as is with the teaching skills and learning outcomes associated with reading and writing.  And yet, the terms themselves are widely accepted by all within the greater school community.  Play as a term still struggles to join this party.

How does play become accepted as a valid and powerful teaching and learning tool? By starting with being called what it is.  Play.  Educators need to stop trying to camouflage the pedagogy by calling it something other than what it is.  It should not be embarrassing to say that the way in which children learn best and in a meaningful way is through play.

Teachers know what works for children.  Teachers understand what is developmentally appropriate for their students.  Parents and the wider school community need to be supported to understand this also.  By using the word play as part of an evidence-based, carefully considered and professionally implemented pedagogy, teachers can ensure play gets the recognition it deserves and is accepted as the valid and powerful learning tool it is designed to be.

IMG_2511.JPG

Advertisements

What’s the Point of School?

Over the past few weeks I have been approached by a number of Mums who have expressed an ongoing concern for the well-being of their children attending school.  They want to hear how we came to the conclusion to home-school our children and the advantages and challenges associated with our new found lifestyle.  While the usual themes come up in the conversation, such as ‘how do you cover the curriculum, how do you ensure your kids socialise’ etc, there is one theme that has me quite stumped.  I say that I get approached by Mums, because this theme is about how best to convince their husbands to consider an alternative option to mainstream schooling.

These Mums share with me their partners’ responses when they have discussed their concerns they have around their children’s declining happiness in attending school.  Sore tummies, disengagement, sadness, tears and inevitable school refusal identified by the Mums are seen by their partners as just ‘a part of being at school’.  Certainly when we first discussed with family members our decision to remove our daughter from school, the typical response was “isn’t that the point of school?  No one actually wants to be at school?”

John Lennon

Why is this so? Why do, particularly grown men, accept without question the occurrence of being miserable at school?  As if some kind of rite of passage, you have not truly experienced childhood until you have woken up with a sore tummy or headache, or simply wished day after day that you didn’t have to go to school.  I say particularly grown men, as this is the part that astounds me most.  School statistics feature boys highly in areas of ‘underachievement’ or those with identified behaviour problems.  ‘Reluctant writers’ are more often than not, boys.  Those referred to services such as Resource Teachers of Learning and Behaviour, or the Severe Behaviour Team, are more often than not, boys.  It is boys who find it hard to sit still on the mat.  Boys that find school ‘boring’.  But astoundingly as men and fathers, they are the ones reluctant to address why their children are bored or disengaged in school.

IMG_3339

If school is to be a place that inspires and creates life-long learners, as our New Zealand Curriculum outlines in its vision statement, then complacency around disengagement should not occur.  Reluctance and anxiety around going to school should not be seen as a rite of passage, but a true indication that the system is not working for all children.  While homeschooling is not for everyone, school environments that are motivating, engaging and inspiring should be.  We should not require our children to ‘harden up’ to the rigors of the institution of school, but rather look to what needs to change in order to best meet the needs of all our students.

Ken Robinson outlines in his TED talk the power of ‘alternative’ education.  Many of these reluctant or disengaged learners inevitably end up in such programs if left to remain reluctant over time.  He highlights how these programs are successful as they are often individualized, tailored to student interests and passions, developmentally appropriate and flexible in their delivery and structure.  He questions, if they are so successful, why do we call them ‘alternative’? Homeschooling is one such alternative.  But so are alternatives that directly result in parents calling into question some of the basic institutionalized practices that remain in our school programs today.  Having children seated for inappropriate lengths of time.  Testing and assessments that are used for purposes other than to inform planning the next step in a child’s learning journey.  Discipline practices that are antiquated and ineffective.  Setting work for children that is developmentally inappropriate or simply not relevant.  The list can go on.

Ken Robinson 1(a)

In today’s modern learning environment, now more than ever, with a little creative thinking as a school and a lot of courage and determination, students can have much more of a voice in their learning journey.  And while budgetary constraints, high class sizes and inappropriate expectations from the Ministry of Education all impact on a teacher’s ability to design such programs, much of what is possible is in the hands of the teacher themselves.

Bounce off the Wall

So perhaps it is time, as parents, to ask ourselves if it is really ok for our children to be  reluctant, unhappy and disengaged in school?  Is this what we really want for our children?  Or do we want our children to be truly empowered to take charge of their own learning, to realise and connect with their interests and passions and be curious about the world around them?  To become capable and confident young adults that can contribute to society, without a cynical hangover from their time in school?

If so, then we as parents need to work hard to understand what is being asked of our children that is creating this reluctance, and what we can do to assist schools to better respond to our children’s learning needs.  And perhaps those who truly understand what it feels like to be miserable or disconnected with their learning should lead the way in doing this.  Dads need to take it upon themselves to learn more about their children’s reluctance and begin to understand that this is not what childhood happiness should be about.  Our children only get one shot at a childhood full of joy and discovery, curiosity and adventure.  What we learn with joy, we remember and can apply to future contexts.  If a students time in school does not inspire this, then parents need to be asking loudly – why?

e503a4eacec04b3a46414351afca4d83

 

 

 

Authentic Adventurer or Keeper of All Knowledge?

Today was a culmination of some pretty intense work by our daughter in her home-learning for Term 3.  Following her passion for New Zealand’s native birds, in particular the Karearea (New Zealand Falcon), she completed a 45 page reference book documenting all the local birds living in our immediate neighborhood.  Her reward for the focus and perseverance shown in this was a visit to the Wingspan Birds of Prey Trust in Rotorua.  Here, she was able to appreciate up close and personal the amazing prowess and beauty of these endangered native birds.

Because we are time-limited these school holidays, we chose to do the trip in one day.  300 kilometres each way, it was always going to be a long day.  The car was packed with a variety of entertainment, including an on-tap supply of Lucky Luke magazines (our son’s current favourite) along with notebooks, colouring books, and toys we were off on our next home learning adventure.  As we drove north, the conversation was rich with enthusiasm, curiosity and passion.  In fact, we didn’t put the stereo on for music until well after we passed Taupo (approximately two hours worth of driving).  The topics we covered in that time included the weather patterns observed (we drove through a significant amount of fog); a variety of creature habitats, comparisons regarding various species of animals; observations regarding the different types of plant life we noticed and the change from native bush to human-created pine forests; sustainable farming (why we farm cattle and sheep); fire prevention methods in forests and so on.  One topic led to another and throughout the entire conversation, myself and my husband simply posed ‘I wonder’ questions and interjected with either a fact to compliment the direction of the conversation, or to correct a misunderstood or misquoted fact by the children.  The conversation was rich and centered entirely around the children and their curiosities and wonderings.

Curiosity

We are extremely fortunate to be able to enable these opportunities for our children within our home-learning environment.  And while I am very mindful that being responsible for two children’s education is entirely different to that of 30 children in a classroom, I do wonder how the same principles of wondering and curiosity can be encouraged in a classroom setting.  Many working in such a busy learning environment will find it very difficult to have rich conversations with their students particularly directed at an individual’s interests and passions.  Why is this?  Why do the sheer number of children make this a barrier to being able to scaffold our children’s learning desires?

For many teachers it comes down to the programming.  Focused on teaching to a specific subject in a compartmentalised way, or ensuring that children are working to an arbitrary timetable, teachers are constantly engaged in ‘busy’ work.  ‘Busy’ with groups, ‘busy’ with whole-class, ‘busy’ with those highly challenging individuals,  But simply ‘busy’.  Teachers do not allow themselves time to simply ‘be’ with their learners in the classroom.  When a teacher is the main Traffic Management Controller and Keeper of all Knowledge, they simply do not have the time to listen, observe and most importantly, converse with their students in an authentic manner.

Busy teacher

And authentic is the key concept.  Sure, teachers will engage in an ‘oral language’ activity with their students.  They will facilitate a discussion regarding the lesson focus.  But how many teachers can say with any conviction that they sat alongside their students while they were engaged in topics they were very passionate about, and simply conversed with them?  That they were able to talk about an enormous array of topics and authentically allow the conversation to go where the students directed it?  For many teachers, while the desire to do this is very real, the reality is that the pressures of school timetables and external policies means that time is far too precious to engage in authentic activities.

So how can teachers create these more authentic learning opportunities and rich conversations with children?  How can they pose ‘wonderings’ and ‘curiosities’ that enable them to learn more about the students they are responsible for and their passions?  How can they even spark a passion or an interest?

By changing the classroom program.

Rather than being in control  – the Keeper of all Knowledge, or Traffic Management Control – that the reins are handed over to the students to do their own ‘wonderings’.  The role of the teacher then becomes a much more active and equal one within the authentic learning the children engage in.  Rather than directing the learning, the teacher becomes an observer of the learning, judging when it is appropriate to provide a scaffold to new ideas and knowledge, when to be a resource provider, when to be a commentator and when to be a silent partner in the process.

IMG_2248

It is a far trickier role to have, as the students’ ‘guide’ than the traditional role teachers have held since the establishment of the western schooling system.  In fact, it can be absolutely and utterly exhausting.  I find, with the intensity of our children’s learning passions, my brain is somewhat of a quagmire as I have had to keep one step ahead of the children’s learning throughout the day! I have to be able to recall where to find interesting facts and figures that might extend the curiosity of our children’s areas of learning.  I have to be able to quickly think of possible suggestions, terminology and resources to point my children towards in order to further their learning experiences.  And this is exhausting.  So times by 30 and this is a potentially very intimidating concept for even the most adventurous of teachers.

And yet, it can be done.  And the more children are supported to take control of their learning passions, the more enjoyable teaching becomes for the teacher.  The role changes, but if it is to be anything like what we experience as home learners, it is so much more rewarding to see how far children will extend themselves when truly passionate and engaged in their own self-chosen learning.  The possibilities are endless.

So look for authentic learning opportunities and reconsider your role as a teacher…….Keeper of All Knowledge……Traffic Management Controller……or Authentic Adventurer alongside the students themselves?

IMG_2185

Burst Bubbles

We are extremely fortunate where we live in that our children have free reign of cross-country exploration. At the bottom of a very steep paddock owned by a neighbour lies the remains of a once large cattle beast. Long since cleaned by the rubbish collectors and recyclers of the insect world, the bones lie just prominent enough to create a sense of wonderment in little eyes exploring and seeking adventure. These bones have now earned the title of ‘Dinosaur Bones’ and they live ‘Over the Back’ when referred to as part of a proposed expedition plan when heading out the door for the day. Much hypothesising has occurred as to the species of dinosaur these bones may belong to, and great imaginings have happened as to how these bones came to rest at their final spot at the bottom of a paddock in little old Napier, New Zealand.

So naturally, when friends of my children come over the play, a visit to the ‘Dinosaur Bones’ ‘Over the Back’ is on the list. My 7 year old and her friend, with 4 year old in tow headed down the paddock returning with rather a great many bones that they announced would be perfect for their science table at school. The current unit of study …. of all things …. Dinosaurs.

20140804-145653.jpg

And suddenly there were palaeontologists invading my lounge. I had bones on the rug and classification, hypothesising and labelling occurring just after afternoon tea had been consumed. The language was rich, the enthusiasm was unmeasurable and the focus for the next hour and a half on these bones was extremely intense. At the end of the play date, the bones were packaged up ready for school and the science table the next day.

When I checked in with my 7 year old after the bones were taken to school as to her teachers comments about their arrival, I was truly saddened and shocked by the response she was given. My child said that her teacher had allowed them to put them on the science table, but that they were probably not real dinosaur bones. That it was highly unlikely that they were authentic, but she would concede and have the bones on the table as artefacts nevertheless.

I felt saddened for my daughter at this response. My wide-eyed, enthusiastic, focused future palaeontologist in one statement was brought rapidly back to ‘the real world’. The world where we work by facts and real-stuff……and that if a child is incorrect, we must correct them…..never mind the learning occurring along the way. Her bubble was well and truly burst.

My 7 year old is a very intelligent child. I suspect underneath it all, she probably had cottoned on to the idea these bones may very well not have been authentic…..but the joy of the pretend and the resultant imaginative role-play, creative thought and blooming language development, in my mind, was far more important than her immediate knowledge of whether or not the bones were actually real.

Why is it that we, as teachers, are somewhat uncomfortable with the magic of make believe and pretend? How do some find it so difficult to see the learning that children engage in by exploring their interests and passions? Why do we think that learning only occurs when someone (usually an adult) is in control of teaching explicit facts and figures? Why is learning seen as a separate activity to life? Children are learning constantly in every moment of the day. For many adults we are continuing to learn at least something new frequently. If not, we should be, for this is how our brain is wired. It has a ‘use it or lose it’ programming code…..and for us to keep the grey matter, we should be challenging ourselves as adult learners often.

20140804-145029.jpg

What made me sad with regards to this teachers response is that she missed a moment. She just missed it completely. Instead of taking my child and her friend’s enthusiasm and stoking it’s fire, she dampened it down and suffocated it. Imagine the kind of activities that could have stemmed that day in class with the arrival of these large bones. Maybe they are dinosaur bones…..maybe they’re not? If not, what else……if they are….what kind? How could we find out? Where could we look? The skills to develop in the inquiry are right there…….The possibilities are endless. And yet…..she missed it.

20140804-144900.jpg

If we, as teachers, go with our children’s passions and interests……allow them free reign to explore, the learning that unfolds is so much more meaningful to the child than content we may have thought they would have engaged in for the day. Because, after all, it isn’t work when it’s fun right?

20140804-144811.jpg

The Big Picture

Ten years ago I was in the midst of teaching a class of ‘behaviour’ students.  This was a special project working in a classroom of a school in the heart of South Auckland.  The need for this classroom arose out of my Deputy Principal’s desire to work with children who were finding themselves excluded from other neighbourhood schools.  The more students we accepted from schools no longer tolerant of their behaviour, the more students we attracted into the school.  Within six months, we had enough to form a small classroom of students focused in addressing the social and emotional needs of these students and in turn addressing their behaviour. In my work roles I hold now, I often tell the varying stories of the experiences I had in working with these students.  They taught me an enormous amount about myself as a person and as a teacher.  Having grown up in a very different environment to that of my students, I had to quickly come up to speed on their extensive needs.  I no longer was working with children whom developmentally matched their chronological age level. For the most part, these children, cognitively had the ability to achieve and succeed in school. But because of their home circumstances and what life had taught them about adults and their safety, socially and emotionally they were simply not ready for the rigours of the school system.

While this classroom set up – having at anyone time 10-11 students with severe aggressive and destructive behaviour in the one room – was unique, it was ideal in terms of meeting their developmental needs. We had a mandate to focus on addressing social and emotional competence, putting the academic curriculum to the background. Sure, I ‘taught’ curriculum lessons, these areas provided a foci for the day’s timetable. But what we ultimately did was provide a structure in the classroom that gave the children many opportunities to learn to manage their social interactions while learning compliance, resiliency, independence and emotional competence. We had many a rough day. There were more days than not when I questioned life as my children shared heartbreaking stories about life at home. I quickly developed an understanding that these kids had so much more going on in their lives that when I needed them to write a story they really struggled. In that struggle all their other (and quite frankly more important) struggles came to the fore and we usually ended with an upended classroom.

My job was to provide these kids with security from 9am – 3pm every day. I was to be consistent and predictable, as they had been taught adults in their life were not. I was to demonstrate love to them that was unwavering, no matter the names they called me, nor the attempts to physically hurt me. And above all, I was to know when today was a day to be flexible in my expectations of their work output. That they had other worries and for me to expect a piece of writing, or a completed maths activity was simply unrealistic and,quite frankly, disrespectful to their bigger problems.

20140705-072529.jpg

While this classroom structure was unique and challenging, I, as stated above, had the mandate to be that flexible in my approach to managing behaviour while delivering the curriculum. Today, in current classrooms, teachers do not have the luxury of this. Policy pressures, time constraints, school management pressures are significant and noticeably causing teacher stress and overload. Add to the mix the increased number of children demonstrating similar emotional and social needs to bulging classrooms, and teacher stress goes through the roof. Teachers appear to be caught in the cross fire between two paradigms – teaching to meet a standard which is set against a chronological measure of what is thought to constitute ‘success’ or teaching to a child’s individual developmental needs. In the many conversations I have with teachers, almost all are struggling with matching their expectations with developmental readiness and individual ability to learn. Couple our understanding of developmental theory with the latest in brain research, teachers are becoming increasingly disadvantaged in their practice as they attempt to meet the requirements of teaching to the standards. Disadvantaged in the sense that they are simply pushing the proverbial up hill. There are children sitting in classrooms, due to varying circumstances occurring outside of the school setting, who cognitively, socially and emotionally will always be ‘below’ the expected levels for their chronological level. These are children who have experienced a lack of attachment in their early years, or trauma. These are children who have had delayed language acquisition, or been late in reaching developmental milestones such as balancing, sitting or crawling. Children who are living in homes where there are adults arguing, or adults there sometimes and other times not. Children who spend long hours (and I’m talking really long) in daycare settings where they have limited one-to-one time with adults. Children who are not talked to enough. Children who are not read to enough. Children who are living in homes where Mum and Dad work long hours out of necessity and, due to guilt, buckle to every whimsical demand their child has as a result. The list could go on. In other words, the classroom is filled with children who have ‘bigger stuff’ going on than being there ready to work towards expectations that for the most part, are unrealistic for them to achieve.

While we, as teachers, appear to have little option now in reporting to the Standards, we can continue to make a lot of noise about the Big Picture. We can get those not working with these children to understand that we are responsible for shaping future adults, not just the 6 year olds we have for the one year in front of us. We need to remember human development is not a linear progression. We don’t skip happily through each year, building on our skill set from one level to the next. We respond in more ways than one to our environment, and children are no exception to this. We need to use all the tools we have to ensure these children feel safe and secure at school and do not feel the increasing pressure we feel as educators to push them to the next learning progression. And we need to be prepared to stand up and say why. When a child has spent the night sleeping in their wardrobe out of fear that their big brother will hurt them as he trashes the house, it is unrealistic to expect them to be focused and ready to learn at school. Their brain will simply not allow this, as it has more pressing matters…..like simply survival.

We need to keep addressing the Big Picture. We cannot fuel the thoughts that children will always meet our expectations when faced with environmental or developmental challenges. We need to keep making noise and advocating for these kids who, will otherwise, be always in the ‘tail’ our government so eagerly wants to address.

20140705-072318.jpg

Micro-Managing or Lessons in Life?

For those who have followed Cheeky Kids for a while now will recall that, at times, I share my own parenting experiences as I journey through parenthood, minus a manual, script or even direction signage. While in recent posts I have been concerned with the current education reforms in New Zealand, and to be perfectly selfish, the inevitable impact on my own children, I wanted to return to my roots in this post reflecting on my current parenting experiences. In particular, my experience in having a 15 year old son……

One of the hardest teenage phenomena to keep ahead of is the influence of peers in the way your teenager behaves and operates. To have some influence in this, we decided long ago that our son would not visit, or sleep over at another young person’s place before we had met them, and they had been at our place. We have kept with this as our son has moved into his teenage years. So this weekend we had the experience of having one such friend stay-over, with eye-opening results.

To have another young person in our house who has never been taught that you say please and thank you, that you look at someone when they talk to you, that you don’t try to operate a laptop and headphones at the dinner table while eating, and that you, at the very least, say thank you for staying over at the point of being returned home. That you actually communicate with those around you, at a very minimum. Don’t get me wrong…..I don’t expect this kid to divulge his life story or future ambition…..but for this young person to be so socially disadvantaged when in another persons house had me quite concerned.

Concerned for my own son……thinking that he held this other boy in such high regard. But I was swiftly reassured that our son, too, was concerned with his friends behaviour. We had not even reversed down the boy’s driveway after dropping him off before I was asked (with nervous glance) ‘so what did you think of …..?’ Our son knew. I didn’t have to do any ‘teaching’ of difference…..I merely had to remind what our expectations were if he were visiting another persons’ home…..or even just talking to another human being…..and the lesson was done. By the time we reached home, my son was planning to contact the friends we suggested may be ones more appropriate to see in future.

We do realise that this could have gone differently. That our son could not have seen the inappropriateness of his friends behaviour, and that we would have had to prepare to monitor his friendship with this kid for a longer period of time. That we would have had to carefully mitigate any damage done with their interaction. It is a hard job as a parent to have any influence over a 15 year old. And as every year comes round that influence becomes less and less. So what underlies a parents influence as they mature? What lives in them, as you, their parent, become less influential in their decision-making and social interactions?

The answer came to me when I stumbled across a recent TED talk on the evening following this experience. Jennifer Senior presented at TED recently about the modern day phenomenon in parenting that is anxiety. Anxiety that we are doing it right, doing it wrong, not providing this and that for our children. But ultimately, our biggest anxiety that our children, heaven forbid, will not be happy. Because isn’t that our job, as parents, to have happy children? As a result of this never-ending quest for children’s happiness, we become lost in the search for what will work, what won’t….what is right and what isn’t. We view each situation as a potential risk or reinforcement to our child’s happiness. And in doing so, we often lose sight of the person we are guiding our child to become. Many parents understand that education is the key to our child’s future happiness…..so we work hard to support them in their learning, monitoring homework, attending appropriate meetings at school, ensuring our teen is doing their study to pass their exams etc. But that is not enough. We then worry about what other skills they may need in life, so children get signed up for after-school activities, such as rugby, ballet, piano and so on. We worry about children’s diet, (what to do if my child eats non-organic, or doesn’t eat their vegetables); about children’s health, about children’s social skills, the list goes on. The point is we worry. We micro manage, instead of keeping an eye on the big picture. All of these worries are valid….but perhaps are indicative of anxiety gone too far. For now, we are told by every parenting ‘expert’ out there what good parents do and don’t do. As Jennifer Senior suggests, there is a book for everything to teach our toddler, short of disarming a nuclear bomb.

What did my experience with my teen’s peer reinforce to me? That my child’s happiness is not dependent on whether we continue to allow him to be friends with another boy with such vastly different social skills to our son. We could be so focused on his happiness that we allow him to liaise with this peer without regard for what he may learn in the process. My child’s happiness is more guided when we return to the basics of parenting. It is by focusing on the good old fashioned stuff that has worked for centuries in parenting. Values of life. What is really important. That you treat others with respect and that you will be respected in return. That respect means saying please and thank you, it means looking at someone when they talk to you, it means being respectful of another persons home when in it, and ultimately it means respecting your friend by respecting their home and family. That that is the value of friendship.

Values are even more important than our child’s happiness. For if we, as parents, can impart values that will serve our children’s future, then surely this will ultimately lead to their own, intrinsic happiness….rather than relying on others for some external sense of satisfaction? And really, if we, as parents are so focused on our children’s happiness, then it is the way of values that will ensure our own happiness in a job well done.

20140420-083159.jpg

“We Are Not Playing Now We Are Learning”

I was recently observing in a classroom, having being alerted to a child who, at 5 years old, was struggling to complete the tasks expected of her by the teacher.  In fact, in the teacher’s eyes, she was being ‘non-compliant’.  As I observed, the child self-selected a task outside of what the teacher had asked her to do.  As the teacher moved to intervene, she stated to the child “No, we are not playing now, we are learning”.  I was absolutely stunned.  This teacher, in one sentence had managed to contradict the very nature of childhood.  That learning and play are two separate entities, and that one must certainly not engage in play (and presumably any frivolity that comes with it) when one is committed to the serious task of learning.

Play

This seems to be the prevailing attitude of our current education system.  What stunned me the most with this teacher was that she was young and trained in a degree that covers a student age of 3-8 years of age.  I had assumed that this meant she would have a clear understanding of the work of children, and the literature and research around the importance of play and the subsequent learning that comes from this.  I am forever learning not to assume anything in my work.  There seems to be a belief by society in general that up to the age of 5 years, children can have a bit of a play – a bit of a lark about – but come time for school then that nonsense really has to cease in favour of the important stuff.  The real learning.  The ‘get-ready-for-NCEA’ attitude narrow-minded focus.  It does seem to feel like childhood is a very endangered species.

What is a shame even more than this, however, is that this focus is starting to seep into many early childhood facilities.  Daycare facilities are now re-branding themselves as ‘Educare’ companies, offering to ‘prepare your child’ for school.  While I am all in favour of having children school-ready, it is the definition of this that concerns me the most.  School ready should encompass a level of socialisation, independence, level of oral language and an understanding of the reasons why we go to school.   When a 3 year old is expected to be compliant in the ‘classroom’, this is displaying an ignorance about child development that is difficult to stomach.  Companies responsible for the provision of care to children under the age of 5 should take their responsibilities extremely seriously.  They are in the position of preserving childhood, not extinguishing it in favour of the pressure to have children learning the ‘important stuff’.  They should be advocates for the children they care for, teaching parents and the wider community about the important life-long learning that occurs in these early years, and how we, as families, can assist our children with their milestones.  And above all, they should work hard to correct society’s perception that earlier is better.  That if children are pushed harder, sooner, they will be achieving quicker and better.  And when they get to school at 5, they won’t bother with all this play stuff – they will be busy doing actual learning.

561103_411531748895029_273508687_n

What 5 year olds need, particularly when they have come through a system such as an Educare facilities, is time to explore, discover, create and connect with the world around them.  To inquire.  To question.  To delight and to consider.  Of all the ‘subjects’ of childhood – play encompasses all these skills.  And so much more.  At 5, students should be in classrooms that have the flexibility to encourage students in their play, not to stop them at the first step.  That are resourced enough to allow children to explore their ideas and create from their imaginations.  This is not in conflict with the need to have children learning to read, write and develop their numeracy skills.  But if in an environment where children are engaged in true play, these tools will be used in context and with purpose.  Children will have real reason to draw on and develop these skills.  They will be learning through their play, not separately from their play.

Play 2