Does a fun learning programme equate to PLAY?

I was confronted with a thought: is play-based learning and learning through play the same thing? I really don’t believe it is.
 
Many people are starting to understand that we are pushing academic programmes at younger ages, and that children need to play more, so they advertise fun in learning. Fun letters and phonics, Fun maths lessons. Fun emotional intelligence classes. Fun language skills. Fun sports. Fun music lessons. There is a franchise for every extra-mural activity you can imagine that promises your toddler or preschooler will have fun while learning.
 
The problem with all of the above activities is that they are highly adult-directed. Play is supposed to be open-ended, novel AND fun. There should be no adult agenda, no output or goal other than the activity of play itself. Play should stem from a place of “What now? What next?” and even boredom.
 
All of the above activities start and end with adults in control of pre-planned activities. There is little to no space for age-appropriate creativity.

How can we promote play, without that agenda taking control of the play space?
1.  Time
Children need time to create their own thoughts and play scripts.  It often first requires that they get “bored” for that innate creativity to be stimulated.  Don’t be tempted to make suggestions too early on, or provide them with one-dimensional toys.  You might want to follow the podcast and hashtag #1000hoursoutside, which equates to about 3 hours per day, EVERY day of the year.
2.  Space
Where are the children going to play?  As a parent you probably know that children can play anywhere, although nature is the most wonderful space for children to explore and create.  Remove technology and interferences and let go.  Loose parts, or random objects that can be played with, are a wonderful way to stimulate their creativity.  They will ask “What can I do with this?”
3.  Wait
You might have heard of the Watch, Wait and Wonder principle.  This involves taking a step back and not intervening in the child’s process.  Give them a chance to get going and actively wonder what they will do next, rather than suggest what you would do next.
4.  Repeat
In a world of instant gratification and tech devices, your children might struggle to play on their own at first.  But start with a few minutes per day and gradually build up the time that they are able to spend entertaining themselves.
It’s hard not to push an agenda because we really do want what’s best for our children.  It’s hard to trust the developmental process.  It’s even harder when you have a child with special needs and you are trying to help them catch up with their peers.  It’s hard when you compare your child’s daily programme to that of their peers.  It’s hard when government dictates education expectations before age 7.
But if only we could all have the patience to see what our children figure out for themselves, and the pride of their faces.  They will learn how to climb and build, to be brave and to take turns.  They will wind daisy chains and comfort a child that falls.  They will build sequences with rocks and sticks, create complex structures and develop their own social rules.  They will learn to communicate and to stand up for themselves, and for their friends.
We, as the adults, place so much importance on what we think we know, and how we can make the world a better place.  When it comes to children, I am convinced that the innate process of development holds so much value and importance that is getting lost in our busy, over-scheduled and tech world.
#letthemplay #letthembelittle
Be part of the #playvolution and join our Facebook group (www.facebook.com/playvolutionbook) or order the book,  Playvolution: The Ultimate Guide to Developing Valuable Experiences Through Play (2014) by Karen and Alex Powell, on Amazon.

Guest post by Jacqui Couper: If Relationships Matter, Play is the Medium

Our guest today is Jacqui Couper – an occupational therapist, wife and mother.  This post first appeared here, and we are so grateful that Jacqui was happy for us to share it.

 

But Mommy, little girls DO exist!

It was without any planning that our most recent trip to the library resulted in reading bedtime stories that assume the wonderful imaginations of our children are based more in reality that those of  their parents.  My eldest is definitely at the age where he is constantly at war within himself, trying to figure out what is real, what is play-play and what is in his best interests to believe in (i.e. Father Christmas and the Tooth Mouse).

We came home with two wonderful books:

  • “I want my light on!” by Tony Ross
  • “There’s no such thing as a dragon” by Jack Kent

I want my light on! is the story of a little princess who doesn’t want to go to bed, because she believes there are ghosts in her room, despite all the palace staff trying to convince her otherwise.  In a lovely twist, the book ends with the little ghost convincing his mom that little girls are real.

There’s no such thing as a dragon is of a similar theme, although perhaps with a slightly more poignant theme for us to take note of. The little boy’s dragon grows bigger and bigger, eventually carrying the family’s house away on his back, just so that he will get noticed, taken seriously, and that the parents will believe he is real.

These books highlight the role of imagination in early development, specifically in toddlers and preschool children.  Reading plays a vital role in the development of imaginative narrative, that the children then play out in their play routines.  While dragons, fairies, ghosts and the like show evidence of the child’s community’s beliefs, they also play a significant part in shaping the child’s world view.

What should imaginative play look like?

Between 18 and 24 months toddlers will start to play their first pretend games, acting out things that they see the adults in their lives do.  This may include talking on the phone, cooking, driving a car.

By two years, they understand that an object could stand for something else e.g. this spoon could be my “phone”.  They also like to pretend e.g. that they’re eating.  I couldn’t believe it when my husband taught my toddler to fake sleep, eyes closed and snoring and all!  It was definitely his first demonstration of understanding “play-play”.

As the child nears their third birthday they will really enter the world of imaginary play.  You can look forward to more complicated scenes: boats and railways, tea parties, fight scenes and careers start to emerge.  By age four they’ve moved from action and sound effects to complicated story lines and character traits.

So how can you as a parent foster this vital form of play in your child?

  • Read read read! Books are a wonderful way to develop imaginative skills, abstract thinking and an understanding of story lines.
  • Provide your child with props for their play time. These need not resemble anything in particular.  Old curtain rings, wooden blocks and pieces of material can be used to create all sorts of scenes.
  • Keep some old clothes for dress up and role play. These could be specific outfits from a school dress up day such as a doctor or princess, or a collection of hats, jewellery and shoes that they can use as their hearts desire.
  • Get on the floor and play! There’s a fine line between teaching your children to play on their own, and promoting their play by acting as their play partner.  If your child invites you into their story, by all means play along.  Ask questions: What happened next?  Who is this?  Who am I?

Imaginative play is such a wonderful phase of development.  Your child will develop their cognitive and social skills, as well as test out their own theories of how the world works.  It is their safe space to explore interactions, sequences and consequences.

 

The information provided in this article is intended to foster a playful spirit in homes and to provide parents with ideas.  This blog cannot replace a consultation with a health professional.  If you have any concerns about your child’s development please seek individualized advice.