Last month, the Alliance for Childhood released a report titled “Crisis in the Kindergarten: Why Children Need to Play in School.“ They had me with the first sentence: “The argument of this report, that child-initiated play must be restored to kindergarten will be dismissed and even ridiculed in some quarters.”
I let out a cheer that startled my co-workers.
I am a huge fan of play in the early childhood classroom (preschool through grade 3). The research is clear. Through play, children develop a host of important skills and knowledge including social skills (for negotiating and cooperating with peers), language (particularly in dramatic play, which studies show fosters children in using more complete and complex language), literacy (as they interact with literacy materials in the play environment), as well as math and science (as they interact with manipulatives including blocks, puzzles, and toy vehicles).
For those of you who didn’t let out a supportive cheer at news of this report, I’d like to clarify two things that I spend a great deal of time communicating to teachers during professional development. “Free play” doesn’t mean “free for all” and “child-initiated” doesn’t mean “teacher-free.”
Free play is distinguished from “structured” play by its opportunity to engage the imagination and its lack of rules (as in game rules, not behavior and classroom management rules). To reap the greatest benefits from free play, teachers need to be intentional about the activities and materials available during this portion of the day. Unfortunately, many teachers provision their centers with things like dolls and dishes, blocks, and a sensory table (sand and water table) but don’t rotate or supplement these provisions regularly. Day after day children can play house, build towers, and dig in the sand. The teachers are happy. The kids are happy. What else is there to do? Well, consider how the learning opportunities change if one day instead of a housekeeping center, there’s an airport setup; instead of a sand table, there’s an archaeological dig; and instead of 120 unit blocks, there are 120 unit blocks, a level, a tape measure, a book of home plans, and a construction hat. Consider further, how learning opportunities change if a week later the airport is replaced by a cruise ship complete with ball gowns and a captain’s buffet, and the sensory table is filled with balls of different sizes and a variety of containers with different sized openings. Or if the construction tools are replaced by plastic animals and vegetation. With intentionality, teachers can create play opportunities that reinforce specific skills and knowledge. This involves a planning on the part of the teacher, but enhances children’s opportunities to learn during free play.
With regard to my second clarification, “child-initiated” doesn’t mean “teacher-free.” The research is also clear about the role of teacher-child interactions in supporting children’s acquisition of knowledge. Adults support children’s learning by allowing children to demonstrate existing skills, and by scaffolding children in support of attaining more complex skills. By assuming a role in the play and minimizing directive behavior, adults can extend children’s opportunities to learn. For instance, by assuming a role during dramatic play, teachers can model language and actions for children without telling them what they should say or do. Children take the imaginative lead and teachers follow. By asking children about their work products in ways that require brainstorming, reflection or analysis, adults can extend children’s learning. For instance, “How do you think we can build the opening large enough for the animals to fit through?” Teacher-child interaction during play requires restraint on the part of the teacher to ensure that children are initiating and teachers are facilitating.
