Submitted by Kimberly (not verified) on March 22, 2008 - 12:34.
As I started teaching Kindergarten in a new school district this year the other Kindergarten teacher and I sat down to discuss schedules. She mentioned that we needed to allow 45-60 minutes for playtime. Then she made it clear that playtime is in the classroom with their peers and is held daily in addition to their recess time. As I looked around my room at the kitchen center, blocks, art center, and dress-up clothes I marveled at the idea these tools would be used. Play time? To be honest it was a difficult idea to wrap my head around. How would I find the time.
Recently I read that “experience shapes the brain” and that learning is done through the connections that children make (Wolfe, 2003). While this particular article focused on how neuroscience can be utilized more effectively in teaching I felt that it can also be used to point out that play a way to make these connections. After some research I found that I wasn’t alone in my belief. Play has important role in cognition, language development, socialization, as well as emotional and physical development.
While there are times when I worry about covering everything I need to in Kindergarten and feel I could use that extra 40 minutes to teacher. Then I see how my students are learning to work together, to listen and believe that school can be fun. Now I join in the fun as well because after all who is a better model of play then their own teacher?
Resources
Frost, J. (1998, June 1). Neuroscience, Play, and Child Development. . (ERIC Document Reproduction Service No. ED427845) Retrieved March 22, 2008, from ERIC database.
Wolfe, P. (2003, Fall). Brain-compatible learning: Fad or foundation? Retrieved May 24, 2007, from http://www.mcli.dist.maricopa.edu/forum/fall03/brain.html
Reprinted with permission. From the December 2006 issue of The School Administrator.
They are supposed to play?
Submitted by Kimberly (not verified) on March 22, 2008 - 12:34.
As I started teaching Kindergarten in a new school district this year the other Kindergarten teacher and I sat down to discuss schedules. She mentioned that we needed to allow 45-60 minutes for playtime. Then she made it clear that playtime is in the classroom with their peers and is held daily in addition to their recess time. As I looked around my room at the kitchen center, blocks, art center, and dress-up clothes I marveled at the idea these tools would be used. Play time? To be honest it was a difficult idea to wrap my head around. How would I find the time.
Recently I read that “experience shapes the brain” and that learning is done through the connections that children make (Wolfe, 2003). While this particular article focused on how neuroscience can be utilized more effectively in teaching I felt that it can also be used to point out that play a way to make these connections. After some research I found that I wasn’t alone in my belief. Play has important role in cognition, language development, socialization, as well as emotional and physical development.
While there are times when I worry about covering everything I need to in Kindergarten and feel I could use that extra 40 minutes to teacher. Then I see how my students are learning to work together, to listen and believe that school can be fun. Now I join in the fun as well because after all who is a better model of play then their own teacher?
Resources
Frost, J. (1998, June 1). Neuroscience, Play, and Child Development. . (ERIC Document Reproduction Service No. ED427845) Retrieved March 22, 2008, from ERIC database.
Wolfe, P. (2003, Fall). Brain-compatible learning: Fad or foundation? Retrieved May 24, 2007, from http://www.mcli.dist.maricopa.edu/forum/fall03/brain.html
Reprinted with permission. From the December 2006 issue of The School Administrator.