“They’re just playing,” is a sentence I hear again and again. I’ve uttered it myself, despite my own beliefs in its importance.
MindShift’s The Power of Play in Learning, an article where everything is quotable and tweetable, describes play this way:
“Play is about exploring the possible. In times of rapid change, exploring the possible becomes an essential skill…To be comfortable with uncertainty, one must remain fluid, receptive and creative — in a word: playful.”
Play and games help us prepare for the unexpected. Photo: Pixabay, no attribution required.
I have written much about my school’s approach and philosophy with regards to how young children best learn: through play.
Children in Early Years (3 years old) through Kindergarten (5 years old) and even into first grade are provided with ample opportunity for free play, both inside and outside in well thought out, rich and inviting environments. (The following images were taken from the EY rooms in my school. All credits, Holly Fraser)
Materials are selected based not only on their aesthetic appeal, but also their flexibility or open-endedness. What possibilities do they present? Teachers refrain from direct instruction/direction as much as possible and instead present “learning proposals,” or open invitations to investigate, explore, and play.
Levasseur says in his article,
“One doesn’t read “The Decline and Fall of the Roman Empire” to develop strategy before playing the game. One starts by playing. This is true for all video games. You start by exploring the world with curiosity and begin to develop a hypothesis of what you’re supposed to do. Through trial, error, pattern recognition, logic and chance you continually reformulate your trajectory.
Just like this view of learning to play video games, children at my school and in my class are encouraged to construct their own meaning, in groups or individually, and their working theories are honoured, questioned and documented.
“This model of learning is not only effective for video games but for all digital tools, and I would argue that play — especially in the digital sense — is emerging as a pedagogical keystone for education in the 21st century.”
Students need ample time to play with new technology. Photo credit: Holly Fraser
I know myself, with any new tool, app, robot, device, etc.that I’m shown/hear about I immediately want/need to go and play with it. Just like the young children we work with, we need ample time and freedom to explore and play around with a new ‘material’ before we are expected to produce “results” or come to any new conclusions.
We also need to ensure our students feel welcome and comfortable in their play environment in order to learn optimally. In Play is Hard Work, by Bud Hunt, play is described as “finding freedom in the face of constraint.” Students don’t tend to learn in any environment where they feel uncomfortable, unsafe or or unwelcome. I’ve had similar thoughts myself as a Specialist teacher going into classrooms–some where I am expected and welcome, others were I feel like an afterthought, ignored or met with resistance. In which rooms do I feel free to try new things, be creative and take risks? (All necessary for learning.)
Hunt cautions that play isn’t always “fun,” however…. “I think you can play with really serious ideas and concepts.”
I’ve often divided the kinds of play I see in my own classroom from previous years into several categories:
“Flitting butterfly” playing: aimless, jumping from thing to thing, not settling or focusing on anything, moving on once something is deemed too challenging…(although this “flitting” about is often required before finding something to settle on.)
“Role play/Imaginative” play: (relationship building, problem solving, story telling, negotiating)
Role Play/Small World Imaginative Play. Photo Credit: Holly Fraser
“Object” play (manipulating, creating, building, trouble shooting)
Object Play: Blocks. Photo credit: Holly Fraser
“Physical” play (gross motor skills; risk taking; balance; endurance)
Physical Play: Boy enjoying nature. Photo credit: Pixabay, no attribution required
All but the first kind of play (which some kids can unfortunately get stuck on) can and should eventually lead to a deep play, a higher quality of play where they enter into the “zone” or “flow.” This kind of play really does become serious and absorbing-and challenging –but not too challenging–and where real learning takes place.
Getting into the zen like zone of deep learning. Photo, Pixabay, no attribution required.
Nathan Maton’s article, How Games can Influence Learning describes how “the best games challenge the player at exactly the right level and in the right way to keep the player playing….A well-designed game offers an intricate balance of challenges and rewards that continually pushes players to, and then beyond, the limits of their knowledge and skill.”
New York Times Magazine: Taking Play Seriously looks at play from a scientific point of view, from its evolutionary roots and to the discovery of its role in brain growth and development.
It was fascinating looking at how most mammals engage in play–despite risks (animals–and people– risk injury and even death, the need for play is so strong.)
Research shows play is essential for brain development and growth. Photo Credit: Pixabay, no attribution required
The very extensive research suggests that, “that play contributes to the growth of more supple, more flexible brains.”
‘‘I think of play as training for the unexpected…Behavioural flexibility and variability is adaptive… it’s really important to be able to change your behaviour in a changing environment.’’
-Marc Bekoff, an evolutionary biologist at the University of Colorado
This constant reiteration of play as training our brains to prepare for the unexpected in an ever changing world makes we wonder why it isn’t given more value, more time, more importance in school and at home–in all our lives. The time to do so is now.