Let’s talk play. And schools. And all things essential for children to grow well and optimally, to THRIVE.
It’s increasingly discouraging and concerning that the “new norm” for schools and many parents is that our younger children–think preschool through 3rd grade–see “seat work” and screen technology as what SHOULD be what school and learning is all about.
It isn’t.
And now I’ve recently learned how school districts have embraced play to be even LESS of a part of Kindergarten. Some to the extent of declaring NO play.
We’ve seen the push of inappropriate academics into lower and lower grades–inappropriate due to its demand for younger children to sit still longer, have incredible fine-motor skills as they navigate “seat work”, be exposed to screens regularly despite the American Academy of Pediatrics (and many early child development professionals, teachers, and the like) saying NO or LESS or ONLY within a rich, hands-on learning experience. To have shorter, if any, recess.
Here’s what I’m hearing about and seeing as a result of play–hands on, sensory and language rich, whole body and relationship based experiences–being displaced and even removed from schools:
~ 5-year-old boys being labeled ADHD because they cannot sit still at length to do this seat work being asked of them. It is normal for 5-year-old boys (and many little girls, too) to be unable to sit at length–they need to move move move. And yet, because we are demanding they SIT and have also removed much of their natural explorations via play and outdoor time (recess, dramatic play “corners”, blocks, games…), they of course are even more noticeably wiggly, distracted, “mis”-behaving, being seen as a problem and now labeled ADHD. Among other things.
~ Parents now struggling even more with their children. Think trying to get your 5 or 6-year-old to sit even MORE once they are home to do the homework they are now coming home with. Frustrations. Anger. Reactivity. Relationship depleting. Not the way to grow children excited to go to school, to learn, to be curious, creative, able to problem solve, read, etal…
~ Stress, depression, “mis” behavior increasing through the years for our children. Without the foundation of healthy living and learning, environments that support the play and exploration they need, our kids experience more and more stress on their young minds and bodies. Not a way to build for future healthy teens and adults.
~ Children labeled “behind” and needing special help if they aren’t reading when they leave Kindergarten. THIS is an entire post to be written about. Especially the HOW to “get them to read.” We’ve somehow forgotten that the average age of putting it all together reading-wise is 8. We’ve somehow forgotten that immersing them in all things literature from reading to and with them, telling stories, discovering what sparks them, giving them the respect of time and lots and lots of exposure to all things literature is often “enough.” Not always, but often. We WANT our children to WANT to read! Worth taking time to do so…
~ Teachers leaving the profession due to the continual and often detrimental choices being made by administrations that demand more and more of what many know is undermining our children’s emotional, physical, and mental health. These very teachers are the ones needed to mentor the younger teachers coming in who have often never experienced what a healthy and appropriate learning environment is for children. What it actually LOOKS like.
~ “No play” also translates to a lack of the essential and top priority social emotional growth our young children need in order to have the healthy foundation to continue through school as avid learners. THIS is essential, the social emotional–the working through feelings, friendship challenges, growing empathy and compassion, feeling meaningfully connected to others. Without this? Talk about a cracked foundation from which all else is expected to grow in solid ways.
~ Curriculum standards that are asking all teachers throughout a district to be on the exact same page in math or science or reading as every other teacher of the same grade. To expect that they can be. What a way to see our children as a mechanistic being–put in “ABC” and you’ll get out “DEF” no matter what. But they aren’t. They are humans. Sometimes they come to school hungry, sad, having lost a pet or a parent or just had nightmares and didn’t sleep or have some incredibly important story to share…and teachers WANT to be able to spend time on these important-to-children things. To pause in teaching a certain lesson at a certain time and talk about loss. Or friendships. Or listen to a child tell a story about something they saw that they are just bursting to tell. Talk about REAL and meaningful learning. Totally relationship building. And often lost in the midst of current curriculum standards.
I could go on. I often think about how test scores are driving everything, and that this translates into increasing “seat work” and decreasing or eliminating what children need plenty of time to do in order to learn well…
PLAY. Explore. Tousle. Debate. Get messy. MOVE. Create. Imagine.
Immerse themselves into play that has them feeling inspired to then draw pictures, write, tell stories, share, converse.
WANT to wait and listen because their teacher has more to tell them about something they are sparked about.
“Do” math by building with blocks, Legos, puzzles, creating patterns, counting out all the seashells, beads, bits of anything.
WANT to spend at length working on a book THEY write with their “inventive writing” and pictures and verbal telling of them.
Actually “sit still” as they get immersed in a story being read…and danced to, acted out about, discussed, laughed over.
I think about how my daughters’ first grade teacher had SO much going on in her classroom that had the kids moving around constantly (just what they needed), with hands-on experiences, lots of talk and song and activity. THEN she’d have them sit for 10-20 minutes doing “seat work”–and they COULD, because this was all it was and following so much wonderful movement. And was followed by even more “get up and go”!
I think about Steve Jobs and Bill Gates and many others who excel at all things technology (which seems to be one of the reasons so much “academia” is being pushed down, for kids to be able to “keep up” with our new world)–coming from a childhood filled with PLAY and exploration. Not screens. Not “reading by age 5.”
I think a lot (probably too much, I know!). And I encourage each and every one of you to stand strong and clear in your conviction that your children need plenty of time to PLAY. To go to a school environment rich in hands on, language and sensory rich, relationship based experiences. To have every possible opportunity to be enriched from a developmentally appropriate curriculum offered in your schools.
Let your school board know what you think. Let your school district know what you want. Be proactive. Share with other parents. Find out what others are experiencing. Talk to your children’s teachers. Stand up for the health of your children, your families, our communities.
It is essential.
Thank you for listening,
Alice
Author and Parent Coach
©2018 Alice Hanscam