Play Dead
A group of folks I greatly respect, over at Cooperative Catalyst, has been blog-bouncing the concept of play around: the loss of play from ordinary early-childhood curricula, the diminishing role given to play in an era of test-based accountability, the common lack of understanding of the vital importance of play in making learning stick. It's a big, juicy topic. And of course, I want to play.
Here's my thinking: Play is not just for little kids. And it's not just about recess (although eliminating recess is a bone-headed policy that's not only mean-spirited but counterproductive on all meaningful indicators of academic success).
Another thought: Everyone says play is a great thing. Create! Invent! Put a ping-pong table in your lobby! But once the classroom doors close, many teachers are fearful of play. And rightfully so. Not only because their professional evaluations and livelihood are now legally linked to a mandate to produce satisfactory hard numerical data-- but open-ended play is not generally The Way We Do Things.
Unless they're teaching pre-school (and sometimes not even then), any teacher who focuses on play as regular pedagogical strategy is suspect. So much core knowledge to be absorbed and squeezed back out, so many
Here's my thinking: Play is not just for little kids. And it's not just about recess (although eliminating recess is a bone-headed policy that's not only mean-spirited but counterproductive on all meaningful indicators of academic success).
Another thought: Everyone says play is a great thing. Create! Invent! Put a ping-pong table in your lobby! But once the classroom doors close, many teachers are fearful of play. And rightfully so. Not only because their professional evaluations and livelihood are now legally linked to a mandate to produce satisfactory hard numerical data-- but open-ended play is not generally The Way We Do Things.
Unless they're teaching pre-school (and sometimes not even then), any teacher who focuses on play as regular pedagogical strategy is suspect. So much core knowledge to be absorbed and squeezed back out, so many
