No. I haven’t become confused (at least – no more than usual). Nor have I become caught in a cyclical wormhole which intersects with the space-time continuum. After doing some more readings I am looking back to move forwards, considering what my teaching was like last year to what it will be when I return from study leave at the start of next year. Continue reading
What constitutes the difference between play and work for children? Georgeson & Payler (2015) posit that it is all about perception. At the heart of the matter, they say, is the perception of freedom versus constraint. Also of note is the impact of teacher discourse on signalling which is which.
Georgeson and Payler continue by listing some of the objects that children tend to associate with play such as blocks, paint, construction materials, computer/board games etc. This begs the question – if one of these were used in a constrained activity would it then become work?
I am reminded of a student who was an incredibly talented (and young) artist. Normally engrossed for significant lengths of time in an art project of their design, this student was taken into an art extension class. The student’s behaviour was reported back as being ‘disruptive’ and ‘just mucking around’. Now in this context students were being taught a particular art technique. Had this student’s ‘play’ become ‘work’?
Georgeson, J., & Payler, J. (2015). Work or play: How children learn to read the signals. In J. Moyles (Ed.), The excellence of play (4th ed., pp. 159–172). New York, NY: Open University Press.