A fish judged by its ability to climb a tree will be a failure. Check this video which is an interesting take on our school system. NZ might operate differently, but is our endgame actually any different (although dressed differently}. Play supports success and lets the fish shine!
— Read on m.youtube.com/watch
The Cost of Ignoring Developmentally Appropriate Practice
— Read on notjustcute.com/2013/10/30/the-cost-of-ignoring-developmentally-appropriate-practice/
Worth considering. Heat argument for play.
Play seems so controversial when applied to the school setting, yet there seems to be a growing movement in the direction of play-based learning in primary schools in New Zealand. Why? And why does such a shift seem so threatening to some, yet is so readily welcomed by others? 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.