Convince me of the merits of Learning Through Play...

[FreudianSlimmery]

And the problems that may be caused by an overly structured approach?

I was discussing the two local infant schools with a friend and she was very excited about how academic one is, apparently even in yrR they aren't big on Learning Through Play.

Now obviously I won't choose until we've visited both schools, but I need some advice/info here. I am an absolute geek and I know that my natural instinct is Ooooh let's get the 4yos sitting down and LEARNING STUFF. Even though my brain is screaming nooooo, play-based is better.

So. Please can you tell me why it's so much better?

A good link on it here:

www.niched.org/importance_of_play.html

Totally depends on:
a) the child.
Are they the motivated, driven to learn sort? If so they will learn anyway in a play based environment (although that very child might prefer more structure). Are they the laid back, absorb what's presented sort? If so they might need more 'input' from structured learning (although that very child might be more enthused to learn by play they enjoy). Only people close to the child can really make the judgement about what they'll respond to.

b) the type of play.
Is it planned, structured, mediated by adults and differentiated for each child according to their needs? This type of play is AWESOME. Or is it a case of: 'There are the toys. Do something. Or just run around like nutters... as long as the adults can get on with x (cleaning, paperwork, chatting...)? This type of play is CR*P.

Go and look round with your eyes open and the child in mind.

MrsD that is a FANTASTIC link

Thank you very much

I'd agree that 'discovery learning' is great although it does depend on the child - and the parents. Parents influence their children for good or ill. If a parent likes the idea of novelty and exploration and will discuss the ideas with their child - and if the parent is prepared to facilitate their child's exploration at home - then learning through play is great and will be really effective. If they aren't then it will be difficult for practitioners to teach children in this way because the children's expectations of play will be very different.

I don't think either sort of parent is better than the other - choose according to your own beliefs.

Mine all had a fantastic learning through play experience in the US where they all attended school in the early years. They didn't really do any formal classroom activities/learning until First Grade (age 6-7). All were reading by then (oldest DD was ploughing her way through Nancy Drew). They had a good grasp of numbers/simple operations in maths/concepts of less and more, volume, measurement, etc. too, all absorbed through play. Plus terrific co-operative skills, the ability to focus on their own activity, the ability to be neat and tidy in the classroom, to share materials, solve disputes, listen quietly at mat time, raise a hand to speak (all sorts of 'working well with others' skills that are encouraged in the US system).

It makes me grind my teeth to hear of four year olds sitting down getting material taught to them, with all the succeeding or failing that goes along with that. It is far too young to subject them to an experience of failure. It is also far too young to be exposed to an experience of academic success. They are really not able to deal with any kind of a realistic picture of themselves until age 7, 6 at the earliest.

The best approach maximises the opportunities to learn classroom skills and co-operation with others, develop self-esteem through competence at self-care and fulfilling classroom requirements of neatness, tidiness, etc., maybe pick up a little by way of informal reading and maths -- but they come on in leaps and bounds if this is introduced at age 6 or so when the social-emotional foundation has been laid in previous years.

I loved the learning through play in reception. I am totally convinced that my daughter's happy confident view of school comes from this approach. she is now completey motivated in year 1 and sees all learning as fun. her success is wonderful to see and long my it last.

In reception she was only 4 years old. This is very young indeed for formal learning. Let children be children and learn in the best they they know how to. There is no need to rush to the formal stuff at all.

en.wikipedia.org/wiki/Project_Follow_Through

Project Follow Through is the only large scale government funded comparison of different types of approaches at this age.

Thanks for the input everyone :) am hoping some yrR teachers will be along too

I'm starting to wonder if the school is so popular (nursery majorly oversubscribed) because it's in a very MC area and full of pushy parents - people want their kids to grow up so fast around here. Keep seeing 3yos in full uniform and it makes me cringe a bit tbh.

I probably need to convince DH about learning through play - he had no educational opportunities and obviously doesn't want our dc to miss out.

MN has really opened my eyes about education, DH doesn't really go online though so any recommendations for books I could leave lying around?

John Holt, "How Children Learn." Holt was a teacher who observed there was a different quality to children's learning when they were able to choose what they did, compared to adult-led instruction. This particular book focuses primarily on the learning of very young children and argues that it's counterproductive to change to an instructional method when they are four or five.

Another book of his, "How Children Fail," is perhaps more relevant to your decision. However, in its relentless criticism of the effect which schools have on children it makes very depressing reading and I wouldn't recommend it to anyone who's likely to send a child to a traditional school. If you don't buy his arguments then reading it is a waste of time; if you do, then you'll lose sleep over sending your kids to school!

You know what, some childen love it and some loathe it, as witnessed on some of the threads on here.

It is massively rewarding when your child thrives in that environment, a bit less so when they don't enjoy it. So far I've had both and I have been constantly worried about my DD not making the most of those opportunities, whilst witnessing in amazement how much DS is thriving in it.

It's frustrating as I am often made to feel like I am being "pushy" as I am worrying about her not really thriving in that environment, whilst it is just that she is the sort of child who thrives on structures, rules and is not very creative so struggles with that approach as she feels a bit "lost".

Thanks - I've seen John Holt mentioned on the HE board. I lurk there as DH and I are very pro HE. But as DD is really enjoying preschool we are sending her to yrR next year and will see how it goes.

So it's really important that we choose the right school. Obviously it is early days as she's 3.4 but so far she seems like a bright girl and seems to respond well to this type of learning.

(Sidetracking

Or is it a case of: 'There are the toys. Do something. Or just run around like nutters... as long as the adults can get on with x (cleaning, paperwork, chatting...)? This type of play is CR*P."

Is that not what I'm supposed to do at home

It's fine at home, but not as a substitute for an education.

Yes failed doctor but with 'paperwork' replaced by 'MN' :o

David Elkind's 'The Hurried Child' is an oldie but a goodie -- it looks at the general environment in which children grow and develop and identifies factors that contribute to healthy growth, as well as factors that contribute to parental anxieties about academic performance, pushiness, and the focus on academic activities and performance in children whose minds and hearts are not ready for that kind of experience.

'The Power of Play' by Elkind is an exploration of the way the young child's mind works through each developmental stage. I found it very enlightening. His thesis is that play is essential for social, emotional and intellectual development.

Elkind's work is based on the theories of Jean Piaget -- very brief outline here.

yy Piaget

Ooh that sounds good - I studied Piaget in college :)

ooh, interesting subject.

I work in the arts, and this is very connected to how creativity affects learning, but it isn't, as far as I know, very well documented - or rather the documentation isn't usually formal or based on trials a la Ben Goldacre. I wish it was!

Play is based on an emotional and imaginative relationship with a subject as well as a cognitive one. If you feel something you are more likely to understand it and therfore remember it - remember that old cliche 'Tell me, I?ll forget
Show me, I?ll remember
Involve me, I?ll understand' - that is based on the same principle.

Play involves a child. It puts them at the centre of what they are learning about. Children understand things best when they relate directly to them - there is a fantastic exhibit in the NHM which demonstrates how small children can only work out how to put a series of children in order of height if THEY are in the line - i.e X is smaller then me, y is taller than me' rather than x is taller than z'. I tried this out wih several small children, and it worked every time.

We use drama to cover some very difficult subjects working with stroppy teens. They enjoy it, and because they enjoy it they discover that they actually enjoy the process of learning again. I think play based learning is important at any age!

And did you get my P.M reply

Excellence of Play

Learning Through Play

Understanding Young Children

Perspective on Play

www.teachers.tv/videos/mathematical-development

Just Playing

When I am building in the block room, please don't say I'm "just playing". For you see, I'm learning as I play, about balance and shapes. Who knows, I may be an architect someday.

When I'm getting all dressed up, setting the table, caring for the babies, don't get the idea I'm "just playing". For, you see, I'm learning as I play; I may be a mother or a father someday.

When you see me up to my elbows in paint or standing at an easel, or molding and shaping clay, please don't let me hear you say, "He is just playing". For, you see, I'm learning as I play. I'm expressing myself and being creative. I may be an artist or an inventor someday.

When you see me sitting in a chair "reading" to an imaginary audience, please don't laugh and think I'm "just playing". For, you see, I'm learning as I play. I may be a teacher someday.

When you see me combing the bushes for bugs, or packing my pockets with choice things I find, don't pass it off as "just play". For you see, I'm learning as I play. I may be a scientist someday.

When you see me engrossed in a puzzle or some "plaything" at my school, please don't feel the time is wasted in "play". For, you see, I'm learning as I play. I'm learning to solve problems and concentrate. I may be in business someday.

When you see me cooking or tasting foods, please don't think that because I enjoy it, it is "just play". I'm learning to follow direction and see differences. I may be a cook someday.

When you see me learning to skip, hop, run and move my body, please don't say I'm "just playing". For, you see, I'm learning as I play. I'm learning how my body works. I may be a doctor, nurse or athlete someday.

When you ask me what I've done at school today, and I say, "I just played", please don't misunderstand me. For you see, I'm learning as I play. I'm learning to enjoy and be successful in my work. I'm preparing for tomorrow. Today, I am a child and my work is play.

www.informaworld.com/smpp/content~db=all~content=a784715404~frm=titlelink

mrz, I love that thing about "just playing". So very true. :)

You might like this one too we use it to illustrate what children actually learn when they are "playing"

Today I did my maths and science.
I toasted bread, I halved and quartered, counted,
measured, and used my eyes, ears and hands.
I added and subtracted on the way.
I used magnets, blocks and memory tray.
I learned about a rainbow and how to weigh.
So please don't say -

'ANYTHING IN YOUR BAG TODAY?'
You see. I'm sharing as I play, to learn to listen and speak clearly when I talk
to wait my turn and when inside to walk.
To put my words into a phrase, to find my name and write it down.
To do it with a smile and not a frown,
to put my pasting brush away. So please, don't say -

'WHAT NOTHING IN YOUR BAG TODAY?'

I learned about a snail and a worm.
Remembered how to take my turn.
Helped a friend when he was stuck.
Learned that water runs off a duck.
Looked at words from left to right.
Agreed to differ, not to fight.
So please don't say -

'DID YOU ONLY PLAY TODAY?'

Yes, mrz, I do like that one as well. Though I am guilty of looking in the book bag every day as soon as I get home.

For me, the best illustration of learning through play has been just watching dd over the last few years - more than enough to convince me.

The more I work in education, the more I believe that the Scandinavians (and others!) have it right starting formal education at 7. Social skills are of paramount importance to academic achievement and IMO, should be explored before formal education starts. Since pre-schools have been 'teaching' mubers or letters, we have noticed that social skills in Foundation and KS1 have dipped.

Play is of paramount importance for collaboration, teamwork, communication, co-operation, sharing, co-ordination, risk-taking....not to mention the learning that takes place (e.g.play with water - learn about what floats and what sinks).

The social skills and spoken language of many of our KS1 children are now so poor that we have made the decision to start forest school. How can we expect children to use connectives and write in sentences if they can't talk to each other effectively?

Stoatsrevenge I agree wholeheartedly without hearing and listening to the spoken word it is very hard for children to get any sort of a grip on reading and writing.