A week ago I had the tremendous pleasure of being a keynote speaker at Arkansas State University’s ECE conference. I met some absolutely wonderful people there and had a fantastic experience getting to know many people and seeing childhood from their eyes.
One such encounter that has had me thinking ever since, was with a woman named Janice. After my address on the importance of purposeful, yet playful, learning environments she talked with me for a moment about her own experience teaching similar concepts to other teachers.
In our conversation, she mentioned that she would regularly ask her group, “If not YOU, then who?”
She’s exactly right.
If those planning the activities — the teachers and the parents — can’t explain the purposes and developmental objectives of those activities, then who can? How can they be more than “just cute” if the ones implementing them can’t identify the purpose?
But more than that, if those same professionals and parents can’t point out the educational and developmental purposes of play-based learning in general, then who will?
It’s not just about professionalism and preserving your job. It may be about preserving childhood all together.
There are many, who I choose to believe are well-intentioned but poorly informed, who are eagerly pushing curriculum further and further down the ladder. They’re removing play in the name of expediency and efficiency, and creating demands upon teachers and children that are not in sync with developmentally appropriate practice or best pedagogical practices.
Who will help them to understand what childhood is really about? Who will help them see how children are meant to grow, develop, and learn? Who will protect children and childhood?
If not YOU, then who?
I’ll confess. I’m not one for confrontation. But standing up for children and for childhood doesn’t have to drive you to the capitol steps with protest signs in hand. (Though you’re certainly welcome, if that’s your cup of tea.) There are simple, everyday ways you can make your voice heard.
Start Where You Are
One of the most powerful things you can do is to simply start within your own sphere of influence. If you’re a parent, do what you can to protect and encourage play-based learning in your own home. Volunteer in the classroom and be actively involved in your school. If you’re an early childhood educator, continue to commit yourself to incorporating play-based learning in your classroom in whatever ways you can. You can’t change everything all at once, but what you do day by day really does make a difference.
Educate
People who know better tend to do better. So learn what you can and share what you know with parents, teachers, administrators, and policymakers. Maybe it’s as simple as emphasizing the developmental benefits of the play activities you have in your lesson plan so that parents become aware of the value of play-based learning. Perhaps you can share an article with a parent, an administrator, or a teacher. Maybe it’s just showing up at council meetings to share your voice at the decision-making table. Or write a letter to your policymakers to ask that they consider your concerns when they approach the decision-making table. Do what you can, where you are, to be a voice for childhood.
Wondering where to start? Here are some great esources to read and share:
On Developmentally Appropriate Practice (And Why We Don’t Push Kids Down the Stairs) {NJC} (Read the whole series!)
Play and Children’s Learning {NAEYC}
Crisis in the Kindergarten: Why Children Need Play in School {Alliance for Childhood}
The Neuroscience Behind Stress and Learning {Judy Willis, MD, MEd, for Edutopia}
The Play Deficit {Peter Gray, PhD, for Aeon Magazine}
If not YOU, then WHO? If those who are most passionate about children, play, and developmental learning don’t stand up for childhood, then who will?
What are the ways that YOU stand up for children and childhood?
I just had a parent ask me the other day if since my daughter is “ahead” if I do anything differently so she’ll reach her “full potential” (she’s 4). I explained that I let her play a lot, we read a lot and I watch the magic happen…how play and reading are just what a kid needs whether they are “ahead” or not. And how I think it’s important to foster the love of learning. And what better way to do that than through play? But I think it’s interesting that we (and I fall into this trap sometimes too) are so concerned about a kid reaching their “full potential” and that almost always means pushing them into something more structured.
Oh what memories this brings back! My father was a professor of politcal science for nearly twenty years at Arkansas State University. I am a proud ASU alum (1993), as are my brother and sister. I now have a 9 month old baby and reading your article makes me feel as though I’ve come full circle. Thank you for your work and research. Growing up at ASU I met and socialized with many of the early childhood education professors and their children. My husband’s job has brought us to live in Saudi Arabia (going on year 5), and access to American baby/toddler learning products is limited. Nevertheless, I do my best to provide structure and teach language skills (we’re bilingual!). So, thanks again for speaking at my alma mater. Reading this article brought joy to my day!
How fun! It really is a small world sometimes, isn’t it? It was such a pleasure to be at ASU! Best of luck in your international adventures!
Amen! and Amen!! This was one of the largest reasons I chose to do half day kindergarten for my son, even though they do full day here in Indiana.
I admit, when I went in to talk with the principal I went armed to the teeth with research to quote and prepped for battle- and didn’t use a single thing of it. She was very supportive and all it took was asking, which is possibly more common than we realize. Frankly, they just seemed happy to have a parent that was involved and intentional with their child’s education.
The next thing I’d like to talk to her about is a natural play ground for the kids and working with the community to make that an inexpensive project (contractor cast offs, perhaps?). But, baby steps. We’ll get this going and go from there 🙂
Thanks for the well written article. Honestly, your articles have been what spurs me to act on what I believe.
Thanks so much for your example in being an advocate, Andrea! I’ve learned a lot for you as well!
Loved this piece and positive play is important for us all. Thanks for coming to play here at the ranch. ? Love ya, Mom
Thanks, Mom! We all enjoyed getting to play with you!
We all play a role in revealing the full potentials of our children. It’s not a game of pinpointing the one who should get involve and take their part because each of us can do something. I really enjoyed reading your post. Thanks for sharing!
“We all play a role in revealing the full potentials of our children. It’s not a game of pinpointing the one who should get involve and take their part because each of us can do something.” So true! Thanks for adding!
Thank you so much for saying what needs to be said.
Being actively involved in Thailand’s education industry, I can say that this whole current of thought about what childhood is and should be needs to be spread. Couldn’t agree more with your opinion, the play-based KG approach is the way to go. The IB’s PYP Program is great, so is the Teaching Strategies Creative Curriculum for that matter. Here many people seem obsessed with forcing 2 year olds to hold a pencil and do worksheet after worksheet… when there is not enough time to complete the insane amount of books prescribed by the disconnected administrator (who bows to the pressure of “uninformed but well-intentioned” parents), the solution is simple: cut the playtime.
Lecturing preschool children and forcing them into an elementary school situation before they are ready accomplishes nothing other than crushing their spirit. Parents and rookie teachers may be ecstatic about their small children memorizing what 2+2 is or being able to hold a pencil, but this all happens at the expense of something else. The children grow to be socially impaired (severely), their motor skills are also highly under where they “should” be.
Thank you for your article, I will spread it like wildfire.
“But this all happens at the expense of something else” — This is one of the main points I think many people miss. It isn’t that these “advanced” tasks are always bad in and of themselves, it’s that they’re coming out of order, pushing out the REAL work that needs to be done in those early years. Thank you for your advocacy! Keep up the good work!