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Play: Learning in Motion

Posted by on in Early Childhood
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I read in the Washington Post today about a preschool classroom in Arlington.  In the column, the teacher, Launa Hall, describes her struggles to teach reading skills to preschoolers while feeling guilty about not being able to allow them to play. The Pre-K standards she uses are doable in a play environment, but the mandated curriculum in which they are delivered, as we say in the trade, are not developmentally appropriate. The joy of childhood is a secondary characteristic, not a primary one, in public Pre-K programs. 


In our program, children are given multiple opportunities to construct their own knowledge. During our early morning, late afternoon, and outside times, when we set the environment for learning, they do just that! 


New York City


The picture above is New York City. Several children have been to New York recently, and, have parents who talk WITH their children, rather than down TO them. They come back to school with a fund of knowledge that flashcards and lesson books can't teach. If you look hard enough, you will see the Port Authority, and the Empire State Building. The builders were inspired by each other, and as an impromptu small group demonstrated their knowledge in the block corner. This whole enterprise was preceded by a flurry of drafting in the drawing/writing center. 

Design Team 


Our modeling of drawing, planning, and building all year contributed to this project, but the children did it on their own.



We went on a hayride in October but children are still conspiring to create their own. These girls asked me for rope, but I didn't have any. I was at a loss on how to help them, but one of them "got an idea" and organized a committee to create a "hayride" out of a wagon, scooter and tricycle. They did it themselves, based on their own past experience playing on our playground, and interacting with us and other children.


After the snow, children wanted to create "plows". Here is a picture of their idea:


Snow Plows

The boy on the left has worked out that a Tonka truck with a tire and a seat on it, pushing a shovel, makes an admirable snow plow. The boy on the right is using his friend's idea to make his own plow. Children learn from each other, as well as from adults. Vygotsky explained this many years ago. The children learn within a social network. That network includes each other as well as their teachers! 


Our program is alive with discovery and design. Interactions with adults are frequent, and powerful,but not coercive.We "teach" through setting the stage, following the learners and enabling their ideas with materials and methods. A program for preschoolers needs to be rich in materials, ideas, and loving interactions with knowledgeable adults.Those adults must, daily, discuss among themselves where and how the children are going with their learning, knowing that math, language and science are inherent in children's interests. The children are on their own developmental train riding into the future. We need to climb aboard. 



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Gail teaches Early Childhood Education as an Adjunct Associate Professor for Northern Virginia Community College, one of the largest community college systems in the country. She is a popular trainer in the DC area, leading workshops on such topics as Engaging, Arts-Based and Outdoor Learning, and Guiding Behavior. She is a member of the Virginia Community College Peer Group which collaborates with the Virginia Department of Social Services to train and license childcare professionals throughout the state. Her blog on BAM's EdWords is referenced in several arts websites, and is used in Early Childhood courses throughout Virginia. She is also a member of NAREA, the North American Reggio Emilia Alliance. You can contact her for more information about Professional Development opportunities. 

Gail lives and works in Northern Virginia. Her special interests include arts-integration, play, Reggio Emilia, music and yoga. 

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Guest Thursday, 25 April 2019