"In my mind, exactly the opposite is needed: Instead of making kindergarten like the rest of school, we need to make the rest of school (indeed, the rest of life) more like kindergarten" (Resnick, p. 1).
I absolutely agree with this statement. In kindergarten learning is about your imagination and creativity; experimenting with ideas and life. As students progress through the educational system, learning tends to shift and becomes more about guidelines, societal expectations, and content. Although both focuses are valuable to the learning processes, the conformity of the higher grade levels can sometimes stifle the creative thinking processes. The kindergarten style of learning allows for more of a thinking outside the box approach; with greater freedom of expression.
Quote two:
"I believe that digital technologies, if properly designed and supported, can extend the kindergarten approach, so that learners of all ages can continue to learn in the kindergarten style – and, in the process, continue to develop as creative thinkers" (Resnick, p. 2).
I firmly agree with the idea that digital technologies can help to promote creative thinking, as well as the kindergarten style of learning. It goes back to the basic rule of, everyone enjoys playing a game of some form. Because all individuals learn differently, obviously we are not all going to want to play the same activity, or the same game. Digital technologies are great because they adapt to individuals of all ages, as well as all forms of learning. Play, in most instances, relates directly back to childhood, but games that are designed to promote creative thinking can be useful for all grades and styles; not just the kindergarten level.
Quote three:
"But as children grow older, educators and parents often talk about play dismissively, referring to activities as “just play,” as if play is separate and even in opposition to learning" (Resnick, p. 3).
I find it frustrating that parents and educators talk dismissively about play. Play is learning at its finest, most innocent level. I am thirty one years old and I still learn form play; I learn new things from playing with my daughter everyday. Whether it be old fashioned exploring the woods in the summer, playing traditional games around the table, or playing video games, play is a basic foundation of learning. Famous researchers Piaget, Vygotsky, Parten, and Smilansky support play as an educational resource; it should definitely be viewed as a more positive and resourceful element of the learning and developmental processes.
Resourceful link:
For my link I chose the article Playing to Learn because it discusses the role of play in learning and development. Research indicates that play nurtures thinking and social development skills, as well as expands the imagination. It is through play that children come to know the world and understand how we live and function in it. Play promotes full range thinking, interaction processes, and experimentation; all factors which contribute to learning. Like video gaming, play is commonly viewed as a frivolous and useless form of entertainment, but in all actuality it is a fantastic educational tool.
Resnick, Mitchel. (n.d.) All I Really Need to Know (About Creative Thinking) I Learned (By Studying How Children Learn) in Kindergarten. Cambridge, MA: (n.p).
Lora,
ReplyDeleteI chose the same quote about play being treated as not learning by parents an educators as children get older. I believe it is the pressure of teaching content (cramming everything in), which makes some believe that imagination and creativity have no place. Do you think that some parents want their children perceived as being "adult-like" quickly, so play is trivial? I'm on your "page" about playing games with family, we learn something new all the time.
I'm glad you made connections between the concept of play and educational theory! I firmly believe that pushing students to learn to read at younger ages has negative consequence for literacy development. Forcing children to read before they are developmentally ready creates negative feedback loops, poor self-esteem, and negative attitudes about school. It is well known that countries with the highest literacy rates do not formally begin to teach reading until children are 7-8 years old. Recent brain research shows some children are not ready until they are 10-11. The belief that earlier, faster and more will improve our education system is firmly rooted in the public consciousness. As educators we need to work to change that!
ReplyDeleteI also find it frustrating that parents and educators talk about play in that way. I am a band director, and the approach to learning music that I find the most successful is when they are playing their instruments. Granted that is a different type of play than what is being discussed, but it is a type of creative expression done through a medium other than reading and listening to a lecture.
ReplyDeleteI liked the quote you chose about play being talked about dismissively. It makes me wonder, what kind of educational background do the people in charge of creating our curriculum have? Did they not learn about the theorists like Piaget and Vygotsky as we did? Play was always a big part in children's learning and not it seems as if there is not enough time for them to do this. Learning is taught in a more structured way.
ReplyDeleteI picked the same quote about dismissing play and agree with you that play takes a back seat as the child grows older. I almost picked the same quote about learning as a 5 year old. There are many different research projects conducted on how students learn but connections are not always made on how they continue to learn in the same fashion as they build on their foundations and expand their learning capabilities. I am older than you and still like to play and think our youth have lost some of the enjoyment of play.
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