Play

After visiting Switzerland in the early spring to observe outdoor schooling and additional private schools, I was surprised to see how much free play or opened-ended exploration was utilized in pre-kindergarten and kindergarten classrooms. I decided to incorporate play within my own classroom on a more frequent basis. Here is what I found:

Some may think that play time for students equals less work for teachers. If so, I found this to be quite false. My students have required more attention during this time than any other "academic" time of the day. Social behaviors are more pronounced and teacher support was required. Because I am not choosing where my students play or with whom they play with, problems or situations arose where my attention was needed.

I found that students initially needed my help during many aspects of their play. Some challenges included: helping students find play partners (some said they had "no one to play with"), or games to play (as in, "There is nothing to do/ I am bored."). When play partners or items were found, sharing became a focus (for example, how to share items/how to compromise with certain, more "coveted", toys), and how to solve problems with other classmates when friends were not sharing. Students needed reminders on how to clean up after their play and also how to properly care for the play items in the room (stacking games and making sure all proper game pieces were inside of their box/ wiping the chalkboards down after using the chalk, reporting broken or missing items to a teacher if noticed, for example).

I had to decide what the penalties would be of the class if proper care of toys was not being met or if conflicts arose. For example, one week there seemed to be quite a battle over the blocks. Although amazing towers were being built and the peace table was being utilized frequently, not all blocks were being shared and the same conflicts were arising (It sounded like this: "Insert student's name here- is using all of the blocks and will not share/ "They knocked down my tower without asking."). In the end, I had to take privelige of the blocks away for a morning play session. I thought this may be too tough, but later realized it was one of the best choices ever, as these same students were branching out to use other toys and began spending time with different students in the room. I am happy to say that all "block arguments" were seemingly resolved in one day!

After these initial points had been addressed, the goal of play changed, as I wanted the students to not only become more independent in the play choices they were making- partners they were playing with, games they were choosing to play- but also more independent in their own problem-solving strategies. If a student came to me with an initial frustration, I would guide them through their frustrations by- offering them choices (such as, if a student was upset I might help them address their frustrations to a friend verbally and would be by their side for additional support, help them find another toy or friend with which to play, etc). Later I would remind students of the choices they could make without being such a driving force.


After a few weeks of play, I am now proud to say that my class has matured in their understanding of play and their friends. Just last week I was taking it all in from my seat and decided to snap a few photos of some beaming students.

I am so proud of you, 6D! Keep up the great work!