FYI BEAUMONT
| May 2016
www.beaumont.ab.ca/fcss
CALENDAR OF EVENTS
Main Feature
MAY
It is almost impossible to give a clear
the table, but, it is done for our own sake.
and concise definition of the word play
We do it voluntarily because it makes us
because there are so many variations of
feel good when we don’t have to worry
play. What one person defines as play
about time. As a matter of fact, if we are
May 1 – 7
may be very different than what play is
fully engaged we don’t even worry if we
Emergency Preparedness
to another and yet play is universal and
look good or not! Equally important is that
Week
necessary to all. Webster’s Dictionary
when we play we do it without preparation
defines play as: “to move lightly, rapidly,
and we do so with whatever is at hand. Not
etc.: to engage in recreation: to take part
only that, we want to keep doing it!
May 1 – 7 Mental Health Week
May 1 – 7 Hospice Palliative Care Week;
Play! What is it and What are the Benefits?
in game or sport: to perform on a musical
Play is absolutely essential to every
May 1 – 7
instrument: to give out sounds: to act in a
Hunger Awareness Week
specified way”.
aspect of early development and lays the
May 6th Students Against
Stuart Brown, MD and author of the book
throughout life. It underlies everything from
Drunk Driving Dodgeball
“Play” writes that he doesn’t really use an
physical health and well-being, to social
Tournament at ESBCHS
absolute definition of Play because it’s
competence, emotional maturity, language
varied, preverbal and preconscious. He
and thinking skills and communication skills
does, however give us his ideas of what
and general knowledge. Dr. Jane Hewes
the properties of play are:
who writes, “Let the Children Play: Nature’s
• Apparently purposeless
Answer to Early Learning” states that Play is
also responsible for promoting confidence,
(done for own sake)
foundation for formal learning and success
• Voluntary
creativity, scientific reasoning and abstract
• Inherent attraction
thinking.
• Freedom from time • Diminished consciousness of self • Improvisational potential
Recent neuroscientific research also suggests there are significant benefits from
• Continuation desire
spontaneous free play and that having
So what do those properties mean? Well,
more beneficial. What you play isn’t as
according to Brown, play doesn’t seem to
important as following your child’s lead
have survival value like getting us money
during play time. But most importantly
for paying the rent or putting food on
having fun together is the goal.
an adult engage in the child’s play is even
FYI BEAUMONT
| May 2016
www.beaumont.ab.ca/fcss
Play for Seniors - Play is for Everyone Play is not just for children. In the adult world, play is often in the form of music, drama, novels, dances, celebrations and festivals. It enables adults to attain a higher level of existence, to develop new levels of mastery, imagination and culture. It allows adults to be free within their social structures.
LEGO® SERIOUS PLAY® is a process using bricks designed developed by LEGO ®to bring the creativity and inspiration of play to various community groups. In fact the word LEGO® is a contraction of the Danish phrase “Leg Godt” which means “Play Well”.
Adult play is frequently undertaken with a specific goal in mind such as 1) social bonding; 2) emotional expression, 3) cognitive development; and 4) constructive competition. Stuart Brown, the founder of the National Institute for Play, believes that many adults close themselves off to play because they think they should always be serious and productive.
There are many similarities in the benefits of intergenerational play for children and adults. Some of these include the following: • Flexibility in thinking • Making new connections of meaning • Changing perspectives and solving problems • Learning to adapt and change • Oxygenating and stimulating blood flow to the brain • Experimenting with new roles for self
The opposite of play is not work. According to Stuart Brown, the opposite of play is depression. Play allows us to express joy and connect deeply with what is best in ourselves and others. So why Intergenerational Play Intergenerational play engenders respect for the differences and similarities of each generation’s knowledge, strength and values. During Seniors Week 2016, FCSS will be hosting an intergenerational activity with seniors and children from the Early Learning Childcare Centre using LEGO® bricks.
Research shows that children who play with adults demonstrate greater creativity and higher levels of language and problem solving skills than when playing solely with other children. One of the hardest things to teach kids is how to make it past difficulty or boredom to find fun. Grandparents may take more time to let children express themselves in play to find enjoyment.
Play is for Children Play allows children to express and explore feelings, thought and experiences. They learn to share, to compromise and to respond to others. Children have a built-in play nature. This ability allows them to learn about themselves and the world, stimulates the mind and body, builds bonds, fosters greater imagination and supports all stages of development www.playisforever.com. Play and self-regulation: Imaginative play and free play are incredibly important in helping to develop the ability to self-regulate our impulses, emotions, and attention span. Researcher Laura Berk explains, “Self-regulation predicts effective development in virtually every domain.” Self– regulation isn’t an inborn skill; it is one that is learned over time, through problem-solving, understanding our emotions and proper responses to those emotions. Free play, such as recess, helps to foster these problem solving skills and FYI Beaumont | May 2016
imaginative play can be used to explore our emotions. Joint Storybook Reading: Reading storybooks with preschoolers promotes self-regulation, not just because it fosters language development, but because children’s stories are filled with characters who model effective self-regulatory strategies. Encourage Children to Talk to Themselves: Like adults, children spontaneously speak to themselves to guide and manage their own behavior, children often use self-guiding comments recently picked up from their interactions with adults, demonstrating that they are beginning to apply those strategies to themselves. The takeaway? Giving children play-breaks and making children’s academic lessons more playful, might be a way to enhance kids’ natural capacities for self-motivated learning. Page 2
FYI BEAUMONT
| May 2016
www.beaumont.ab.ca/fcss
FYI Beaumont | May 2016
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FYI BEAUMONT
| May 2016
www.beaumont.ab.ca/fcss
Asset Building Long ago are the days when the kids would be sent outside to just ‘play’, but can your teen still benefit from ‘playtime’? Early Childhood educators and researchers have long recognized the power of play for psychosocial development in children, but why should that stop when we hit thirteen (or thirty)? For many teenagers, ‘play’ has turned into ‘work’. They are ‘playing’-piano, hockey, soccer-by someone else’s rules and structure 5-6 days of the week. Many parents are unsure about letting their teenager have too much free time, but by giving this free time with some loose guidelines it can empower kids to ‘play’ again. When letting your child pursue their interests, think ‘balance’ instead of ‘structure’. There can be room for video games our just ‘hanging out’ in a healthy teenagers life, but balance between ‘play’, school, structured activities and physical, mental and creative activities is the most important factor in having well-rounded interests. Play is also important in helping your teen find their ‘spark’. The Search Institute has identified two important supports that thriving kids have: 1. Knowledge of what their ‘spark’ (an activity or passion that encourages kids to be
their best selves) is;
2. One or more adults who support and encourage this spark. Encourage your teenager to try new things, without making it a chore. Your teen may discover some hidden talents or passion that lies in them which is great! Now you get to play the role of supporter; keeping the ‘spark’ ignited so that your child can benefit with energy, joy and direction in their life. To learn more about Sparks and the 40 Developmental Assets go to www.search-institute.org Brodie Stenhouse
FYI Beaumont | October May 2016 2015
CONTACT FCSS Kim Williston FCSS Director 780-929-1006 Brodie Stenhouse Community Development Coordinator 780-929-1006 Kaylene McKinney Community Development Coordinator 780-929-1006 Jean Collins-Smith Community Development Coordinator 780-929-1006 Linda Mix-Kondratski Youth Outreach Coordinator 780-504-5969 Sarah Fodchuk Youth Centre Supervisor Chantal Bérubé Youth Centre (CBYC) 780-929-5155 Margaret Munchrath Administrative Support 780-929-1006
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