Play is really the work of childhood.
FRED ROGERS
FEW COULD DENY THAT PLAY IS A HEALTHY, AND ESSENTIAL, ASPECT OF DEVELOPMENT IN T H E E A R L Y Y E A R S . In fact, studies
show that without ample opportunity for play, cognitive development is actually deterred in a growing mind. Kenneth Ginsberg of the American Academy of Pediatrics writes that, “Play is essential to development…allow[ing] children to use their creativity while developing their imagination, dexterity, and physical, cognitive, and emotional strength.” While play has often been marginalized in educational systems that focus on teaching specific academic skills and preparing children for standardized tests,
The Playful Learning Child
decades of research and long-term studies point to the developmental dangers of this approach. A well-balanced early education rooted in the cognitive and social benefits of play is far more likely to prepare young students for the academic and collaborative demands of elementary, middle, and secondary school, as well as college, career, and life. In our last issue of the Peck News, we explored the methodology of design thinking and how its principles were infusing the curriculum and pedagogy of The Peck School. In this issue, we focus on the power of play—not so much as an aspect of the academic program, but as an ethos that permeates our approach to learning.
Childhood Honored At Peck, we honor childhood and we do everything in our power to ensure our students can remain children for just a little bit longer. Play is a powerful tool and a critical driver in the acquisition of a lifelong love of learning. Play also sets the tone for a continuum of joyful learning throughout the Kindergarten to eighth grade experience. Making time for play
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gives growing minds the opportunity to acquire
PRETENCE/SOCIO-DRAMATIC PLAY:
essential social and emotional skills, and develop
Here, children are required to follow the social
a foundation for resilience and self-sufficiency.
rules dictated by a “part” or character. This can be informal and self-imposed or structured
When play is part of a carefully balanced
through a scripted work. Studies show that this
program, from recess to sports to the classroom,
type of play has an impact on self-regulation, self-
students encounter learning in a unique and
restraint, and improved social responsibility, as
indelible way. So, how do we define play, what
well as a close association with the development
are its components, and how do the various types
of cognitive, social, and academic abilities. On the
of play serve developmental purposes?
theatrical stage, the Kindergarten plays, winter musicals, drama arts elective, and eighth-grade
In his report entitled “The Importance of Play,”
plays are just a few opportunities for students to
University of Cambridge professor Dr. David
empathize and assume other characters.
Whitebread divides play into five general categories:
G A M E S W I T H R U L E S : At the younger
ages, these include physical games such as hide
P H Y S I C A L O R E X E R C I S E P L A Y : This
form of play leads to the improvement of motor
Physical or exercise play: the Gaga Pit
Pretence/socio-dramatic play: Winter Musical
skills, independence, resourcefulness, and self-
and seek, but as children mature, they develop into more intellectual games such as board and card games, electronic or computer games, and
regulation. Look no further than Peck’s Gaga Pit at recess for the ultimate example!
sporting games. While participating, students are
P L A Y W I T H O B J E C T S : This more
as sharing, waiting your turn, empathizing, and
exploratory form of play leads to the
so forth. Learning through structured games
development of thinking, reasoning, and problem
is a common tool at Peck from Kindergarten
solving skills. When it involves construction and
upwards—from classroom board games, to coding
problem solving skills, play with objects is also
and robotics in the tech lab, to sports classes.
learning a variety of essential social skills such
associated with the cultivation of perseverance
In recent times, much of the national
and a positive attitude towards challenge. While
conversation about public education questions
the Kindergarten Makerspace includes objects
the role of play in a school day. It is not
galore for tinkering and building, the seventh-
uncommon to see some schools scaling
and eighth-grade Latin program challenges students to engineer their own 3D-printed models of ancient buildings and act as city
back the amount of free playtime afforded Play with objects: Ancient Roman Cities
students as they strive to meet national educational standards. Certainly, powerful
planners in Mr. Harvard’s “gamified” classroom.
learning can happen at a desk—but the evidence for incorporating play in learning is so
S Y M B O L I C P L A Y : Play with language, music,
compelling that a school without play at all, is a
art, numeracy, and other symbolic forms allows
school without one of the best tools to promote
children to reflect upon their experiences, ideas,
cognitive development.
and emotions. This type of play is also critical in the development of literacy skills and confidence with formal mathematics. From art and music
Games with rules: Robotics
classrooms to grade-level presentations, Peck students find outlets for creative, playful expression on a regular basis.
Symbolic play: Art Class
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