During the Winter of 1998 I prepared a paper-portfolio entitled Bilingual Teaching Through Play. It helped define what I believe about play in the classroom and how it fits into my teaching philosophy and practice. To receive a copy of my reference list and a current play bibliography of the 90's, which includes 196 entries, please e-mail Mrs. Frontera. You can also visit our Jard�n Mundial Early Childhood Store for current titles on this subject.
Beliefs and practices relating to play may vary significantly among different ethnic and cultural groups. Therefore, I recognize that my knowledge of children’s play depicted within this portfolio is local. It is a reflection of specific contexts, in which the play observations have been situated.
As King (1992) has expressed, there are several classroom contexts that influence play: physical, personal, social, and curricular contexts. Moreover, socioeconomic, political, ideological, and cultural contexts also have an impact on classroom play. Trying to provide the reader with some of these contexts, the following list describes relevant aspects of the groups of students I have taught over the years:
Inclusion Preschool level/half-time program
Kindergarten level/half-time and full-time programs
Some Title I students "at risk of educational failure"
Belonging to a Transitional Bilingual Education program
Various levels of English as a second language proficiency
Low socioeconomic community/"working class" parents
Hispanic culture members, mostly Mexican-Americans
Immigrants from both 1st and 2nd generations
II. Teacher’s role during playIn agreement with Meadows & Cashdan (1988), I believe that the traditional free play curriculum should be re-thought. Their suggestions of a social-constructivist model based on tutorial dialogue enables me to scaffold children’s learning through play and teach them how to become problem solvers. This implies a proactive teacher’s role, which allows me to provide appropriate assistance at the right time even in play activities. Logically, some researchers have described this relationship with students as a joint venture. This is part of my philosophy of learning and of the child-centered curriculum I try to provide.
Bergen (1988) voiced that play which lets children choose their learning focus should be included as an essential learning element within a classroom. Similarly, while mentioning that the teacher should be monitoring play and intervening if necessary, Weininger & Daniel (1992) wrote:
- when [children] are permitted to control their play, to
- give it their own structures and to pace it at their own
- energy level, then play is productive and fulfilling, and
- forms the basis for cognitive learning.
As I let students choose, I observe how much time a child stays at one given place, and try to encourage exploration of many different areas of our room. I do not agree with other early childhood professionals that prefer a more romantic perspective on play. This is a teacher hands-off stance, with seldom intervention in children’s play activities.
As Bennett, Wood, & Rogers (1997) had point out, current theoretical perspectives dispute the primacy of the mainly passive role of some early childhood educators in play. Due to the often lack of prior group play experiences of my students, I do feel it is necessary for me to intervene from time to time.
Using the play approaches continuum suggested by Merchant & Brown (1996), I believe I am more in between nondirected and directed play, at the guided play center. Of course, knowing when to intervene is as important as knowing how. A constructivist middle point, in between of hands off (less directive) and direct instruction (more directive), is the one type of intervention I personally prefer. As Smilansky (1990), I support the concept of play tutoring.
Taken from the Early Childhood News magazine
When I'm building in the block room, please don't say I'm "Just Playing".
For you see, I'm learning as I play, about balance and shapes.
Who knows, I may be an architect someday.
When I'm getting all dressed up, setting the table, caring for the babies,
Don't get the idea I'm "Just Playing". For, you see, I'm learning as I play;
I may be a mother or a father someday.
When you see me up to my elbows in paint or standing at an easel, or molding
and shaping clay, Please don't let me hear you say, "He is Just Playing".
For, you see, I'm learning as I play. I'm expressing myself and being creative.
I may be an artist or an inventor someday.
When you see me sitting in a chair "reading" to an imaginary audience,
Please don't laugh and think I'm "Just Playing".
For, you see, I'm learning as I play.
I may be a teacher someday.
When you see me combing the bushes for bugs, or packing my pockets with choice
things I find, Don't pass it off as "Just Play".
For you see, I'm learning as I play.
I may be a scientist someday.
When you see me engrossed in a puzzle or some "plaything" at my school,
Please don't feel the time is wasted in "Play".
For, you see, I'm learning as I play.
I'm learning to solve problems and concentrate.
I may be in business someday.
When you see me cooking or tasting foods,
Please don't think that because I enjoy it, it is "Just Play".
I'm learning to follow direction and see differences.
I may be a cook someday.
When you see me learning to skip, hop, run and move my body,
please don't say I'm "Just Playing".
For, you see, I'm learning as I play.
I'm learning how my body works.
I may be a doctor, nurse or athlete someday.
When you ask me what I've done at school today, and I say, "I Just Played",
Please don't misunderstand me. For you see, I'm learning as I play.
I'm learning to enjoy and be successful in my work. I'm preparing for tomorrow.
Today, I am a child and my work is play.
Updated on 02/06/05
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