Play Workshop: Changing Preschool Teachers' Ideas about Play in the Curriculum PDF

Systems to Address Quality Teaching 33 Play Workshop: Changing Preschool Teachers’ Ideas about Play in the Curriculum By Tracey Roden and Susan Szabo P lay has lost its central focus in early childhood curriculum for a variety of reason...

Systems to Address Quality Teaching 33 Play Workshop: Changing Preschool Teachers’ Ideas about Play in the Curriculum By Tracey Roden and Susan Szabo P lay has lost its central focus in early childhood curriculum for a variety of reasons, and many teachers, parents, and policy makers believe play is a waste of time. Thus, play has slowly decreased in the preschool classroom. However, research has shown that play is important to children’s development. The authors discuss a Play Workshop conducted for 18 preschool teachers who learned about the need and purpose of play through experiencing both individual and group play activities. Even though this workshop only lasted 3½ hours, survey results revealed a positive change in these preschool teachers’ beliefs and attitudes toward the importance of play and its place in the preschool curriculum. Play is child’s work and supports physical development, social and emotional development, cognitive development, creativity, imagination, and language and literacy development (Brown & Vaughn, 2009; Caplan & Caplan, 1973, Epstein, 2009; Holdaway, 1970; Ramsey, 2014; Vygotsky, 1978; White, 2012; Wohlwend, 2009). “Play may seem simple, yet it is profound to a child’s development. Play makes learning something that happens naturally and joyfully, when a child laughs and wonders, explores and imagines” (White, 2012, p. 3). Early childhood classrooms are perfect environments for children to engage in play behavior and develop language, social, and cognitive skills through interactions with peers and facilitation by adults. Early childhood programs should provide a fundamental foundation for children’s learning and development and are essential to the future achievement of each child. Instilling this foundation of learning and achievement early in a child’s educational experiences ensures that he or she is more likely to continue to achieve educational success (Bredekamp & Copple, 2009). The National Association for the Education of Young Children (NAEYC) is the leading organization promoting best practices in early childhood. Their extensive body of literature regarding research on play suggests strongly that it helps young children develop in the physical, cognitive, social, emotional, language, and literacy domains. However, the age of accountability has led to high-stakes testing, pushed-down curriculum, and widespread criticism from teachers, parents, and policy makers who believe that play is a waste of time—a frivolous activity with no correlation to academic achievement (Ramsey, 2014; Wohlwend, 2009). These beliefs, as well as policies driven by them, have led to replacement of play with tests to measure academic standards. Thus, even though considerable research shows play is important to the development of the whole child, children are spending less to virtually no time at play (Elkind, 2008; White, 2012).  34 The Delta Kappa Gamma Bulletin: International Journal for Professional Educators Theoretical Framework This study is posited within the play theory, the sociocultural theory, and the cognitive theory (Vygotsky, 1978). Vygotsky believed that cognitive development occurs within social interactions, and, for children, this happens through play. Many researchers have posited that play is critical to a child’s normal development and is how children learn about the world around them, how they learn to think, and how they acquire language (Bruce, 2011; Ginsburg, 2007; Packer, Isenberg, & Guisenberry, 2002; Vygotsky, 1978). Play can be unstructured or structured and planned. Play can be done by oneself or with others. Nevertheless, play helps children to build the appropriate skills to be ready for school (Ashiabi, 2007; Hirsh-Pasek, Golinkoff, Berk, & Singer, 2009). Purpose of Study The authors agree with the research and believe play is important even though it is under siege (Elkind, 2008; Ramsey, 2014; Wohlwend, 2009). However, in order for play to be added effectively to the curriculum, teachers need to believe in the power of play and its impact on the whole child (Nell, Drew, & Bush, 2013). Accordingly, the first author, a doctoral student and early childhood consultant, was asked to develop and present a Play Workshop for 18 preschool teachers serving in a private, urban preschool. This professional development session lasted 3½ hours, and the preschool teachers learned about the need and purpose of play by engaging in both individual free-time active play as well as cooperative play. The Play Workshop had four purposes for teacher participants: 1) to involve them in self-active play to experience its physical, cognitive, social, and emotional benefits; 2) to gain insight into what children experience during play; 3) to translate what they learned from experiences into more effective practices; and 4) to become empowered to narrow the gap between what is known about the importance of play and what is practiced. The authors were curious to see if engaging in these two types of play would change the opinions of these preschool teachers about play so that they would purposefully include more play activities in their preschool classrooms. Tracey Roden has been passionate about reaching and teaching young children for more than 20 years. She has been Center Director for Children’s World Learning Centers in Virginia, a kindergarten teacher in the Dallas Independent School District, and a literacy specialist for Plano ISD. Roden continues to advocate for the advancement of early childhood education. She holds a BA in early childhood and elementary education and an MEd in elementary education and is currently pursuing her doctorate in Curriculum & Instruction. tbernal@ leomail.tamuc.edu Dr. Susan Szabo has been an educator for more than 40 years. She has taught Grades 2-5, been a reading specialist in the public schools, and now teaches reading and social studies at Texas A&M Curriculum-Commerce. Her research interests are varied, but she is passionate in helping teachers understand how to develop the whole child. Szabo is a member of Lambda Chapter in Texas State Organization. [email protected] Systems to Address Quality Teaching 35 Methods The study utilized a pre-postintervention quantitative design. The participants were 18 female preschool teachers ranging in age from 19 to 56 years. Five teachers had more than 10 years of experience teaching preschool-age children. Seven teachers had 5 to 9 years of experience. Four teachers had between 1 to 4 years of experience, and two teachers had less than a year of experience teaching preschool children. Results are not generalizable because the study involved a small sample group from the same school in northeast Texas. Pre- and Postintervention Survey In order to determine if the Play Workshop changed the preschool teachers’ opinions about play, a pre-postintervention survey, developed by the first author using play research, was given to The authors the 18 teachers who attended the workshop. The were curious survey included 12 questions, and the participants responded using a Likert-scale with a response to see if engaging range of 1-5 (strongly disagree to strongly agree). in these two types Workshop Design of play would change The Play Workshop lasted 3½ hours. During the first 45 minutes, the preschool teachers were the opinions asked to play as individuals with materials that of these preschool were found on the tables: beads, buttons, clay, construction paper, clothespins, cork, paint, pipe teachers about play cleaners, plastic lids, Popsicle sticks, ribbon, so that they would string, textured shapes, thread spools, and yarn. At the end of the silent, solo-play period, the purposefully include preschool teachers were asked to reflect on what more play activities they did, what they learned, and what they felt. Their creations were then shared with the whole in their preschool class. Next, the teachers were asked to participate classrooms. in cooperative play with a partner or small group using any and all of the materials found on the tables. This partner-play group also lasted 45 minutes. During this time, the participants had to agree on which materials were used and what was created. At the end of the cooperative play, the preschool teachers were again asked to reflect on what they did, what they learned, and what they felt. Their final pair- creations were then shared with the whole group. Results Even though this workshop only lasted 3½ hours, the survey results (see Table 1) revealed a positive change in these preschool teachers’ beliefs and attitudes toward including play into the curriculum.  36 The Delta Kappa Gamma Bulletin: International Journal for Professional Educators Table 1 Survey Results Number and Percent of Likert Ratings Question 1 2 3 4 5 Play promotes inspiration and Pre 1 (6%) 0 5 (28%) 1 (6%) 11 (60%) develops personal strengths for both children and adults. Post 0 0 3 (17%) 0 15 (83%) Hands-on play, with open- Pre 0 1 (6%) 6 (33%) 3 (17%) 8 (44%) ended materials, connects an individual with earlier times of Post 0 0 3 (17%) 1 (6%) 14 (77%) their lives. 3. Feelings of relaxation, inner Pre 0 2 (11%) 5 (28%) 5 (28%) 33% (6) peace, and remarkable emotion are typical responses to hands- Post 0 0 4 (22%) 1 (6%) 13 (72%) on play for children and adults. 4. Feelings experienced in the Pre 0 0 8 (44%) 4 (22%) 6 (34%) play space often move into the players’ daily lives. Post 0 0 1 (6%) 6 (34%) 11 (60%) 5. Play allows participants to Pre 1 (6%) 0 6 (33%) 3 (17%) 8 (44%) better understand themselves and their world. Post 0 0 4 (22%) 3 (17%) 11 (60%) 6. Play relaxes and focuses the Pre 0 2 (11%) 3 (17%) 6 (33%) 7 (39%) mind for both children and adults. Post 0 1 (6%) 0 2 (11%) 15 (83%) 7. Adults need play to under- Pre 0 0 6 (33%) 2 (11%) 10 (56%) stand its value and role in the learning process. Post 0 0 2 (11%) 4 (22%) 12 (67%) 8. Participating in hands-on Pre 0 0 5 (28%) 3 (17%) 10 (55%) play gives adults insight on how children learn. Post 0 0 2 (11%) 2 (11%) 14 (78%) 9. Using open-ended materials Pre 0 0 6 (33%) 4 (22%) 8 (45%) taps into the basic human need to express thoughts and feeling Post 0 1 (6%) 3 (17%) 1 (6%) 13 (71%) through play. 10. Teachers learn from engag- Pre 0 0 6 (33%) 2 (11%) 10 (56%) ing in play, just as young chil- dren do. Post 0 0 1 (6%) 1 (6%) 16 (88%) Systems to Address Quality Teaching 37 11. Play reduces stress in both Pre 1 (6%) 1 (6%) 3 (16%) 3 (16%) 9 (50%) children and adults. Post 0 0 0 3 (17%) 15 (83%) 12. Play belongs at the core of Pre 2 (12%) 1 (6%) 2 (11%) 3 (16%) 10 (55%) the early childhood classroom. Post 1 (6%) 1 (6%) 0 2 (11%) 14 (77%) Note: 1 – strongly disagree, 2 – disagree, 3 – neutral, 4 – agree, 5 – strongly agree Discussion Even though the sample size was small (n=18) and all the teachers worked in the same preschool building, the results were encouraging. The workshop involved two different types of play. The first was solo play, in which the participants had to “work” on their own, and the second was partner play, in which the participants had to work with a peer or small group. The participants found value in both types of play. One participant stated, “This was so fun! [sic] I liked creating on my own, but I also liked working with a peer.” Another participant stated, “Play time is FUN!! This activity brought me closer to my peers, and I got to learn more about them while playing.” Another participant stated, “I now realize that young children learn both ways, through quiet or solo play and through group play.” Before the workshop, only 10 teachers believed that they could learn in the same manner as young children by engaging in play (Statement 10). However, after the workshop, 16 preschool teachers believed that play could also be beneficial for adults for a number of reasons. This concept is one of the foundational assumptions that supported growth found within several other statements, as many of the participants experienced not only relaxation through reduction of stress and discovery of inner peace (Statements 3 and 11) but also creativity and focus (Statement 6). One participant commented, “The whole process of independent play was very calming. I drew a picture; it was very nice to think about drawing and not worry about anything.” Another participant stated, “Play is very therapeutic. It is very relaxing and lets creative juices thrive.” Before the workshop, only 10 preschool teachers believed that hands-on play gives adults insights into how children learn (Statement 8). However, after the workshop, 14 preschool teachers believed they had gained some insights into how children feel. One participant stated, “This gave me perspective on how the kids feel when it’s time to end an activity when they are not quite ready.” Another participant stated, “I did not want to stop, as my creation was not done yet.” Before the workshop, 10 preschool teachers believed that play belonged at the core of early childhood classrooms (Statement 12). However, after the workshop, 14 believed play was important and should be part of early childhood curriculum. One participant stated, “It would be so great to allow kids to participate in open-ended play together!” Another participant stated,“This was awesome! I wish parents could do this workshop to understand that play is important in their child’s healthy development.” Another participant stated, “I am going to have to put more free time into the schedule so students can explore and create and work/play together.” Conclusion The results of the workshop were encouraging because, in a short 3½ hours, most of these preschool teachers changed their minds and attitudes about the importance of play in 38 The Delta Kappa Gamma Bulletin: International Journal for Professional Educators the curriculum. The age of accountability and high-stakes testing has had a harmful impact on the inclusion of play (Ramsey, 2014; Wohlwend, 2009), and perhaps lack of play has negatively affected both students’ healthy development and their academic achievement. In this busy, crazy world, adults need to slow down and play. Educators and other adults need to model for children that play is an important part of one’s life (Elkind, 2008), as it keeps an individual balanced and healthy. When adults value play, then the magic of play will be exposed, thereby upgrading the value of play so that it can be reinstated into the school curriculum (Nell, Drew, & Bush, 2013). As a result, perhaps children will be more emotionally mature and motivated to tackle the hard work of learning. Perhaps when children learn how to master the intricacies of play, their lives will be more enriched and they will have learned to behave more responsibly. They will have learned to value sincerely the differences found within people so they can meet the challenges and frustrations of life with optimism and creativity. References Ashiabi, G. (2007). Play in the preschool classroom: Its socio-emotional significance and the teacher’s role in play. Early Childhood Education Journal, 35(2), 199-207. Bredekamp, S., & Copple, C. (Eds.). (2009). Developmentally appropriate practice in early childhood programs serving children from birth through age 8. Washington, DC: National Association for the Education of Young Children. Brown, S., & Vaughn, C. (2009). Play: How it shapes the brain, opens the imagination, and invigorates the soul. New York City, NY: Avery. Bruce, T. (2011). Learning through play: For babies, toddlers and young children (2nd ed.). London, UK: Hodder Education. Caplan, F., & Caplan, M. (1973). The power of play. New York City, NY: Doubleday Press. Elkind, D. (2008). Can we play? Retrieved from http://greatergood.berkeley.edu/article/item/can_we_play Epstein, A. (2009). Me, you, us: Social-emotional learning in preschool. Washington, DC: National Association for the Education of Young Children. Ginsburg, K. R. (2007). The importance of play in promoting healthy child development and maintaining strong parent-child bonds. Pediatrics, 119(1), 182-191. Goodman, Y. (1980). The roots of literacy. Claremont Reading Conference Yearbook, 44(1), 1-32. Hirsh-Pasek, K., Golinkoff, R. M., Berk, L. E., & Singer, D. G. (2009). A mandate for playful learning in preschool: Presenting the evidence. New York City, NY: Oxford University Press. Holdaway, D. (1979). The foundations of literacy. Portsmouth, NH: Heinemann. Nell, M., Drew, W., & Bush, D. (2013). From play to practice: Connecting teachers’ play to children’s learning. Washington, DC: National Association for the Education of Young Children. Ramsey, D. (2014). The play deficit disorder crisis: Children’s play in the age of accountability. North Charleston, SC: CreateSpace. Vygotsky, L. (1978). Mind in society: The development of higher psychological processes. Cambridge, MA: Harvard University Press. White, R. (2012). The power of play: A research summary on play and learning. Retrieved from https://www.mcm.org/uploads /MCMResearchSummary.pdf Wohlwend, K. (2009). Squeezed, stretched, and stuck: Teachers defending play-based learning in no-nonsense times. In G. Boldt, P. Salvio, & P. Taubman (Eds.), Classroom life in the age of accountability (pp. 8-16). Retrieved from http://files.eric.ed.gov /fulltext/ED505851.pdf Copyright of Delta Kappa Gamma Bulletin is the property of Delta Kappa Gamma Society International and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use.