Learning through Play

Before my life as a Kindermusik teacher (and mom), I was a classroom teacher. While completing my education training in college, my favorite classes were child psychology classes. I love learning and thinking about how children learn, how their minds work, and ways we can support and influence their development.

So, imagine my delight when I found this article from the NY Times: Can the Right Kinds of Play Teach Self-Control? . The article discusses a new application of the work of a child psychologist named Lev Vygotsky who theorized that children learn through social interaction, culture, and interaction with others. He used the term "social cognition" to explain this learning through culture. In several schools, pre-Kindergarten and Kindergarten classrooms are using his "Tools of the Mind" curriculum, classroom design, and classroom management to help "teach" children self-control.

Several things jumped out at me as I read the article:
* A child's "executive function" (ability to control their emotional and cognitive impulses) is "a remarkably strong indicator of both short-term and long-term success, academic and otherwise. In some studies, self-regulation skills have been shown to predict academic achievement more reliably than I.Q. tests." (Did you just say "Wow"? I sure did when I read it.)

* With basic practice, children (and adults) can be taught to better control their emotional and cognitive impulses, but the success of these methods is tricky. Researchers have spent years trying to find a reliable method to teach self-regulation and self-control that truly has a lasting impact on a child's executive function.

* One of the best methods found for practicing executive function? Prolonged sessions of imaginative play where children are imitating roles and expanding their play over a period of time.

As I read the article, I was so proud to be a Kindermusik teacher. Read the article. You'll find yourself thinking, "Oh. My child does THAT in Kindermusik." "My educator reminds me about this when we're doing start/stop activities." Here are just a few examples of ways that Kindermusik embraces this learning theory:

* Imagine That! is a 15-week extended imaginative play session revolving around a central theme. Each week, we revisit a play scheme, expand, practice, adapt, problem solve, and learn together. From Josh and Katie at Grasshopper Park waiting patiently to play on the playground, to pretending to see and hear different things from our imaginary tree house, imaginary play is carefully crafted and encouraged in class. Further practice and expansion of class play can be achieved through use of home materials, allowing parents to participate in the play.

* Another key in Vygotsky's theory is the idea of.....wait for it.......SCAFFOLDING. Yep. That instrument exploration you share in Our Time classes? It's all Vygotsky. He theorized that children have a "zone of proximal development". This is how he described the important connection between what a child can do independently (level of actual development) and what they can do with help from an adult or older child (proximal development). By scaffolding, parents and caregivers are expanding the number of "problems" a child can solve by supporting the new ideas. As a child has more experience in his or her proximal zone, his or her actual development will increase.

The article is very interesting not only for possible classroom outcomes as children enter preschool and Kindergarten, but for parents of young children. Enjoy and encourage their pretend play. You will help them develop far more than just their imaginations.

Posted by Miss Heather who wonders if you've pretended anything wonderful today?