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Why is creativity and play so important? (For teachers and parents)

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Why is creativity and play so important? (For teachers and parents)

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Positive developmental benefits in areas such as : Cognitive, social, physical, and emotional skills

These benefits help our children prepare for : Life skills, creativity, problem-solving, and critical thinking

Creativity and play go hand in hand! For more information on the benefits of play and why it is so important to children and their development see the box labeled what you should know about play!

Developmental milestones during ages 3-5: Gross and fine motor skills are increasing, making sense of words, identifying colors and shapes, start to understand feelings and so much more.

Below I have included a link that goes through all the physical, language, cognitive, and emotional developmental milestones for children ages 3 - 5. Knowing these can help parents and teachers know what to look for and what can be achieved during certain types of play!

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How can you include play in the classroom and still create a safe environment for your students?

Try the Reggio Emilia approach:
This is a child-centered approach for early childhood education. It teaches the educator to embrace student-led play, allowing the environment to represent all learners, including families as our partners, and multiple opportunities for different ways of learning! (A link below is provided for more tips and tricks based on this approach)

Promoting associative and cooperative play in the classroom:
There are multiple ways teachers can promote play within the classroom. Some key factors are setting up activities where social interaction must occur and modeling/instructing interpersonal skills so students can learn the required social skills. (See to the box labeled promoting play in the classroom for strategies to try in your classroom!)

How to create a safe space for play:
Organizing and physically manipulating our classrooms is one of the most helpful things when it comes to creating a safe space for our students to play in. Arranging the classroom so all resources are accessible and so students can be supervised at all times is key. (See to the box labeled creating a safe space for play for more information)

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Twenty years ago, I learned something that changed my life. I was in an undergraduate class, and my mentor and professor shared slides about the schools of Reggio Emilia. At that moment as a teacher in training, I immediately found purpose and passion for what was possible through education.

Twenty years later, I am still as passionate about the Reggio Emilia approach as I was back then. Working in two Reggio-inspired schools and traveling to Italy twice to visit the birthplace of this teaching philosophy have given me opportunities to learn more about what this practice is, and how it looks, feels, and sounds.

Reggio Emilia is a child-centered approach to early childhood education that was developed in a northern Italian town of the same name shortly after World War II, and Reggio-inspired practice is a teacher's and/or school's interpretation of the Reggio Emilia approach. It will look different outside of Italy because the people and culture and history are what make it. That's why we use the phrase "Reggio-inspired practice"-we're inspired by Reggio to support our own context.

Every person and every school that becomes inspired will take various ideas for their own. In fact, any school can learn from this approach.

Reggio Emilia Principles That Other Schools Can Embrace

1. Image of the child: In Reggio Emilia, there is a phrase, "image of the child." It's what we believe about children and is at the center of my work. I believe that all children are capable, competent, and creative.

Tip: Write down three words that you believe about children and tape them somewhere obvious. Use those words to guide the day, the activities, and the environment.

2. Project work: Responding to children's interests helps bring authentic engagement and exploration to life. Project work fosters in-depth studies that the children and teacher(s) are living and learning alongside each other. Listening well, leading with questions, and exploring-using experience, materials, hands-on learning, and integrating content areas-all create opportunities to learn in deeply integrated ways throughout the day.

Tip: Notice what the children are talking about, what they are playing, and if there are patterns or excitement around that topic. Ask what the children already know about that topic, or maybe ask the children what they are curious about. Follow up with questions they have about the topic, and start exploring those questions.

3. 100 languages: In Reggio Emilia, "100 languages" refers to the fact that children learn in many different ways, and it's important to offer multiple opportunities for children to show what they know. It might be through reading, writing, creating a sculpture, painting, or hiking. Having various ways to create and construct offers children multiple ways to learn.

Tip: Ask the children what they like to do. If, for example, you have a lot of children who like to draw, maybe offering experiences with clay, watercolor, or loose parts can engage the children in deeper ways through a medium that excites them.

4. Environment as the third teacher: How does your environment reflect all learners? How does it invoke wonder, beauty, and engagement so that the children feel excited to enter? In Reggio Emilia, "environment as the third teacher" is an idea that allows us to think critically about how we are setting up the environment so that all children can learn.

Tip: The thinking of the children should be on the walls. Put up their math strategies, artwork, and photographs. Put up stories they have written in the book area. All of this shows that you think their work is valuable enough that it should be shared.

5. Teacher as learner: Even though I have been focused on my learning and teaching practices over the last 20 years, I still feel like I am learning something new about Reggio-inspired practice every day. Through reading, collaborating, and thinking alongside the children, I learn more. We, as teachers, should see ourselves as learners and researchers so that we can be in a space of process and active learning.

Tip: Write down what the children say in order to be inspired about what you do. Carry around a clipboard, and write down conversations so that you have a living document that shows you are a learner.

6. Family as partner: We cannot be a school without our families. It's important to value the relationships with families. To be able to know the child well and share that with families makes them feel seen and valued.

Tip: Find the best way to contact three to five families a week: Whether it's by email, phone call, or text, let them know what you see their child doing. Be specific. Be authentic.

7. Documentation: Children share so many ideas and questions. It's important that we, as teachers, document that work and make it visible so that they can see their process of thinking. We can, as observers, assess the process and learning that has taken place during the project.

Tip: Take lots of photographs. Write down students' thoughts. Share the story and the big findings so that the various audiences (children, teachers, families, policy makers) can see the thinking that has happened.

What I have learned through my studies of Reggio-inspired practice is that everything is done with purpose and intention. We should not just do to do, but we should have intent for everything we do with children. Reggio Emilia has given me an opportunity to deepen my understanding of what teaching, learning, and living can look like. Over the years I have been studying it, I have continued to take what I have read, observed, learned, and interpreted for my own context. It's an ongoing process that will forever be my passion.

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7 Ideas From Reggio Emilia That Any Early Childhood Teacher Can Use

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Twenty years ago, I learned something that changed my life. I was in an undergraduate class, and my mentor and professor shared slides about the schools of Reggio Emilia. At that moment as a teacher in training, I immediately found purpose and passion for what was possible through education.

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How to incorporate play in the home:
By using items you already have in the home you can easily provide an endless amount of opportunity for play for your child! The following are examples of play that can be seen in the everyday household and the type of play it includes.

Examples like, playing dress-up, pretend shopping, or caring for baby dolls are all considered pretend play. This allows for children to think abstractly and to develop understanding and life skills.

Puzzels in the home are a great and simple way to increase a child's problem-solving and persistence skills.

There are a lot more ways to support play within the home and below is a link that can provide you with advice on incorporating play within the home!

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How to Support Children's Approaches to Learning? Play with Them!

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Curiosity about the world, initiative and problem solving, and focused attention and persistence are just a few approaches to learning that children develop through play.

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Children with disabilities or special needs can thrive in the classroom when the appropriate modifications and adaptations are made for them!

Usually, an appropriate IEP would be provided per student based on their individual needs. However, there are things the teacher can do in the classroom to allow the student to participate in classroom play and activities.

Things that can be modified or adapted:

Environment - alterations can be made to the physical and social environment for students

Materials - modifying the play and or activity materials so they can be manipulated by the student. Also, making sure the content is provided at the appropriate developmental level for the student. Providing different forms of materials as well would be helpful (visuals, auditory, verbal directions)

Simplifying activities - breaking them down into parts and reducing the number of steps or directions for play and activities.

More ideas can be given in the website provided below to help students with disabilities in the classroom!

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Most common types of play seen with ages 3-5:

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Most common types of play seen with ages 3-5:

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Risky play: When students have the opportunity to learn through exploring their surrounding environment. They use their minds, senses, and body during this play. Children bush natural boundaries and do things without the help from an adult. Since risky play however does come with the potential risk of danger there is an article provided to help parents and teachers learn how to facilitate risky play. (See to the box labeled facilitating risky play for more information)

associative play: When students are engaged with one another during their own play. Students are not working together towards a common goal but are playing side by side where social interaction is included. (See box labeled promoting play in the classroom for ideas and benefits on associative play)

cooperative play: When students play and work together towards a common goal. This type of play has a purpose. To achieve this type of play students will need collaboration and cooperative skills. (See box labeled promoting play in the classroom for ideas and benefits on cooperative play)

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How to Facilitate Risky Play in the Classroom

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Risky play is important to a child’s development, but is it a risk that your center is prepared to take? Here’s how to facilitate safe risky play.

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What you should know as a parent about play

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What you should know as a parent about play

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10 Things Every Parent Should Know About Play

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Oftentimes, children's play is more than what meets the eye. Read this article for ten great facts about your child and play!

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17, P., Louis, P., Knechel, P., & Simon, P. (2019, July 08). How to facilitate risky play in the classroom. Retrieved March 30, 2021, from https://blog.himama.com/how-to-facilitate-risky-play/

Bucher, A. (2020, December 22). 7 ideas From Reggio Emilia that any early Childhood teacher can use. Retrieved March 30, 2021, from https://www.edutopia.org/article/7-ideas-reggio-emilia-any-early-childhood-teacher-can-use?gclid=Cj0KCQjw9YWDBhDyARIsADt6sGbYMZWmI6Ckc1A8hjwiY6H04LKQzZiDAK2GUsK3uypYzeCkPN_xReEaAr6TEALw_wcB

Creating a safe classroom environment. (n.d.). Retrieved March 30, 2021, from https://www.educationworld.com/a_curr/creating-safe-classroom-environment-climate.shtml

Developmental benefits of play for children. (n.d.). Retrieved March 30, 2021, from    https://www.tandfonline.com/doi/abs/10.1080/00222216.1990.11969821

Promoting associative and Cooperative interactions. (2018, September 17). Retrieved March 30, 2021, from https://my.vanderbilt.edu/mnpspartnership/magic8/associative-and-cooperative-interactions/

NAEYC. (n.d.). Retrieved March 30, 2021, from https://www.naeyc.org/our-work/families/10-things-every-parent-play

NAEYC. (n.d.). Retrieved March 30, 2021, from https://www.naeyc.org/our-work/families/support-learning-with-play

Sandall, S. R. (2003, May). Play Modifications for Children with Disabilities. Retrieved from https://qualitystartoc.org/Documents/Play%20Modifications%20for%20Children%20with%20Disabilities.pdf

The 6 stages of how kids learn to play: Child development. (2020, November 24). Retrieved March 30, 2021, from https://pathways.org/kids-learn-play-6-stages-play-development/

University of Pittsburgh Office of Child Development. (n.d.). Developmental milestones: 3-5 years. https://www.mcesc.org/docs/building/3/27758_ocd_dm_3-5.pdf?id=1564

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Metro Nashville Public Schools Pre-K Partnership Project

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Parten's Stages of Developmental Play

Children's interactions can be determined in part by preference, in part by developmental competence, and in part by what is allowed and engineered by the teacher. In 1932, Mildred Parten described types of play among young children as being solitary (i.e., alone), parallel, associative, or cooperative in nature, and these categories are still widely used.

Children who are playing alone may be in proximity to others, but they have unique materials and are not interacting with other children, or if they are interacting, the interactions are not related to the tasks at hand. Parallel learning occurs when children are using similar materials or engaging in a similar learning activity, but each is working independently. Associative interactions occur when children are sharing materials and interacting, but there is no distinguishable goal for the group. Cooperative play-the most complex of these social interactions-involves children working together with some sort of shared goal, rules, and/or organization.

Benefits of Associative and Cooperative Interactions

Associative and Cooperative interactions require children to communicate and work with peers, to monitor their own behavior and to adapt to the needs and expectations of others to accomplish a certain task. Thus, associative and cooperative play can have positive effects on children's language development, self-regulation development, and their level of involvement in classroom activities.

Across the first two years of data from MNPS ELC classrooms, children who participated more frequently in social learning interactions demonstrated larger gains in mathematics, self-regulation, and letter knowledge. In a previous PRI study, preschoolers' participation in these socially complex learning interactions predicted greater social competence and fewer problem behaviors in first grade (Spivak & Farran, 2016).

Strategies for Promoting Associative and Cooperative Interactions in the Classroom
Set up spaces and activities to encourage interaction between children

Open fewer centers during free play ("We need a lot of people to run our pizzeria today!")

Encourage partner work and discussion ("I wonder what kind of house you could make if you put these different materials together!")

Limit similar materials and encourage sharing ("It looks like we only have one geo board today. I wonder if you two could work together to make interesting shapes.")

Suggest different roles for contributing to an activity ("For this activity we need a counter, a checker, and a recorder.")

Model and instruct interpersonal skills required for social learning interactions

Teach respectful talking and listening skills ("You and your partner both have very important ideas to share. How do we show someone we are listening?")

Give feedback when things are going well, and encourage children to express how they are feeling when these interactions don't go as planned

Demonstrate rules and turn-taking when introducing formal games

Examples of Associative & Cooperative Learning Interactions LEARN MORE ABOUT THE MAGIC 8 PROFESSIONAL DEVELOPMENT SERIES
RELATED TOPICS: positive classroom climate, sequential activities, listening to children, engagement in learning

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Children's interactions can be determined in part by preference, in part by developmental competence, and in part by what is allowed and engineered by the teacher. In 1932, Mildred Parten described types of play among young children as being solitary (i.e., alone), parallel, associative, or cooperative in nature, and these categories are still widely used.