Help: What does "play-based" even mean?

[Anonymous]

Anonymous wrote:

Anonymous wrote:Don't fall into the false "play vs learning" bit. Play is a way to learn, or as NAEYC puts it, "Play is a child’s context for learning."

"Children practice and reinforce their learning in multiple areas during play. It gives them a place and a time for learning that cannot be achieved through completing a worksheet. For example, in playing restaurant, children write and draw menus, set prices, take orders, and make out checks. Play provides rich learning opportunities and leads to children’s success and self-esteem." (http://families.naeyc.org/learning-and-development/child-development/10-things-every-parent-should-know-about-play)

That still explains nothing at all about how two teachers manage a class of 16 3 year olds, provide an environment to work on their gross and fine motor skills, ensure introduction to literacy skills, and, above all, a harmonious and positive social-emotional experience where kids feel secure as they grow into socializing with each other.

Not to mention, how does a teacher ensure that kids playing restaurant are actually going to write menus, set prices, and write checks? The teachers can't/won't/shouldn't force them to include this in their play. What the heck is wrong with interspersing short periods of focused academics with longer periods of free play?

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Don't fall into the false "play vs learning" bit. Play is a way to learn, or as NAEYC puts it, "Play is a child’s context for learning."

"Children practice and reinforce their learning in multiple areas during play. It gives them a place and a time for learning that cannot be achieved through completing a worksheet. For example, in playing restaurant, children write and draw menus, set prices, take orders, and make out checks. Play provides rich learning opportunities and leads to children’s success and self-esteem." (http://families.naeyc.org/learning-and-development/child-development/10-things-every-parent-should-know-about-play)

That still explains nothing at all about how two teachers manage a class of 16 3 year olds, provide an environment to work on their gross and fine motor skills, ensure introduction to literacy skills, and, above all, a harmonious and positive social-emotional experience where kids feel secure as they grow into socializing with each other.

Not to mention, how does a teacher ensure that kids playing restaurant are actually going to write menus, set prices, and write checks? The teachers can't/won't/shouldn't force them to include this in their play. What the heck is wrong with interspersing short periods of focused academics with longer periods of free play?

It is wrong to judge children by "success" in academics at that age. And yes, I have seen a red pen being used to correct 3-year-old's "mistake." "Academics" in preschool environment should be about exposing children to letters, numbers, colors, shapes, etc. without pressure of feeling incompetent and failing. Teachers can become very controlling when "academics" are the school's motto. Well, there was a thread recently about preschools pushing reading and writing on younger preschoolers.

[Anonymous]

Why do kids need to be academically prepared for kindergarten? I heard this "kindergarten readiness" phrase at several centers in the Dc area and just don't get it. Kindergarten is the starting point of our public school system. Seriously, if my kid goes to day care/preschool to learn to play with other kids, and reads, counts, and interacts with us at home, what will he be missing?

[Anonymous]

Anonymous wrote:Have any of you ever been to a GOOD play-based preschool?

They do things like practice writing letters with shaving cream, build a dam when part of the playground floods and then float boats through the current, experiment with objects that sink or float etc. My daughter's preschool had someone come in from the White House staff to talk about presidential pets. They invite Native American Indians to the school where they talk about the culture and do a drumming show. They do lots of art projects that help children learn to use scissors and glue. They teach them how to walk in a line, how to listen to a teacher, how to zip their coats. They practice adding with groups of various objects.

It's not just a free for all.

That doesn't sound like "play-based." Those sound like fun, but teacher-directed activities. (Not that there's anything wrong with that - I just don't see how it's "play-based.")

[Anonymous]

Anonymous wrote:Jees, I can't believe the iota the parents on this thread who dismiss play without having ANY clue the role it plays in learning,

I'm not dismissing play and the role it plays in learning. I just think a lot of people talk about "play based preschools" without any idea of what this means in practice when you have a classroom setting. A free for all where the kids do whatever they want? Being given a set of limited stations and materials, eg "choice time"? "Fun" activities like art projects that are teacher-directed but not expressly academic? etc etc.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Don't fall into the false "play vs learning" bit. Play is a way to learn, or as NAEYC puts it, "Play is a child’s context for learning."

"Children practice and reinforce their learning in multiple areas during play. It gives them a place and a time for learning that cannot be achieved through completing a worksheet. For example, in playing restaurant, children write and draw menus, set prices, take orders, and make out checks. Play provides rich learning opportunities and leads to children’s success and self-esteem." (http://families.naeyc.org/learning-and-development/child-development/10-things-every-parent-should-know-about-play)

That still explains nothing at all about how two teachers manage a class of 16 3 year olds, provide an environment to work on their gross and fine motor skills, ensure introduction to literacy skills, and, above all, a harmonious and positive social-emotional experience where kids feel secure as they grow into socializing with each other.

Not to mention, how does a teacher ensure that kids playing restaurant are actually going to write menus, set prices, and write checks? The teachers can't/won't/shouldn't force them to include this in their play. What the heck is wrong with interspersing short periods of focused academics with longer periods of free play?

I agree, although I would expand the notion of "academics" to include more than just literacy, and also gross and fine motor skill activities and music. Many kids *love* that kind of direct instruction anyway, in small doses. Conversely, free play especially for the little ones needs to be carefully overseen to scaffold social and emotional skills, and give the 1:1 interaction that kids that age still need with grownups. Basically like all else in life, it's about balance.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Don't fall into the false "play vs learning" bit. Play is a way to learn, or as NAEYC puts it, "Play is a child’s context for learning."

"Children practice and reinforce their learning in multiple areas during play. It gives them a place and a time for learning that cannot be achieved through completing a worksheet. For example, in playing restaurant, children write and draw menus, set prices, take orders, and make out checks. Play provides rich learning opportunities and leads to children’s success and self-esteem." (http://families.naeyc.org/learning-and-development/child-development/10-things-every-parent-should-know-about-play)

That still explains nothing at all about how two teachers manage a class of 16 3 year olds, provide an environment to work on their gross and fine motor skills, ensure introduction to literacy skills, and, above all, a harmonious and positive social-emotional experience where kids feel secure as they grow into socializing with each other.

Not to mention, how does a teacher ensure that kids playing restaurant are actually going to write menus, set prices, and write checks? The teachers can't/won't/shouldn't force them to include this in their play. What the heck is wrong with interspersing short periods of focused academics with longer periods of free play?

Yes, ideally it is about balance. But if the preschool does not have properly educated/experienced staff, more damage can be done by pushing academics than in a play-based environment. I would steer away from an academic preschool unless I trust the competency of the staff. At least one person in a preschool should have early education credentials, and I know at least one preschool where that is not the case.

I agree, although I would expand the notion of "academics" to include more than just literacy, and also gross and fine motor skill activities and music. Many kids *love* that kind of direct instruction anyway, in small doses. Conversely, free play especially for the little ones needs to be carefully overseen to scaffold social and emotional skills, and give the 1:1 interaction that kids that age still need with grownups. Basically like all else in life, it's about balance.

[Anonymous]

Yes, ideally it is about balance. But if the preschool does not have properly educated/experienced staff, more damage can be done by pushing academics than in a play-based environment. I would steer away from an academic preschool unless I trust the competency of the staff. At least one person in a preschool should have early education credentials, and I know at least one preschool where that is not the case.

[Anonymous]

Anonymous wrote:
Yes, ideally it is about balance. But if the preschool does not have properly educated/experienced staff, more damage can be done by pushing academics than in a play-based environment. I would steer away from an academic preschool unless I trust the competency of the staff. At least one person in a preschool should have early education credentials, and I know at least one preschool where that is not the case.

I actually disagree. My son is at a preschool with no staff with ECE credentials, and it is SO MUCH better in every way than the preschool that had credentialed staff. In a best case scenario, long-time childcare workers without degrees are just good with kids (and, more importantly, managing classrooms competently.) On the other hand, an indexperienced but credentialed teacher can be a nightmare. And pushing "academics" at least means that the staff is engaged with the kids, as opposed to letting them go all lord of the flies.

[Anonymous]

Anonymous wrote:

Anonymous wrote:
Yes, ideally it is about balance. But if the preschool does not have properly educated/experienced staff, more damage can be done by pushing academics than in a play-based environment. I would steer away from an academic preschool unless I trust the competency of the staff. At least one person in a preschool should have early education credentials, and I know at least one preschool where that is not the case.

I actually disagree. My son is at a preschool with no staff with ECE credentials, and it is SO MUCH better in every way than the preschool that had credentialed staff. In a best case scenario, long-time childcare workers without degrees are just good with kids (and, more importantly, managing classrooms competently.) On the other hand, an indexperienced but credentialed teacher can be a nightmare. And pushing "academics" at least means that the staff is engaged with the kids, as opposed to letting them go all lord of the flies.

Of course, it is not 100% one way or the other. Our experience with "academic" preschool was not engagement, more of pushing worksheets and not developing curiosity or learning skills, but drilling children specific assigned tasks, that seemed very inappropriate for preschoolers. We are in a play-based preschool now with staff mostly with no ECE credentials and it is fantastic.

[Anonymous]

Anonymous wrote:

Anonymous wrote:
Yes, ideally it is about balance. But if the preschool does not have properly educated/experienced staff, more damage can be done by pushing academics than in a play-based environment. I would steer away from an academic preschool unless I trust the competency of the staff. At least one person in a preschool should have early education credentials, and I know at least one preschool where that is not the case.

I actually disagree. My son is at a preschool with no staff with ECE credentials, and it is SO MUCH better in every way than the preschool that had credentialed staff. In a best case scenario, long-time childcare workers without degrees are just good with kids (and, more importantly, managing classrooms competently.) On the other hand, an indexperienced but credentialed teacher can be a nightmare. And pushing "academics" at least means that the staff is engaged with the kids, as opposed to letting them go all lord of the flies.

It's pretty hard to be credentialed without supervised exporsure to children--it's required as part of the certification.

Play-based does not mean free-for-all. It means that children learn skills to prepare them for academics through play. The best preparation for academic success when you are talking about the 7-and under set means the ability to follow directions, stay focused, exchange ideas with verbal accuracy, participate in conversation, and acquire fine motor skills (which are correlated with gross motor skills). A teacher who demands that a three year old sit still and write on a sheet of paper is not developing the whole child. Child psychologists observe that children who participate in dramatic play, in particular, are able to develop executive functioning skills compared to children who do not.

[Anonymous]

DC was in an excellent play based K. Children had lots of choice in a sort of framework. They took turns at the morning snack table, were expected to engage each other politely, shared materials, Initiated investigations, had loads of outside time, collaborative and individual art projects, songs, stories and music. Throughout the day, the teachers pulled small groups and did reading and math. The math was largely activity based. They drew pictures and wrote stories, played dress up and engaged in science. If first grade expectations hadn't been pushed down to K (all over these days) I think there would have been less directed reading instruction, but as things were, reading was taught but with good content and no worksheets. This team had an outstanding balance. I could educate my child at home, but I couldn't have provided the excellent group experience. That said, if your pre-school offers a great experience, no reason to change unless you're afraid of missing an intake year in admissions.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:
Yes, ideally it is about balance. But if the preschool does not have properly educated/experienced staff, more damage can be done by pushing academics than in a play-based environment. I would steer away from an academic preschool unless I trust the competency of the staff. At least one person in a preschool should have early education credentials, and I know at least one preschool where that is not the case.

I actually disagree. My son is at a preschool with no staff with ECE credentials, and it is SO MUCH better in every way than the preschool that had credentialed staff. In a best case scenario, long-time childcare workers without degrees are just good with kids (and, more importantly, managing classrooms competently.) On the other hand, an indexperienced but credentialed teacher can be a nightmare. And pushing "academics" at least means that the staff is engaged with the kids, as opposed to letting them go all lord of the flies.

Of course, it is not 100% one way or the other. Our experience with "academic" preschool was not engagement, more of pushing worksheets and not developing curiosity or learning skills, but drilling children specific assigned tasks, that seemed very inappropriate for preschoolers. We are in a play-based preschool now with staff mostly with no ECE credentials and it is fantastic.

I don't even know how you get a room full of young 3 year olds to do worksheets, lol! In the school that didn't work, it wasn't so much worksheets (although there was some of that) as tons expectations for kids to follow rules passively, like circle time, specific art projects, dance classes, science classes, etc.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:
Yes, ideally it is about balance. But if the preschool does not have properly educated/experienced staff, more damage can be done by pushing academics than in a play-based environment. I would steer away from an academic preschool unless I trust the competency of the staff. At least one person in a preschool should have early education credentials, and I know at least one preschool where that is not the case.

I actually disagree. My son is at a preschool with no staff with ECE credentials, and it is SO MUCH better in every way than the preschool that had credentialed staff. In a best case scenario, long-time childcare workers without degrees are just good with kids (and, more importantly, managing classrooms competently.) On the other hand, an indexperienced but credentialed teacher can be a nightmare. And pushing "academics" at least means that the staff is engaged with the kids, as opposed to letting them go all lord of the flies.

It's pretty hard to be credentialed without supervised exporsure to children--it's required as part of the certification.

Play-based does not mean free-for-all. It means that children learn skills to prepare them for academics through play. The best preparation for academic success when you are talking about the 7-and under set means the ability to follow directions, stay focused, exchange ideas with verbal accuracy, participate in conversation, and acquire fine motor skills (which are correlated with gross motor skills). A teacher who demands that a three year old sit still and write on a sheet of paper is not developing the whole child. Child psychologists observe that children who participate in dramatic play, in particular, are able to develop executive functioning skills compared to children who do not.

Trust me, the level of exposure to kids required to work in DCPS schools is really minimal. Any single one of the daycare ladies at our daycare had more experience than the collective ECE staff at our highly regarded DCPS.

Also, nothing of what you describe there sounds like "play." Please explain, in detail, how you teach a room of 16 3 year olds to "follow directions, stay focused, exchange ideas with verbal accuracy, participate in conversation, and acquire fine motor skills" through play.

[Anonymous]

Honestly, it can mean anything goes.

Which means you can have a wonderful teacher and your child will thrive, or you can have an awful teacher and your child will languish.

My two kids went to a great Montessori, but I often say here on DCUM that THE METHOD IS ONLY AS GOOD AS THE TEACHER.
With play-based, you just have a little more sifting to do.