CreativePlay Plus: Ideas in Play and Child Development

Educational systems that are focused on traditional learning, like language arts and math, do not give children struggling in these areas a chance to learn other potential strengths. Children who have strengths in music, dance, theater, and art aren’t necessarily given opportunities during the school day to hone their skills. Most importantly, these children are lacking opportunities to feel good about themselves in ways that arts education can provide. Imagine not having at least a little time during the day to do something you are good at or express yourself in a way you feel comfortable. For children who struggle in traditional classrooms it could be a constant reminder that they are not “good enough.”

Something to consider- think about what arts education really provides. Is it really just downtime during the school day for children to do craft projects or take music lessons? I argue that it’s not.

• Arts education can be a way for children to process, reflect, and organize content in a way that is perhaps more meaningful than traditional learning.
• Arts education also helps children practice higher level thinking like: analysis of information, problem solving, and execution of ideas while also expressing their selves.
• For example, asking a child to make a bird and nest out of clay requires the child to recall a mental picture of what that means to them, attempt to represent this image, and also learn to manage challenges along the way, like birds have feathers but I’m working with clay and not feathers.

Arts education is an important part of school and unfortunately it seems to be less valued than traditional academics.  In what ways does your child’s school allow your child to explore non-traditional academic subjects? Are there things you do at home or extracurricular activities you and your child are involved in to help supplement traditional learning?

The social and cognitive benefits of recess and free play are too important to be ignored. During recess children learn valuable social skills like learning to negotiate with peers in order to keep playing with them.

“I want to play on the monkey bars too.  How about we take turns?”

“You got to choose 4-square yesterday, today let’s play tag, okay?”

“Come play with us! We need more people to play kickball! It will be fun!”

Recess also gives children opportunities to become comfortable with deciding how they want to spend their free time and who they want to spend their time with.

The argument that physical education is a good substitute for recess is not adequately supported. The instructional nature and highly structured time found in physical education classes does not allow children the same sort of free time to explore, be creative, or control how they spend their time with peers, on their terms. Physical education also does not give them the time to practice sophisticated ways to compromise and resolve conflicts.

Dr. Anthony Pelligrini has studied important questions like, does what children do on the playground predict school achievement? In fact, Dr. Pelligrini found that the behavioral measures he developed to observe children at recess actually predicted first grade achievement better than kindergarten test scores.  Meaning, playground behaviors should be considered an important part of child development that could determine academic success of children early on in child education.

How do you feel about the amount of free-play time your children gets at school? Do you agree that play could potentially promote academic success?

Dr. Anthony Pelligrini is a notable scholar of recess and the education system. According to him, recess is disappearing because school administrators are more concerned with increasing instructional time and claim that recess promotes bullying and aggressive behaviors.

The argument that recess is not as developmentally important as instructional time is not well founded. We know from extensive research, that children who are asked to perform a school task are significantly more attentive after recess than when they are deprived of a break. (See our previous posts, A breath of fresh air and More than just a walk in the park)

Moreover, the argument that recess promotes negative interactions between children is also not supported. In a cross-cultural study, conducted by Pelligrini, they found that less than 2% of behaviors observed on playgrounds are physically or verbally aggressive. Additionally, with adequate adult supervision, this rate becomes even lower. We also know that children who are bullied are also bullied at lunch, on buses, in bathrooms, just about anywhere where children are not well monitored by adults. In actuality, lack of adult supervision may more likely be the culprit in creating opportunities for children to be aggressive.

How much time does your school district allot for recess or free play periods? Are your children monitored well during recess? What do you think of this argument? Do you think children are bullied more on the playground than any other setting at school?

Playday is an annual event in the UK that celebrates children’s right to play. On Playday thousands of children and communities will take part in locally organized events across the UK.  While this is a great opportunity for children to get out and play, the Playday campaign raises awareness about serious issues affecting children’s play. For instance, creative play is essential for physical and emotional growth, mental, intellectual and educational development, and for acquiring social and behavioral skills.

Learn more about Playday in the UK.

The recent frigid temperatures may be keeping your kids indoors lately. Since they can’t stay outside long enough to build a snowman, make one indoors!

Our friend Allison at No Time for Flash Cards created an easy snowman craft that is actually a counting and motor skills activity in disguise! In just several steps, your little ones will be practicing their hand-eye coordination and motor skills.

I recently came across a great blog post about the value of creative play featuring an interview with Susan Linn, Director of the Campaign for a Commercial-Free Childhood.  Linn is also the author of The Case for Make Believe: Saving Play in a Commercialized World, which focuses on the notable shift in the way our children play in today’s world.  This book explores how we’ve gone from encouraging imaginative play and engagement in make believe to giving games, toys, and DVDs that lead children into defined role learning and stifling their growth and development.

This post begins with a description of a simple technique Linn used at a workshop dedicated to creative play.  Linn presented several puppets and asked each attendee to describe specific attributes about each character.  The first puppet introduced was an ordinary sock puppet and the final character introduced was Cookie Monster, a beloved character from Sesame Street. The variety of the responses received for the ordinary sock puppet and the limited responses received for Cookie Monster easily proved Linn’s point; we need to give kids open-ended opportunities to play, rather than force certain associations onto them.

In this interview, Linn responds to basic questions that many parents may have asked about before but not received the answers. Questions like, why is television really so “bad” for kids?  How could a few minutes here and there actually negatively affect their development?  She also gives her opinion on the “Mozart Effect,” the theory that classical music can enhance children’s intelligence, and why she believes it is essentially false.  She does however recognize that music is an important part of childhood development.

Linn’s answers are easy to understand, based on research and her own field experiences, and she exhibits true empathy towards parents. The information presented in this post is a valuable reference for parents and caregivers who believe in the power of creative play.

It seems like every time the New Year rolls around, we make resolutions to ourselves.  Lose weight. Stick to a budget.  Get organized.  So often, it seems as if those resolutions just end up falling by the wayside!  Maybe it’s time to make some resolutions that are easier to stick to, more specific, and more realistic so that we may actually accomplish them.  Instead of worrying about that extra 10 pounds, why not resolve to make 2010 the year creative play becomes an important part of life in your home?

Start by taking a look at the toys in your household – are there things the kids have outgrown?  Give them to charity!  Most likely, those toys won’t even be missed.

Next, cast a critical eye at the quality of the toys – can kids learn from and be inspired by them, or are they the types of toys which lead children into specific forms of directed play?  If you’re seeing a lot of things that wouldn’t lend a creative spark to play, put them away!  You don’t have to get rid of them, but take this opportunity to make these toys a “last resort” for an especially snowy or rainy day.

Finally, note what you have around the house that could be used for creative play, and if you haven’t already, start a “prop box” for kids to go to when you hear the words all caregivers dread the most – “I’m bored!”  The box can contain almost anything, from last year’s Halloween costumes, to towels, to stuffed animals, and even your old clothes.  Kids have the creative capacity to be inspired by almost anything, and chances are, your house is a treasure trove of potentially exciting and stimulating props that will allow them to imagine, create, and explore well into the next year, and beyond!

School age kids are all about getting things done. The famous psychologist, Erik Erikson, wrote (famously) that the core of development at this age is the crisis of “industry versus inferiority.”  In other words, children need to feel capable and competent. They need to make things, know things, and master skills. You can plug into this powerful drive when picking out the perfect presents for the kids on your list.

Projects: Children love to have special projects they can create on their own.  For younger children, look for kits that come with instructions. Older and more experienced creators need higher quality materials, and the freedom to follow their creative urges.

• Think about supplies for painting, drawing, candle-making, woodworking, macramé, knitting, assembling electronics, flower arranging, photography, and similar ventures.

Tools for science: Children with a natural curiosity about the world may enjoy a gift that helps them explore and learn about science. For that matter, it’s hard to imagine a child who wouldn’t be curious about nature, given a proper invitation. By invitation, I mean an adult who gets excited about natural things, and gives a child an opportunity to take an interest and learn about the natural world.

• Consider if your child may like a microscope and slides, a telescope, a star map, a gyroscope, binoculars for birding, a starter rock collection, a pick for digging up fossils (or just interesting junk), or a butterfly net.

Lessons: You might have bitter memories of lessons that were forced upon you. But if a child shows urges in an artistic direction, lesions can be joyful and meaningful.

• A child whose feet move with the beat might love dance lessons.

• A child who is always humming tunes may blossom with singing lessons or with a musical instrument.

• The key –and where you have to be a little lucky – is matching the child’s interest with a great teacher.
  • A great teacher doesn’t have to be the best dancer or singer or actor, but he or she does need to have a love for the subject, and a love for children and for helping them grow.

Sports and Athletics: Many children express their drive for growth and accomplishment through sports and athletics. If they’re already into a particular sport, it’s no trick to find new, better equipment for them. If they are not sporty, they might still enjoy an introduction to a new non-competitive activity.

• For the last few months I’ve been giving out 3-lb weights to patients of mine who need an extra nudge to get moving. I tell them they’re for “TV exercises” –a pleasant way to keep moving, build muscles, while mentally vegging out. The kids always seem excited.

You’ll notice that I’m not advocating out and out asking children what they want, but instead making educated guesses based on what you know about their interests and leanings.

If you do ask, most of the boys (and many of the girls) will say that they want the newest video game console or handheld player. I know this, because I’ve asked. And sure, video games aren’t entirely passive, and they do teach children things (some good things and some bad), and they do feed a child’s hunger for competence. But most relate only to a virtual world, drawing a child away from the real one. Things in everyday life become dull and boring, because they can’t compete with the non-stop action (complete with catchy theme music) in the virtual reality. Anyhow, there’s a good chance that some less original Santa will tie a boy around an electronic whiz-box. Let them. You can do better, developmentally speaking.

Around 18-months of age babies start adding words much more quickly — sometimes several in one day. At the same time, they start showing a lot more imagination when they play. They feed their dolls and tuck them into bed. They also become magicians who can transform a wooden block into a car, airplane, telephone, sandwich, or a cup of tea all by pretending!  Symbolic thinking is the great achievement of the toddler years—even more remarkable than walking. Make believe play and language have a strong connection because they both rely on symbols—things that stand for other things.

• Great gifts to help develop language skills and imaginative play abilities: picture books, dolls (for boys as well as girls), plastic animals (make sure these are too big to fit inside a toilet paper  roll, to prevent choking), and best of all simple building blocks that a child’s imagination can turn into anything and everything!

Intentionally not on my list of best toys: electronic talking toys. Why? Because these gizmos are designed to do the work of imagining for the child. Often sold as educational toys, what they really teach children is to expect to be entertained. Young children learn best when they are actively involved in solving problems and creating things. If I could wave my Developmental Santa magic wand and make these developmentally inappropriate toys disappear, I would!

From one to two years of age, children are changing along every dimension. Each developmental change can inspire a “best gift.”  More and more, toddlers are individuals with their own particular joys and wants.

Temperament plays a big role

• Some toddlers love movement and they need toys they can push around, for example, shopping carts, vacuum cleaners, and ride-on-trucks. Other toddlers are content to sit and smell the flowers, like my own favorite children’s book character, Ferdinand the Bull. (If you don’t know Ferdinand, look for The Story of Ferdinand by Munro Leaf.  It’s a treasure).  Little “Ferdinands” need interesting things to play with while sitting in one place.

Strength, Coordination, and Balance

• Push toys, rolling toys, soft balls to kick and throw, a pair of canvas sneakers (Toddlers are always outgrowing their shoes, so don’t waste money on “orthopedic” leather shoes when canvas ones work just as well)

Hand-Eye Coordination

• Peg boards with a toy for hammering or simple puzzles are my top picks. Also, hard to break crayons or non-toxic markers. Toddlers are amazed to find out that when they move one of these objects across a sheet of paper, lines “magically” appear.  Of course, the same amazing effect works on cabinets, tables, and walls so adult supervision is a must!