Tag Archives: Alliance for Childhood

Research and Play: Looking at Choice Time Centers

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Recently, I was asked if I could create a rubric to help teachers and other educators look critically at Choice Time centers in their classrooms. I didn’t feel entirely comfortable creating a document where teachers used a scale to rate themselves. However, I do think that it might be helpful for teachers and administrators who are new to inquiry-based centers and investigations to have some format for thinking about the why and how of Choice Time centers.

After I finished typing up a “Looking at Choice Time Centers” document, I received two interesting communications. I had shared the document with a kindergarten teacher in Michigan who is very commited to play-based learning so that I might get some helpful ideas and feedback. In her response, she wrote, “About the only thing your missing is a citation for research you used to show that these principles are “research based.” Very soon after that, I received an email from a teacher who asked if I could give her some support in helping families understand the importance of play in her prekindergarten classroom.

I came to realize that the document needed a reference to the research on the importance of play. I think that it’s important for teachers and administrators to be aware of some of the relevant research on young children and play. This is information for them to share with families. There might be a classroom binder containing a range of articles that parents can borrow. Workshops where parents are invited to experience some of the opportunities for explorations in different centers and also meetings where parents get to hear and question guest speakers might create a community that understands and supports play-based learning. I’ve often said that parents want what is best for their children. As educators, we should be helping families understand the research and see educators support children’s social, emotional and intellectual growth through their play.

Do you have articles or references about the importance of play that can be shared with other teachers and parents on this blog? Wouldn’t it be amazing if we all shared one or two of our favorite articles and then there would be a large menu of references for parents and teachers to choose from? Would you consider sharing with our community of readers? How exciting that would be!

Here is the document that I created. Of course just as we are always growing as educators, this document too is a work in progress!
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Looking at Choice Time Centers

 

Before we look at how centers are set up, introduced and functioning, it’s probably important to personally clarify why we have centers in the first place. Here are some possible goals that you might have for your Choice Time centers.

Focus: We want children to become engaged in activities that will encourage extended focus and commitment.

Independence: Children should be able to use materials independently and creatively.

Language Growth: We would like centers to give children opportunities to develop an expanded vocabulary such as, “I’m building a huge tower that reaches all the way to outer space!” or “Look at the snail’s track of slime.”

Literacy: By providing children with appropriate books, paper and writing implements, they will have opportunities to practice emerging skills such as writing prescriptions in the pretend doctor’s office, making signs and maps in the block center, and drawing observations and diagrams in the science center, using books to research different self-portraits in the art center.

Metacognition: We are giving children opportunities to develop greater metacognition. If children were pretending that they were going on an airplane trip, and they were taking on different roles, they would have to consider:  What does the pilot do? What should I do when I get on the plane with my baby? Who will be serving the food and drinks?

Perception and Play: We give children opportunities to explore their world.  Children might use the experience of a trip to the firehouse to transform their pretend center into a fire station, using their memory of the trip, trip sketches and photographs.

Self-Regulation: We want to support children in developing self-regulation such as learning to take turns and to share materials. Children will be sharing in decision-making at centers and will have many opportunities for social interactions that might involve conflict resolution.

Symbolic Behavior: We will give children opportunities to use symbolic and problem-solving strategies such as figuring out how to use chairs, hollow blocks and paper to create an airplane for dramatic play.

   Research:  We base our work on research that highlights the importance of honoring play-   based learning.This information is helpful to share with families who often have anxieties and confusion about the importance of play in school.  ( i.e. “Children from Birth to Five: Academics Versus Play,” policy statement of the Alliance for Childhood (2003); “The Importance of Play in Promoting Healthy Child Development and Maintaining Strong Parent-Child Bonds”, Kenneth R. Ginsburg, MD, MSEd, and the Committee on Communications and the Committee on Psychosocial Aspects of Child and Family Health; ‘Crisis in the Kindergarten: Why Children Need Play in School”, Alliance for Childhood, Almon and Miller.)

 

Growth in Centers

Ask yourself if you see a potential for growth in each center? Look carefully at the centers and see how they might change over the course of time. (i.e. Water Table Center: Begin simply with a water table, move to an exploration of bubbles, floating and sinking, building boats, color mixing, etc.)
Observations, Comments and Goals:
Materials

Are there enough, but not too many, materials in the center to appeal to children with different interests and abilities?  Are the materials appropriate for the explorations being done at a center? For example, if children were being encouraged to carefully observe and draw a snail in the science center, then crayons would be an inappropriate writing implement to use for this activity. If you would like children to begin exploring how to create various lines and colors in the art center,  markers would be an inappropriate material to include at this center because the potential for exploration with this writing and drawing implement is limited.
Observations, Comments and Goals:
Time:  

Do children have enough time for exploration?

Sometimes children need time to “mess around” with materials at a center before becoming engaged and focused.  Once children become engaged and self-directed, they need enough time for their explorations.

Some teachers have children move to a new center after ten or twenty minutes. Children should never be required to rotate from one center to the other during a Choice Time period. This rotation defeats our goal of supporting focus and engagement.
Observations, Comments and Goals:
Choice:

Do children get to choose where they will be playing? Are there enough choices of centers available so that children are not “stuck” with a center that doesn’t engage him/her?

Are children’s suggestions for new centers discussed and, if appropriate, honored?

Observations, Comments and Goals:
Routines

Is there a consistent, predictable structure for Choice Time, such as a short pre-center discussion, extended time at centers, clean up and a share meeting?

Is there a chart that shows all of the choices available, with pictures and labels, so children can see what centers they can choose from?

Are there appropriate numbers of children that can play at each center? This number might be indicated on the choice chart. Consider letting children come up with numbers for centers based on their play experiences. (i.e. If children complain that It was too crowded in the Pretend Center and that there were too many children there, you might suggest “Perhaps this week we can think about whether it would be better to put a number that tells how many children can play there together. Let’s think about that this week and talk about it in a few days.”)

Is there a consistent, not random, method of calling on children to make choices? One idea is to have a list of students on a chart and have a paper clip that is lowered on the chart to a new name each day.

Are clean-up routines clear and consistent?
Observations, Comments and Goals:
Space

Is the allotted space appropriate for each center? Blocks and Dramatic Play need a great deal of space. Science needs a smaller space. Art needs enough table space so that children can work on big projects.

Remember that space for centers should be fluid and will probably change over the course of the year. Some centers might not need much space at the start of the year but at some point in the year will need more space. There might be new centers added and centers taken away either temporarily or permanently. Follow the lead of the children and their play patterns.
Observations, Comments and Goals:
Assessment and Planning

Choice Time observations are qualitative. Observations can inform future work in  a particular center. They also can focus on what children are accomplishing at a center.

It helps to do an observation with a question in mind. Your initial observation notes should be value-free. Only write what you see. Transcripts are helpful. Later in the day you can reread your observations and record your reflections. Think of what you’re learning about the center or the interactions of the children at the center?

You can then use this information to plan your next instructional steps. It might mean introducing new, challenging provocations to the center.

Your next instructional steps will be based on your initial observations and your reflections.
Observations, Comments and Goals:

 

DEFENDING THE EARLY YEARS

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This is the platform for Early Childhood, presented at the Save Our Schools People’s Convention in Washington D.C..

Educators, parents, and anyone with concerns about the education of young children, what are your thoughts about this document?

DEY Early Childhood Platform
Posted on August 13, 2012 by geralyndeyproject
Note: DEY’s Senior Adviser Nancy Carlsson-Paige and our National Advisory Board member Deborah Meier recently presented our early childhood platform at the Save Our Schools People’s Education Convention, where folks were hugely supportive and helped to brainstorm ways to use the platform as we move forward.

Platform for Early Childhood Education

There has been an increasing pushdown of the academic skills to 3, 4 and 5 year olds that used to be associated with 1st – 3rd graders. This results in fewer of the direct play and hands-on experiences that lay the foundations for later academic success. At the same time, there is an increasing over-focus on rote academic skills in the early elementary grades. This includes more and more teacher talk rather than child talk in early childhood classrooms and often involves teacher-led instruction focused largely on memorizing facts and information. Young children need to see facts within meaningful contexts, to invent their own ideas and problems to explore and solve, to share their own solutions. These practices reflect a loss of trust in the intellectual capacities of young children – and an institutionalized crushing of their insatiable love of learning.

We’re forgetting that human beings are, from the moment they are born, experts at learning. Before they enter school, they have already discovered vast worlds of language and knowledge. Human beings are uniquely designed to be makers and creators – artists and craftsmen. And intellectuals.

The majority of early childhood classrooms today are driven by myriad of developmentally inappropriate standards-based tests and check lists that ignore children’s needs, capacities and cultures, and do not honor their uniqueness as learners. This brings great harm to our nation’s children by portraying them as deficient. The heaviest burden falls on those who live in poverty and with the fewest resources. As these trends take hold there has been a dumbing down of teaching and teacher knowledge, which is being increasingly replaced by commercial scripts that can be followed mindlessly. Less prepared teachers who are more willing to follow commercial scripts and manage data are entering the field of early childhood at the same time that increasingly frustrated experienced teachers are leaving. Older mentors who once wisely guided young teachers are fast disappearing.

If one purpose of public education, especially in a democracy, is to develop our capacity to exercise wise judgment when confronted with real world dilemmas, then we need to encourage young children to develop good judgment. They need adult models who demonstrate what exercising judgment is all about and who encourage children to ask questions, apply what they already know to new situations, use their imaginations, and think independently. In classrooms in which skills and knowledge are broken into small skill subsets and factlets and taught directly to kids, such judgment becomes suffocated from the start.

While many of the misguided practices we see in schools today took place in earlier times, especially in the education of poor children, they were not enforced by punitive state and federal policy or driven by frequent, costly, and inappropriate assessment tools, as is the case today—nor begun at such a young age.

What is the answer?
1. Eliminate labeling and ranking of children based on standardized tests. It’s long been known to experts that tests for young children have very low reliability, are dependent on too many random factors, and are impacted by class, race and home culture.

2. Use assessments that are ongoing and evolving and connected closely to observations of children, their development and learning, and to a child-centered curriculum.

3. Provide classrooms where teachers engage in well-thought out and intentional extensions/expansions of children’s play and learning in ways that demonstrate knowledge and respect for each child’s uniqueness.

4. Provide children with literacy experiences that include storytelling, quality children’s literature, and dramatic reenactments that grow out of their experiences rather than activities that isolate and drill discrete skills.

5. See and appreciate what children can do and understand without focusing on learning everything earlier. Offer classrooms where children are not praised, rewarded or criticized because they are slower or faster than others. Research tells us, earlier does not prove to be better.

6. Provide a school environment that respects the language and culture of children and their families, encourages families to take ownership, and insures that their history and experiences are included and valued.

7. Offer school schedules that provide ample time for families and school personnel to meet and work together. Including family members in meaningful ways in the school’s governance structure so that they and children feel their voices are being heard.

8. Realize the critical role of early childhood teachers, whose work is as important as that of those who teach PhD candidates, and compensate them as such. We must reverse the assumption that the younger the children we teach, the less knowledgeable and competent teachers need to be.

9. Implement a school pedagogy that understands that children are intrinsically active learners from the time they are born and that learning happens in and out of a school building in unique ways. Adults don’t need to get children “ready to learn”; they don’t have to reinforce skills and facts stressed in school at home.

10. Provide children and families with access to high quality, affordable child care and after-school care.

What Can We Do?

Take this platform to your neighbor, children’s teachers, parent groups, school board and legislative bodies. As them to support efforts to bring best practice back to the education of young children.

Stay informed and involved with the organizations that advocate for young children – such as Defending the Early Years (deyproject.org), Alliance for Childhood (allianceforchildhood.org), Save Our Schools (saveourschoolsmarch.org) and Parents Across America (parentsacrossamerica.org). (Also check out local organizations such as Citizens for Public Schools in Massachusetts citizensforpublicschools.org.)

Resist reinforcing the school’s agenda – drilling for skills – and replace it with what centuries of wisdom and research has taught us: children learn when they are deeply engaged in self-selected, self-directed and playful activities. Provide young children with space and time to play at home and in the neighborhood. You don’t need expensive toys or technology to support their development. They need the natural world, simple props, good friends and appreciative adults.

Notice and enjoy all the things the children you know CAN do.