The Importance of Play: The Learning Child & the Engaged …



Youth Services—Meeting Notes

September 16, 2008

The Importance of Play: The Learning Child & the Engaged Adult was a collaborative effort of WLS Youth Services & The Child Development Institute, Sarah Lawrence College, and the first in a series of workshop on the importance of play what this means for libraries.

Judith Rovenger welcomed everyone to The Trove and thanked Rosemary Rasmussen and the White Plains Public Library for its gracious hosting. She talked about the increased pressure on parents, schools and libraries to accelerate early learning by creating activities, materials and programs that purport to give toddlers and young children a head start, but too often wind up undermining their natural curiosity, initiative, and cognitive development by depriving them of their most meaningful opportunities to learn—which is through play and in particular unscripted, unstructured play.

Handouts developed for the workshop and supplemental resources are available online and in hard copy. Email Mercy Garland at mgarland@ for additional copies or for ordering information on the video and video series The Learning Child.

In introducing the panel, Judith remarked on the stature, expertise, and dedication of the Sarah Lawrence team and the unique opportunity they offer librarians to explore our own best practices within the context of current research and knowledge on early childhood, and in particular, the “rediscovered” importance of unstructured play and what this means for libraries in practical ways.

Dr. Rachel Grob- Associate Dean of Graduate Studies, and Director of the Child Development Institute (CDI) and Health Advocacy Program Faculty member at Sarah Lawrence- Glad that CDI can work with an important civic institution such as Westchester Library System as a way to discuss and promote new thinking on how children learn and develop practical implementations to incorporate unstructured play in institutions such as our libraries.

Background- CDI is an outreach arm for the higher education institution at Sarah Lawrence- founded over 20 years ago. Other speakers here today:

• Margery Franklin- founding director and current consultant.

• Cheryl French- CDI Coordinator- has worked with teens in after school, public library and tutorial settings.

• John Diamond- creator and producer of the Learning Child film series- including When a Child Pretends (shown at this workshop)

CDI purpose is to research and advocate an approach to learning that is child led, developmentally appropriate and enriching to the individual. Libraries can help parents and schools and policy makers with their collections, tools and expertise to keep childhood vital.

We then viewed John Diamond’s film When a Child Pretends: Understanding Pretend Play, narrated by Joanne Woodward, which has been shown on more than 100 public television stations in 1999–2000. Widely used in educational settings, the video has been shown across the United States, in the People's Republic of China and on U.S. military bases around the world.

Summary of When a Child Pretends: Understanding Pretend Play

The video shows scenes of children 4 years to 11 engaged in pretending, with primary focus on the younger ages. The viewer sees children in play sequences that require planning, negotiating, collaborating, taking roles and developing narratives. In these sequences, children use toys and other objects in the development of their scenarios. They explore ways of using language and the imaginative "as if" thinking that leads to advanced intellectual functioning. We witness children deeply engaged in activities that are enjoyable as well as productive. The learning that takes place during play is seen in the child's increasing ability to think hypothetically, to reason and to function effectively as a social being in a complex world. Increasing pressures to begin formal academic work in the preschool years and misunderstanding of the nature of play have coalesced to diminish the time and attention given to creative play in the classroom and at home—a situation decried by eminent child development professionals. When a Child Pretends represents the view that pretend play is not an "add-on" but an essential arena for the child's intellectual, social, emotional and imaginative development. Vivid scenes of children at play are accompanied by explanatory narration and comments by members of the Child Development Institute. Other ideas from the film:

• For children, pretend is a natural way of making sense of their experience and world

• Pretend play is an entry into a world of choice (practice roles, wearing masks, choose characters)

• As a child matures, the narratives become more complex in regards to characters, setting and plot.

• Most pretend play includes experiences of their daily life: family, rituals- children recreate the original scene, and then play out with different endings and alternative outcomes. Pretend play is a safe way to explore identity without judgment or fear.

• Pretend play develops creative and intellectual focus and independent work; children learn how to keep themselves company.

• Pretend play also encourages interaction with others and requires collaboration and socialization and negotiation skills and problem solving. Compromise is necessary for the play to proceed. These are learned skills that are necessary for adult life.

• In an activity such as playing with blocks a child is learning (without being explicitly taught) about physical realities (how high can you stack blocks, what blocks connect with each other etc)- and they develop resiliency as they work things out (and try again when things fail or fall). These are also skills needed for adult life- hypotheses come from imagination. Science, for instance, is based on play and discovery.

• Parents need to encourage unstructured pretend play, which requires patience. Play is endangered as we have lost sight of a child early authentication of self. Play is the core and color to grow socially, academically and creatively.

A lively discussion followed, moderated by Margery Franklin, which elicited questions and reactions to the film and also explored on how libraries can create spaces, programs and policies that most effectively support child-led learning. The discussion also elicited a number of strategies and programs already in practice in WLS libraries—reflecting the dynamism of WLS libraries’ early childhood services and the “support” for unstructured play opportunities.

Questions and reactions to the film:

Jonathan Diamond was asked about how the children were filmed- were they aware or distracted by the cameras and equipment? Did they behave differently in front of the camera than they might have otherwise? Jonathan said this was a common question. Before filming, the children were told about what was happening- they quickly acclimated to the presence of the equipment and soon continued with their regular activities as if the cameras were not there.

Miriam Budin- Chappaqua noticed that none of the children in the film were playing with computers (movie was produced in 1999). Margaret Franklin stressed the importance of the 3-dimensional aspect of play- which is very different from a computer screen. Computers are essentially an individual and a machine, while pretend play surrounds child with lessons is physical realities of the world, as well as an opportunity for collaboration with others.

Deidre Johnson was concerned that adults’ dependence on computers will be transferred to children – which requires sitting still and non interactions. She suggests having an animal in the library because kids gravitate towards them (and away from the computer).

For more information on the research on computers and children, Rachel suggests the Alliance for Childhood:

(under projects-see note box at end)

John Sexton commented that as kids get older and move away from pretend objects to computers- computers may provide a means for older kids and teens for creativity and to continue writing narratives- where does CDI/SL stand on is, is it something they support?

Margery Franklin believes the group storytelling is very important- that it be something that is shared, and so would encourage limiting or restricting the computer’s role, only so that the computer doesn’t become the primary relationship. But there is a lot of varying opinion and room for debate.

Rachel Grob added that not all computer games are created equal – and that we need to be more aware of the better computer avenues for older kids as well as ones that are more closed or violent. She would suggest that we be discriminating about computer games by using the same principles supporting pretend play: self directed, open ended, active engagement and creative projections- and to be aware of too much passive screen time. Reduction of play as we get older may be more a result of sociological factors than of necessity. Libraries can help de-stigmatize play for children as they grow.

Discussion moved to what libraries can do- how can we incorporate play into our programs and spaces- some suggestions for materials included:

• Use of puppets in storytelling

• Have a dollhouse with people and objects available for play

• Stuffed animals

• A play kitchen set up

• Chia pet, geraniums or small animals

• Magnifying glass

• Blocks (including table top blocks or ones made of foam)

• Craft paper/ crayons- have children draw out narratives to turn into books.

Rachel Grob spoke briefly about the 2nd in the film in the Learning Child series- From Pictures to Words- this film shows how encouraging young children to make pictures, to invent their own graphic representations, sets the literacy process in motion. As children gain experience with written language by being read to, dictating their stories and having opportunity to experiment with crayons, markers and pencils, they begin to realize that these marks, alone or in combination, stand for the sounds of language. Later, the child is able to see lines of print as patterns of words that comprise sentences in a story. If the child is engaged in interesting, enjoyable activities, the accompanying instruction becomes helpful guidance that encourages the search for meaning in and through print.

Comment made by someone that her son has difficulty writing by hand but can easily express himself by typing-  the computer helps him with his storytelling.

Lillian Hecker/Pelham expressed concern that children are now expected and in some way forced to know how to read in or before kindergarten age- CDI’s approach is bucking the current trends, so how do we do advocacy?

J. Rovenger- What are the things we can do in our libraries- how do we work with parents and mitigate or provide alternatives in our programs and spaces?  One example is the gaming or games programs for parents and kids- bring back a sense of joy.

Miriam Budin: Chappaqua- can we teach parents to play with their kids?

Cheryl French- we can look out for good examples and encourage parents to watch/observe their children, to follow their lead, listen to their stories.

J.Rovenger: It’s not helpful to tell parents they are wrong. I think Cheryl’s suggestion to observe and appreciate is a profound technique. It’s quiet and sometimes feels as if we aren’t doing anything, but it can be quite powerful. I think this deserves a lot of attention.

Rosemary Rasmussen/White Plains- WPPL has parent /Child workshops that have been successful- we need to model for parents, show by example.

Tata/WPPL- removes chairs from certain programs so that parents do not have the option to sit back and be removed- they must get on the floor and engage in what the child is doing.

Margery Franklin- libraries are not in a position to lecture parents on parenting- but we can promote active vs. passive learning, and how to develop active individual learners.  Pretend play is one of the best arenas for children to have the opportunity to select, arrange, explain known and unknown in a safe space. 

 

Many noted that adults are not as open to play as their kids.  M. Franklin discussed “scaffolding” - where the parent builds on what the child is doing and brings them ahead- however this can often make everything a teaching moment that follows the parent’s agenda and not the child's.  For this reason, child/child interactions can often do more for curiosity and learning than parent/child interactions.

Rachel Grob- with many families facing a time crunch, parents often feel the need to make free time more productive by cramming in as much information and structured teaching as possible- which reduced the opportunities for child/child discoveries. Instead, adults should make an inviting and supportive place- with enough adult presence for safety and observation, while children engage with each other.  Otherwise children become dependent on adults to be the primary playmate.

Other ideas/comments/questions:

Marca/Croton provides a social time after the program for adults, which also allows the child to continue playing with each other in a more unstructured way.

Questions- how do we adapt the traditional story time into this model?

J. Sexton- we may have to change the spaces.

Margery Franklin- a lot has to do with our own comfort level- maybe we are willing to allow for play during a storytime or have the children modify the story as they create a narrative of their own. A lot will depend on the age and size of the group.

Amy Kaplan/Briarcliff- personally feels less comfortable with certain types of creatively acting out of the stories. Instead she incorporates other activities into the storytime program, such as ending one program with “pumpkin bowling”- which is fun, active and popular.

Deirdre Johnson uses puppets- lets kids share animals and act out parts- this brings in sharing, negotiation, taking turns and collaboration.

There was a suggestion that John Diamond have a reunion of the children that were in the film When a Child Pretends.

Rosemary Rasmussen- how do we deal with violent play, do we allow it, how do we limit it?

Margery thinks it is fine to have parameters such as “we can’t do that in the library”, or we can take away the object/material that seems to illicit a higher level of violence, or use a method of distraction to get the children involved in something else. However, there is always a certain level of disagreement or violence, and you can allow for some of it, but step in if it becomes repetitive or dangerous.

Judith Rovenger- closing remarks

We are grateful for the collaboration between WLS and CDI at Sarah Lawrence and this is just the beginning of our dialog together. CDI has offered to be a resource for us, when we need information or a speaker they are available for support. In addition, Jonathan has some DVDs of The learning Child Series, and order forms are available (also on the CDI website: ).

Handouts developed for the workshop and supplemental resources are available online and in hard copy. Email Mercy Garland at mgarland@ for additional copies or for ordering information on the video and video series The Learning Child.

Remember the joy in play and let it permeate our policies, spaces and programs.

Note:

The Alliance for Childhood is a non-profit organization that “promotes policies and practices that support children’s healthy development, love of learning, and joy in living.” As Rachel mentioned, one of their projects involves looking at technology and children. Play and high stakes testing are other areas of interest. Take a look at their Web site when you have a chance: .  

Kaiser Family Foundation has done some issue briefs on the topic of young children and electronic media products. I’ve attached a pdf of their 16-page history of the research. There is also a pdf of a longer document (56 pages) called “A Teacher in the Living Room? Educational Media for Babies, Toddlers, and Preschoolers” available at this link: .  

Please note that both the Alliance and KFF focus on young children. Middle childhood and the teen years are a whole other story.

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