The Ministry of Higher and secondary education of the Republic of Uzbekistan

USE PLAY TO INFORM TEACHING

I had an initial hesitation surrounding play-based learning because I worried that it would impact my ability to teach district-mandated programs or address required academic standards and assessments. But observing young students as they played gave me new insight on the ways they think and learn. I was able to use that knowledge and address their individual needs more effectively.

Children were more motivated to explore academic standards within their play because it was meaningful to them. After reading Miss Maple’s Seeds last fall, the children became fascinated by the knowledge that Eliza Wheeler had created the pictures and story from her imagination. They grew curious about how the book was made. After discussing the book-making process in our circle, a child exclaimed, “We can make books, too!” A few minutes later, a group of children set off to the art center to create books of their own.

The collaborative work of story writing incorporates speaking, listening, and writing standards. Book making has since become a favorite activity, carrying over into other areas of learning. 

This winter, a child made a number book and brought it to our math circle to share with the class. Number books quickly became the rage, with each one a little different from the next. One child began a book about groups of 10. A friend offered support by popping up from the table to reference the number grid on the wall. They soon reached 200.

Given time, space, and materials, these children were able to explore mathematical concepts at their ability level while also contributing to other children’s understanding. Educational consultant Mike Anderson describes this kind of “self-differentiation” as the place in which learning is “most effective” and “enjoyable”—in other words, their zone of proximal development.⁴