Climbing trees was a favorite, and much treasured summer pastime for many of us in my neighborhood. I experienced not only the obvious biophysical rewards, but also developed sensory skills that occupational therapists dream about.
John Bay
Mr. Bay was an actor, not a neurologist or even an educator. Yet he made a very accurate observation. He may have used the word "dull" to mean "lacking zest or vivacity" as in "a dull performance", but in light of neurological research, "dull" may also mean "mentally slow", "stupid". (Merriam-Webster). Work done in the absence of pleasure does not produce memorable learning. (Jensen, 1998) This revelation can be the single most effective catalyst in raising the quality and effectiveness of our education systems. For best results, make it fun. Play to learn.
My most memorable play-to-learn gear were a bicycle, trees, dolls, roller and ice skates, Badminton raquettes and birdies, a kickball, a bat and ball, and a bathing suit. Tap and ballet shoes came later, and stayed with me to this day. The bathing suit is not-so-favorite now, but not because I don't like to swim.
The work of learning to ride a bike was not fun, as you may recall from your own experiences. The same might be said of learning to roller or ice skate, play the piano, or even read. But the pleasure that came from riding my bike made the work worthwhile. What kept me working at staying on the bike was witnessing the very obvious pleasure of bike riders in my neighborhood and wanting to be a part of the fun. My desire to have fun bike riding has also become a part of my physical and sensory ability to balance, feel and maintain speed, apply the brakes and stop when necessary, actually all the skills one needs to drive. Hmm. Perhaps hours of bike riding made me the safe driver I am today. The time spent playing on my bike may even be a big reason that I have the job I have.
Social circumstance supported play when and where I grew up 40 years ago. Two parent, traditional families made sure that a parent was at home, supervising and monitoring the comings and goings of the children, who were many. Our home was small, and we spilled out of it, into our yard, the yards of the other children who spilled out of their identical homes, and into the park and school playground nearby. Our homes were too small to be comfortable playing inside of, and we were too noisy, so out we went. Our work day was done when school was out, usually around 3:00, two or three hours before dinner. Out we went. Summers and holiday breaks were full-time, sun-up to sundown play. This was possible not only because my mom stayed at home while my dad worked, but most moms stayed home, and lots of kids were at home to play with, not at day care until 6 or 7 o'clock at night. School also supported play with recess every day, gym very often and all school year, and after school intramural sports activities in the higher grades. School buildings were opened in the summer months for city-run recreational activities for children, in the absence of numerous liability law suits and rampant vandalism.
Play today is sadly different from the play opportunities I had growing up. A group of teen aged boys asked to use my daughter's football, and as I watched them try to throw and catch it, I marvelled that they couldn't throw or catch a football, and quite probably because they never had spent time just tossing one around. They quit playing and returned to their porch with their cell phones to text or whatever one spends time on a cell phone doing. Children also spend a large part of their out of school time in another institution, called child care, that very often forbids running as too dangerous, jumping as too dangerous, throwing balls as too dangerous, and the list goes on. Lack of real free choices for play, time at home, and a plethora of "safe" techno-play has eliminated many opportunities for creative, active, and social play today.
I most seriously believe that if play is not re-established as the best way for children to spend time, our biosocial, cognitive, and psychosocial health will fail us. My family will not participate in this downhill slide. Tonight, we are going to slide downhill on our sleds instead, and we will be smarter for it.
Resources
Jensen, Eric. (1998). Teaching with the brain in mind. Alexandra, VA: Association for Supervision and Curriculum Development.
Merrian-Webster. Retrieved from http://www.merriam-webster.com/dictionary/dull
Resources
Jensen, Eric. (1998). Teaching with the brain in mind. Alexandra, VA: Association for Supervision and Curriculum Development.
Merrian-Webster. Retrieved from http://www.merriam-webster.com/dictionary/dull
Plato
