Preschool can be wonderfully enriching for children for many reasons, and playtime may be the most significant reason of all.
Some parents may
wonder at that. Can’t a child play at
home, for free?
Don’t I pay that
tuition so my child can learn?
Yes and
yes. Children can play at home, and
hopefully do, and parents do pay tuition so their child can learn. And some of the most significant things they
learn come during playtime.
In preschool we
work on numbers and letters and are delighted when children learn to sing
little songs in Spanish or remember when nocturnal animals sleep or finally
figure out how to put on their own coat or make scissors work. But it is during
play time outside and inside that children really learn some things in a way
that can’t happen at home.
Home is a safe
harbor for a child – and it should be.
In a functional home someone is always there who will be the child’s
protector and advocate. But the purpose
of home is to raise a child into an independent adult who can speak for
himself, or take care of herself, with all the skills and self-confidence to
function happily in the world.
Preschool is
where children take their first steps towards that goal of learning the skills
of independence. School readiness skills
are valuable and help a child prepare for the academic world ahead. But some really extraordinary things happen
in the social development of a child during preschool playtime, in part because
they are among a group of their peers, and in part because of a new environment
with stimulating opportunities.
During
playtime children learn crucial social skills among a group of their
peers.
During play
time, imaginations kick into a higher gear as children share ideas and try out
toys and activities they haven’t tried before.
During play
time children learn about collaboration, compassion, and competition and gain
confidence.
During play
time children learn about being part of a group, and making their own choices.
Playtime is more than a junior recess where the children run
loose to get the wiggles out. Teachers thoughtfully choose toys and play
opportunities, give some gentle friendship
coaching, and are on hand to mediate conflict, and a little direction when
needed, and playtime becomes a significant part of the day.
Playtime is
three boys learning that they can each build their own tower with some magnetic
blocks, or they can work together and build a super tower.
Playtime is
dress-ups and children trying out the roles of adulthood as they fix dinner
parties, attend princess weddings, save people from burning buildings and catch
the bad guys.
Playtime is a
shy child rolling out play dough beside a giggly child, and discovering that
talking to someone new doesn’t hurt after all.
Playtime is
where a girl finds out that if she is always grouchy and bossy when everyone is
playing pets, people are too excited to have her join them.
Playtime is
where children discover that sometimes everyone on the playground wants to run
and chase but it’s okay to stay happily digging in the sand if you want.
Playtime is
finding another child who loves ponies/kittens/digging holes/playing store as
much as you do, and realizing how fun it is to share something you really like
with someone else.
When playtime is
working right, learning and fun are synchronized and firing on all cylinders.
As much as
playtime is a golden hour for many children, it takes time for some children to
get the hang of it. Some want more
structure, or direction in what to do. Choosing what and how to play is
unfamiliar. Some aren’t sure how to play with
another child or make a friend. Some get
exasperated having to share or accommodate other children’s choices. These are the children who need playtime the
most, and it’s wonderful helping them learn how to really play.
© Diane Mangum 2012
