Thursday, October 01, 2009

Love And Play

When we enrolled our daughter Josephine in cooperative preschool, I explained how it worked to a friend, telling her that there was one professional teacher in the room and a dozen parent assistant teachers. She freaked out saying, “How can you let amateur teachers teach your child? I only want professional teachers near my child.” She feared that the parents of other children would somehow damage her child’s educational prospects. So while Josephine spent her 3 years in co-op, her son attended a preschool in which parents were not allowed into the classroom, even to observe.

I could no more have made her decision than she could have, apparently, made mine. Even as a new parent who had no inkling that teaching was in my future, I knew I wanted to be there with Josephine as much as possible, and when I wasn’t I wanted her to be surrounded by the love of a community. I didn’t care about her having a teacher who could teach her how to “read” or identify Norway on map before she was 3, like some kind of circus trick, I wanted her to be in a place where she simply got to play with friends and be guided by loving neighbors.

The more I teach, the better I feel about my decision.

What parents may lack as pedagogs (and, indeed, many of them are masters) they more than make up for by bringing love into a co-op classroom. And as Mister Rogers puts it:

Learning and loving go hand in hand. My grandfather was one of those people who loved to live and loved to teach. Every time I was with him, he’d show me something about the world or something about myself that I hadn’t even thought of yet. He’d help me find something wonderful in the smallest of things, and ever so carefully, he helped me understand the enormous worth of every human being. My grandfather was not a professional teacher, but the way he treated me (the way he loved me) and the things he did with me, served me as well as any teacher I’ve ever known.

My friend also thought that our co-op sounded too much like “play school.” She wanted her child to go to “real school.” Again, as a new parent, my thoughts on the subject were not well-enough formed to answer her with logical argument (not that it would have done any good), but I just knew she was wrong. Today, with the longer perspective, I know that the time for academics will come, but to undervalue the importance of play for young children is to make a tragic mistake. Frankly, I think that goes for older children and adults as well. The times in life when my mind has been the most shut down are those times when I felt compelled to do “work” proscribed by others. When I've been playing, however, even if dressed up as hard work, I've learned the most about myself and the world.

Again, from Mister Rogers:

Play does seem to open up another part of the mind that is always there, but that, since childhood, may have become closed off and hard to reach. When we treat children’s play as seriously as it deserves, we are helping them feel the joy that’s to be found in the creative spirit. We’re helping ourselves stay in touch with that spirit, too. It’s the things we play with and the people who help us play that make a great difference in our lives.

It’s love and play that form the foundation of a good education. Without that the rest is meaningless.

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Floor Pie said...

I remember hearing somewhere that frontal lobe cognitive development happens during free play.

And I couldn't agree with you more about the circus trickness of toddler "academics." Besides, my 2-year-old can do a lot of those same tricks (identifying states and dinosaurs, "reading" a book out loud to herself) just from the time spent playing with her big brother and her parents.


Oh, wow what a wonderful idea. I completely agree with you! I'm not a parent, but I have friends who are and they are always trying to 'up' one another with whose child knows more - like you said, "magic trick". You sound like a really great father!

Haha, thanks for the A! I totally agree and I'm a little ashamed that I didn't think of spandex, lol. Thanks for grading my post :)

Anonymous said...

I'm doing everything I can to avoid falling into the 'look what my kid can do trap'. It isn't productive and kind of annoys me. I'll be honest it was pretty cool when my son said 'five' clear as day and held his hand up to high five me upon my return home from California, but comparing what he can do to my friends kids seems counterproductive. I like the idea of a cooperative school because parents, while not necessarily professional teachers, are teachers be it implicit or explicit. So, for that, I think excluding parents from the conversation on education and learning is wrong.

Shiona said...

wow, in Melbourne Australia we have had the concept of two parent helpers for many years. There is now research from the UK showing parental involvment is viatal to a quality program and gives higher long term educational outcomes.