Through this inquiry project I have found that current brain research supports a play based approach and that play is appropriate in all grades. A play-based approach would include movement, choice, novelty and exploration.
A play-based approach may also call for a different classroom structure and change of routines, and even a change of the physical space. Since the environment is considered the third teacher in the Reggio approach teachers interested in implementing a play based environment in their intermediate classrooms may draw on some of the theory from Reggio Emilia. Play allows children to make mistakes and experiment without embarrassment (Jenson, 2005). Older children have different social pressures than kindergarten students which may make them less likely to try something new. If the environment in any given class has a light-hearted or playful feel to it then students may be more likely to take risks in their learning.
Alternative seating arrangements may also contribute to a more play-based approach. It is well understood by teachers from a ‘management’ perspective that the seating needs to match the activity. A simple solution may be that the more seating possibilities available, the more possibilities there may be to try new activities. It’s important to remember that children benefit from all types of play and play is an accelerant of cognitive growth.
Quick Tips from Teaching With The Brain in Mind (Jenson, 2005)
- careful in seating arrangements because seating can be a stressor
- use cool colours like light blue
- on the walls include affirmations, information and links to prior and future learning
- give students the opportunity to use their skills in real contexts, the more authentic the better
- create novel circumstances (especially important for gifted learners)
- combat de-motivation with high levels of movement, choice, and novelty