Exploratory Play/Time
An
investigation within three elementary classrooms
Jennifer Billingsley,
Bridget Browning, Kristina Wilting
Vancouver,
British Columbia
Three Educators,
Three Experiences, The Trilogy
Imagine
this—classrooms filled with happy, focused children,
being leaders in their own learning. Teachers at ease,
watchful and mindful of their discoveries and their needs.
Surprises by the minute, wonder at every turn. Three
educators discovering exquisite truths and shadows about
the power of free exploration or play time in
the classroom setting.
Three
women, from three different decades, teaching three different
classes in the same school: Bridget Browning, born in
the ‘50s teaches grade seven, and has 25 years of experience;
Kristina Wilting, born in the ‘60s teaches grade one,
and has 8 years of experience; and Jennifer Billingsley
born in the‘70s teaches grade one/two, and has 5 years
of experience. Together, we explore the role and possibilities
of what we have coined ‘exploratory play’ or ‘exploratory
time’ in our classrooms.
The Inspiration
“Serious
Play in the Classroom: How Messing Around Can Win You
the Nobel Prize,” an article by Selma Wasserman (1992), inspired
our study of exploratory play/time in our respective
classrooms. Wasserman addresses the need for children
to make creative discoveries through play. Children
who are able to tinker and explore their own interests
without the fear of failure become more creative. The word ‘play’ infused our collective consciences
and we began seeing positive evidence of the value
of play or free time everywhere.
We remembered playful times from our own
childhoods and recalled the strictness, permissiveness,
or levity of each of our respective educations. We were
intrigued by the memories, or lack thereof, of play in
the places we inhabited as children and wanted to reclaim
the ‘stage of romance’ that Alfred North Whitehead depicts
as a time of discovery “dominated by wonder” which children
experience in their primary years. From about six to
thirteen years of age;
the emphasis must always be
on freedom, to allow the child to see for itself and
to act for itself...Without the adventure of romance,
at the best you get inert knowledge without initiative,
and at the worst you get contempt of ideas—without knowledge.
(Whitehead, 1929, 33).
We were bitten by the romance and desired
for our students the warm feelings conjured up by Whitehead’s
concept of freedom and play. Also, our years of teaching
and life experience gave us reason to acknowledge the
significant role of play in our own lives.
The
Study
Our
study set out to observe students during an hour of exploratory
playtime, three times per week. Though Wasserman’s study
focussed on a more curriculum-supported research, our
team wanted to explore and discover facets of exploratory
playtime in the classroom and the possibility of new
connections to the curriculum.
To
meet district standards, classroom life moves at such
a fast pace our children rarely choose their own activities.
We seldom take time to observe the children with whom
we interact for reasons other than assessment and evaluation.
Due to time constraints, learning what children are truly
interested in is an extravagance. Furthermore, we wondered
if playtime would impact the atmosphere in our classroom
and whether or not it would increase student motivation
to learn?
We
believe children want to study about things that interest
them. Older students ask regularly if they can learn
about unexplained mysteries, a particular rock star,
or most recently, wizards. None of these topics are found
in our mandated curriculum, yet this is where many students
are likely to put their best energy.
Our
students lead complex lives; they are often inundated
by media and the pressures of society. Difficult home
situations, lack of dinner table talk, homework support,
or after school friendships may leave voids in the children’s
lives. We wondered if our urban children have safe places
to play? More broadly, do our children know how to play
anymore? Anne Haas Dyson calls upon “teachers and educational
researchers to illuminate—to clarify but not simplify—the
overwhelming complexities of urban schools” (2001, 430).
If we are to be intelligent teachers we must meet children
on their terms.
In
the primary grades, prior to the research project, Jen
and Kristina found that giving children time to play
in the classroom was a daily struggle for both their
students and themselves. It was a daily annoyance as
they and their students looked to the ‘Shape of the Day,’ the
day’s agenda written on the blackboard, and complained, “What!
No centres?” and Jen or Kristina would have to respond
with, “Sorry but we have no time today,” rather than
giving the children what they were continually asking
for—time to play.
Our
core feelings pointed to allowing for more exploratory
playtime, but how would we justify it to the parents
and educational administration? Why did we feel play
is valuable? We had no answers and felt we needed to
legitimize exploratory playtime in the classroom. We
wanted reassurance that by giving children time to explore
while playing, we were, in fact, helping them to learn
in meaningful ways.
Digging
up the Dirt
Uncovering
research on the topic of play revealed information written
by psychologists, paediatricians, and early childhood
workers, but very little by teachers themselves. Play,
it seemed, was a ‘four-letter word’ beyond the boundaries
of the classroom.
In
the 1940’s, child development specialist and humanist
John Dewey offered remarkable ideas about the foundations
of play. He wrote that “play is free, plastic ” (1944,
203), a beautiful and flexible description of play. An
early childhood educator from the U.S.A. echoed our concern
about the need to value play in the classroom. Sheila
Flaxman (2000), a teacher for 35 years, recommends that
teachers promote and fight for play “as an integral part
of a child’s day. When playtime is threatened so is a
child’s chance to grow” (41).
Other
research suggests that play is essential to a child’s
social and mental wellbeing and it should be promoted
as an important learning tool (Flowerday and Schraw,
2000). However, there is little recent information that
confirms play as a useful tool in directing children’s
learning in school in the elementary grades.
Candid
comments from colleagues revealed a common belief that
students choosing free play in the classroom would result
in wasted time, therefore, it was rarely encouraged.
Even when choice was offered, it was often with significant
limitations and restrictions. Yet Flowerday and Schraw
(2000), who interviewed thirty-six teachers on what,
where, when, and to whom they offer choice, say that
giving choice to students does matter, as it increases
student motivation.
A
study conducted by psychologists and paediatricians in
an orphanage in India entitled “Not by bread alone”(2001)
on the impact of a structured ninety-minute [play] session
on the development of children in an orphanage looked
at the role of play in an environment where play was
not promoted. The study concluded that both the children
and the adults were happier and better adjusted as a
result of incorporating play into their daily schedule.
As
educators with human needs, we must consider our own
state of mind when teaching. Steven Wolk (2001) believes
good teachers are passionate teachers. We need to infuse
and relate to our students, not only who we are as teachers,
but also who we are as engaged human beings. By sharing
our own interests and pursuits with our students we can
model how, as adults, we explore the world and play a
lot in our free time.
Built in 1914
Our
school belongs to a neighbourhood in transition that
is effected by shifting economic times. Expensive cars
provide a foil for realities that exist behind many closed
doors. Lighthouse Park Elementary, like many East Vancouver
schools, has a high English as a Second Language (ESL)
population, at fifty percent, comprised largely of Mandarin
and Cantonese Chinese, Vietnamese and Filipino speaking
families. The second largest group speaks English; however,
there are another dozen languages spoken. A small yet
supportive core of parents, many of whom have grown up
here, volunteer at our school.
Comparatively
small at 320 students, our school also supports a large
number of learning-disabled children. There are fourteen
divisions, an intermediate communications class, and
a social development class. Curious, cheerful students
greet us every morning on the old granite entrance steps
and proudly hold open the heavy doors. “What
a great place!” echo guest teachers and visitors experiencing
our school for the first time. Parents, too, have similar
sentiments and many arrange for their children to complete
their elementary years here.
Methods
Our
three research classes include Grades One, One/Two and
Grade Seven. The classes have nineteen, eighteen, and
twenty-three students respectively. All but one child,
who left on holiday to Vietnam, participated in the study.
Parents were informed of, and students participated in
our action research for one month, three days a week.
Given the ages of the children, we decided to call the
hour ‘exploratory play’ in the primary grades and ‘exploratory
time’ in the intermediate class. We debriefed with our
respective classes after each one-hour exploratory playtime
period and discussed problems or concerns that arose.
Each student completed an exit slip. Grade Seven students
assisted the Grade Ones and Twos to record choices and
feelings.
Before
the research, we talked with our students about possible
activities during the free hour and we agreed that we
would place no restrictions on things brought to school.
We wanted to see what would happen. The students knew
that when it was research time, they
were to solve problems themselves and not interrupt us
unless it was an emergency.
Initially
we designed elaborate charts to collect data but we soon
discovered this method was not manageable (What were
we thinking? So many boxes! How were we to think and
see outside them?). Resorting to a narrative format worked
the best for our purpose of documentation. We needed
lots of room to write, draw, and reflect on the same
paper, often adding conversation bubbles or comments
next to an observation paragraph. We began to see patterns
emerge in our observations that would often provide a
focus for a subsequent research day
Findings
Reunion:
Shadows
Our action research into aspects of exploratory
play/time revealed and illuminated shadows within all
our classrooms. These shadows were, for the most part,
the “hidden culture” (Glazier, 2004) beneath our feet.
Exploratory playtime, for both our students and ourselves
as researchers in each of our classrooms, offered us
passages into realms we had not imagined. Only by figuratively
stepping into the shadows of the hidden culture did we
vibrate with the colours, darkness, and complexities
contained within.
Listening
to our students interacting with classmates confirmed
our suspicions of the powerful influence of television
and computer games. Kristina's students brought computer
games from home that glorified violence and engaged students
in warped banter about females. These video games were
unacceptable and children were told to leave them at
home. The parents were also contacted and apprised of
the situation. As Selma Wasserman points out, “such new ‘toys’ [video
games] may have grave implications for the kinds of adults
that today’s children are likely to create” (Wasserman,
1991, 135). We are concerned that such activities take
passive participants and turn them into aggressive people
not able to socialize or engage in the beauty of life,
furthering our belief that we need to monitor the children’s
exploratory play/time.
In
particular, media’s effect on older children is powerful.
Some of the students in Bridget’s class imitated flippant,
provocative attitudes of TV characters. Sarcastic, biting
comments and aggressive behaviour replaced supportive
statements among peers. Barbara Coloroso (2002), author
of The Bully, the Bullied, and the Bystander,
says;
Trash T.V … has shown that children who are regularly exposed to media
violence are apt to become desensitized to real-life
violence. As a consequence, they are less likely to be
sensitive to the pain and suffering of others and thus
less likely to respond to someone in need or to help
out in a crisis (120).
Recognising
this fact makes it incumbent upon us, to not only discuss
and educate our students, but we also need to convey
to parents the importance of knowing what activities
their children are engaged in.
Does constant exposure to a violent culture
play a significant role in the bullying? The subversive
bullying by Bridget’s students was meant to upset the
balance of power in the classroom and control vulnerable
students through fear. Once exposed, these students no
longer were able to bully the others.
Research
time in Jennifer’s classroom revealed an underlying tendency
for her students to follow traditional gender roles.
For example, one male child was teased and embarrassed
because he was seen in the house centre putting on and
playing with satin gloves. At the end of the day, this
child did not report that he had been playing at the
house centre. The exploratory play in the classroom enabled Jennifer to see
more clearly subtle aspects of the children’s behaviour
and relationships with each other. She uncovered a need
for educators to spend time exploring role issues in
the classroom so that children are comfortable and free
to explore different roles and activities without criticism.
Exquisite Truths
Despite
our unique backgrounds and educational experience we
tried to open our eyes to the unexpected. We gained invaluable
knowledge through unfettered observations about the intrinsic
value of exploratory play/time and how it can lead to
serendipitous, happenstance learning for children and
revelations for ourselves.
Jennifer's
experience suggests that exploratory play definitely
needs to be incorporated into the curriculum; exploratory
play provided her children with an outlet to problem-solve
and synthesize their learning. Kristina, too, realized
that exploratory play was an opportunity for her students
to revisit concepts they had learned.
Exploratory
play allowed Kristina to discover the stories within
the complex lives of her students. It also provided a
time to listen to the individual and understand the nature
of group dynamics, tolerance, and acceptance.
Bridget’s
students looked at the exploratory time as a gift and
Jennifer’s students viewed it as a prize. Exploratory
playtime allowed students to socialize, something many
felt there wasn’t time for in the school day. It also
provided Bridget’s students with time to complete assignments.
Parallels
Students in all three classes shared similar
feelings about what they had learned from the experience.
“I learned how to share.”
“I
learned how to be nice and play with people.”
“I learned to be kind because when we got in a fight we got over it.”
“People were learning to be nice to me.”
“I learned I could be successful because I knew what I was doing.”
“I learned that I am happy when I get to do what I want.”
Exploratory
playtime gave children the freedom to explore relationships,
and for adults to learn about those whom they teach.
Without exploratory playtime, the subversive bullying
in Bridget’s class might never have been detected. Although
it was finally a parent who brought the issue to light,
Bridget had already begun to sense the undercurrents
of disunity among her students, and had begun to investigate.
With the “hidden culture” exposed, the grade seven students
were relieved to not have to deal with the situation
by themselves. Jen and Kristina’s kids, too, needed guidance
through rule making and appropriate choices. Exploratory
playtime opens up pedagogical moments of opportunity,
to learn about children’s interests, to trouble-shoot,
and to help children develop healthy relationships with
each other.
Collectively,
we learned that we could create a curriculum around exploratory
playtime as a valuable social learning experience. We
believe that exploratory playtime must be given equal
value as that of mathematics or reading. As we learned
from our research experience, parameters for how exploratory
playtime might best work in their classrooms must be
established by individual teachers, guided by their students’ input
and response. We need to legitimize the power of exploratory
playtime not only with parents, teachers, and administrators,
but also with society in general. It is a rewarding and
powerful path to learning. By not giving children exploratory
playtime within the classroom, we are not allowing children
opportunities to fully develop their skills of problem
solving, role-playing, socialization, and decision-making.
We must educate others that exploratory playtime should
become part of the curriculum and taught, as an integral
component of education.
A Safe Place
Developing healthy habits of play
Including those who show us what they know and wonder
in a different way
A Future
Choosing, leading, exploring, accepting, retaining,
inspiring, socializing
Empowering kids to choose and establish a healthy
balance
I have to step back and trust
Educators
Trusting, watchful, guiding, interacting, discussing,
reflecting, parenting
Must take a back seat to…
Controlling, directing, resolving, deciding
You have to let go
Boredom
Eliminating, daring, risking, synthesizing, thriving,
motivating
Learning from one another naturally
Conflict
Resolving, reconstructing meaning, discussing
Changing the seeds of warped thinking
Being alert and aware
Informing
Exit slips, journal writing, debriefing, listening,
hearing, observing, feeling
Things are not always as they seem
By: J.B., B.B., K.W., 2004
We
know, that we are making the right choice being advocates
of play, both in and outside the classroom. But it is
not just the children who are learning while they play.
Just as children need the spirit of freedom in which
to grow, we, too, as educators and as adults, need freedom
to play within our working environment or our vocations
will stagnate. We
need to recognize Krishnamurti’s “right” education where “the spirit of individual freedom
and intelligence…pervade the whole school at all times” (1953,
92).
Reflections a year later…..
Resources
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David. (1985, Summer). Imaginary Gardens with Real Toads:
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Dewey,
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Flaxman,
Sheila G. (2000, September). Play an Endangered Species. Instructor, 110 (2), 39-41.
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Terri and Schraw, Gregory. (2000, December). Teacher
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Gable,
Robert K., Gentry, Marcia and Rizza, Mary G. (2002).
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David A. (1984). Experiential Learning: Experience
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