Abstract
Who wants to play? Young children want to play. Play is a child’s work. It is what they do. Play is what a child needs and desires for a healthy development. Playing is learning. Children are very tactile, that is how they learn and explore the world around them. Children are movers. They are sponges absorbing information from everyone and everywhere. In order for optimal learning to take place, a child must have the freedom to move about the learning environment using all of their five senses. Young children are very hands on, so giving them opportunities to express themselves in Kindergarten is ideal and beneficial for their growing minds. This is why a curriculum based on constructivism is necessary.
Constructivism is a philosophy of education that is based on experimental learning through real life experiences and hands on activities that will construct and condition knowledge. During the early years of school, children need to play and make sense of the world around them. It is desirable for children to be in an environment where the philosophy of education is aimed at the ultimate benefit of the child. An early math and literacy curriculum for Pre-Kindergarten and Kindergarten, where children are free to learn from hands on experiences is beneficial. Children are natural movers and explorers, and therefore it is only natural to prepare a curriculum for them that is based on their needs, desires and interests. The philosophy of constructivism is a solid foundation for productivity and growth in young children. A Constructive-play based curriculum encourages discovery, hands on, experimental and task based learning. A curriculum that is based on constructivism is something that children naturally depend on in order to succeed in their environment.
Who wants to play? Young children want to play. Play is a child’s work. It is what they do. Play is what a child needs and desires for a healthy development. Playing is learning. Children are very tactile, that is how they learn and explore the world around them. Children are movers. They are sponges absorbing information from everyone and everywhere. In order for optimal learning to take place, a child must have the freedom to move about the learning environment using all of their five senses. Young children are very hands on, so giving them opportunities to express themselves in Kindergarten is ideal and beneficial for their growing minds. This is why a curriculum based on constructivism is necessary.
Constructivism is a philosophy of education that is based on experimental learning through real life experiences and hands on activities that will construct and condition knowledge. During the early years of school, children need to play and make sense of the world around them. It is desirable for children to be in an environment where the philosophy of education is aimed at the ultimate benefit of the child. An early math and literacy curriculum for Pre-Kindergarten and Kindergarten, where children are free to learn from hands on experiences is beneficial. Children are natural movers and explorers, and therefore it is only natural to prepare a curriculum for them that is based on their needs, desires and interests. The philosophy of constructivism is a solid foundation for productivity and growth in young children. A Constructive-play based curriculum encourages discovery, hands on, experimental and task based learning. A curriculum that is based on constructivism is something that children naturally depend on in order to succeed in their environment.
Rationale
Kindergarten is not what it used to be. According to Creswell (2012), children in today’s Kindergartens are becoming disengaged with the learning at hand and more over in their environment. In many classrooms, there are not many toys. Many classrooms do not even have centers where children can interact and learn hands on as stated by Creswell (2012). Many Kindergarten children sit for too long.
Evidence and research support the concept that the children need to have plenty of time to play in order to rationalize feelings, emotions and a sense for self (Hemphill 2006). During play and being hands on with what is around them, children naturally explore and discover, giving meaning to their world. A five year old child’s attention span is limited when having to sit and be drilled (Hemphill 2006). When children are able to create their own agenda working with objects and using pretend play, real learning occurs because they are allowed to express themselves (Creswell 2012). Children need movement. Children need to be able to engage all senses when it comes to a learning environment. This involves the whole child. Teaching the whole child means attending to their needs and a child needs to play (Wenner 2009).
Boss (2009), states that children need more movement in their day, so they can get up and experience actual learning. Actual learning takes place when children are interested and they feel in control. Since play is natural for children, they have a tendency to know what they want to do and when (Boss 2009). Children need to play and they know how meaningful it is to them. Educators should realize the value of play and the capabilities that play has on a child’s over all well-being (Wenner 2009). This is how they make sense of their world. If educators would focus
more hands on learning and play based learning, children would be more willing to sit and cooperate when it comes time for writing practice or math practice which is important as well. According to Miller and Almon (2009), when children are comfortable in a learning environment, they are more likely to comply with the standard rules and regulations of school thus making them engaged and feel like a part of the community.
Play is a child's work. It is what they do and how they learn. Research shows that play incorporated into the school day builds a child’s self-esteem, makes them aware and focused as well as provides with discipline (Hemphill 2006). A curriculum based on constructivism will give children the experience for hands on learning, playing and engaging with others in a social environment. When children are made to sit for too long and write repeatedly they may become bored and disconnect from learning. The point is to get children to love learning. Children will learn to love learning when they are made to feel they can explore their environment without restrictions and are able to express themselves using objects around them (Miller and Amon 2009). Children will not learn to love learning if they are forced to do things that provide no benefit to them. Sitting at a desk and learning to write is important as well. The amount of time in one sitting is what needs to be considered. Children get bored easily. Since teachers in early childhood education already know this, then it should be time to put the focus more on the children and get them involved in their own learning process. Through play, children learn about science and math. Blocks can be used to make building or to count. Play is versatile and gives a unique experience to each child. Of course children need to learn how to write and they should. The point is to give children an educational experience that caters to their needs and that brings out the best potential they have to offer. When a child engages in play, they are creating a world in which they want to be a part of (Wenner 2009).
According to Boss (2009), implementing more play and hands on learning into math and literacy can achieve great results with one result being a genuine desire to want to learn. This genuine desire to learn comes from the ability to be able to express themselves through movement and play. This provides discipline in areas, leading to be able to sit down, focus and want to learn how to practice letter and number writing. Not only does the writer feel that children should be blowing bubbles and not filling them in, research shows that children lose sense of self when they are in the classroom and made to take tests to show what they know (Wenner 2009).
Much of today’s curriculum focuses on getting the child ready for college. That is a long ways off. Educators cannot forget that children are something today. Preparation is important but when it comes to disregarding the true needs of children that benefit the actual learning process, is when something is wrong. Today is what counts and childhood is not a race or preparation for adulthood and higher education. Childhood is on its own agenda (Hemphill 2006). It makes real sense that childhood has its own set of rules and it counts today and this is a reason why a curriculum should tend to the needs of the children now. They count as people today and teachers should look beyond preparing them for the next level. Children prepare themselves through play and natural explorations on their own terms. There is no doubt that children need play. Play is innocent, natural and provides space and opportunity to truly learn what is meaningful (Miller and Almon). Teachers want children to learn what is meaningful so they can succeed. With that being said, teachers should comply and shift their focus on more interactive classroom as this would be meaningful to children and they would be able to succeed through hands on situations that are natural to them (Wenner 2009).
The early math and early literacy curriculum that is proposed is based on constructive theory and is ideal because the learners are self-directive and creative; taking on clues from their environment, one that simulates the world outside the classroom. A Kindergarten experience needs to be memorable for children, a foundation in which they can grow in their love for learning. Educators want to create lifelong learners. Creating lifelong learners starts with the learners in mind. Kindergarten children want to learn and play. They may not realize they are learning through play but it makes sense to them. Incorporating hands on experiences in science develops awareness and interest. Hands on learning, making play dough, provides opportunities to use math and science while using all senses. Not only is it fun, it is educational. Children experience fun and it is on top of a learning experience that will stay with them. Incorporating dramatic play into literature can increase a child's love for learning. Being able to put on a costume and act out a scene from a story is meaningful and involves the whole child being able to use the sense of touch along with sight and sound. Overall, a curriculum that is constructively based is one that corresponds with the innate abilities that are in children. The more they move, the more they learn (Wenner 2009). The more real, the more they feel, this is what the writer believes as well is supported by (Boss 2009) as he states that children correspond to learning by what they feel inside. They do not think about it but they just do it. It is play and it is about taking the environment and moving around being able to use it as a toolbox for a fundamental learning experience.
The early mathematics and literacy curriculum based on the philosophy of education called constructivism will allow the children to learn through hands on, experimental learning and real life experiences. This leads to children constructing their own knowledge (Wenner 2009). A constructive curriculum is ideal because children are self-directed and this encourages natural discovery. A child will automatically learn when they are hands on and involved. Evidence shows that this type of curriculum can be truly necessary for young children because it teaches values, morals, empathy, and compassion – all along with the basics of early childhood education programs like arts and crafts (Miller and Almon 2009). A learning environment that is based on constructive theory gives focus on heuristic problem solving and that uses experience based techniques that expand on creativity and originality. Not only does a constructive philosophy teach children love, kindness and respect for life through hands on engagement, it builds a foundation for enabled quested learning where the children naturally take what is necessary from the learning environment and add it to existing knowledge (Wenner 2009). Having this as a foundation will give children high self-esteem and nurture their learning. Knowledge is created while exploring the world. As Maria Montessori stated, one test of correct educational procedure is the happiness of the child (Miller and Almon 2009). Children are happy when they get to do what they want to do. Play is what they want to as well as need to do. This makes them happy. This happiness is important because it builds on a natural desire to do more. That is what the writer aims to achieve, to make the children happy and to provide them with a meaningful and beneficial educational experience that caters to what is in the natural order of what a child is to do and how the child truly experiences optimal learning. If a child is emotionally well then he or she is able and ready to learn. That is the importance of it all.
References
Kindergarten is not what it used to be. According to Creswell (2012), children in today’s Kindergartens are becoming disengaged with the learning at hand and more over in their environment. In many classrooms, there are not many toys. Many classrooms do not even have centers where children can interact and learn hands on as stated by Creswell (2012). Many Kindergarten children sit for too long.
Evidence and research support the concept that the children need to have plenty of time to play in order to rationalize feelings, emotions and a sense for self (Hemphill 2006). During play and being hands on with what is around them, children naturally explore and discover, giving meaning to their world. A five year old child’s attention span is limited when having to sit and be drilled (Hemphill 2006). When children are able to create their own agenda working with objects and using pretend play, real learning occurs because they are allowed to express themselves (Creswell 2012). Children need movement. Children need to be able to engage all senses when it comes to a learning environment. This involves the whole child. Teaching the whole child means attending to their needs and a child needs to play (Wenner 2009).
Boss (2009), states that children need more movement in their day, so they can get up and experience actual learning. Actual learning takes place when children are interested and they feel in control. Since play is natural for children, they have a tendency to know what they want to do and when (Boss 2009). Children need to play and they know how meaningful it is to them. Educators should realize the value of play and the capabilities that play has on a child’s over all well-being (Wenner 2009). This is how they make sense of their world. If educators would focus
more hands on learning and play based learning, children would be more willing to sit and cooperate when it comes time for writing practice or math practice which is important as well. According to Miller and Almon (2009), when children are comfortable in a learning environment, they are more likely to comply with the standard rules and regulations of school thus making them engaged and feel like a part of the community.
Play is a child's work. It is what they do and how they learn. Research shows that play incorporated into the school day builds a child’s self-esteem, makes them aware and focused as well as provides with discipline (Hemphill 2006). A curriculum based on constructivism will give children the experience for hands on learning, playing and engaging with others in a social environment. When children are made to sit for too long and write repeatedly they may become bored and disconnect from learning. The point is to get children to love learning. Children will learn to love learning when they are made to feel they can explore their environment without restrictions and are able to express themselves using objects around them (Miller and Amon 2009). Children will not learn to love learning if they are forced to do things that provide no benefit to them. Sitting at a desk and learning to write is important as well. The amount of time in one sitting is what needs to be considered. Children get bored easily. Since teachers in early childhood education already know this, then it should be time to put the focus more on the children and get them involved in their own learning process. Through play, children learn about science and math. Blocks can be used to make building or to count. Play is versatile and gives a unique experience to each child. Of course children need to learn how to write and they should. The point is to give children an educational experience that caters to their needs and that brings out the best potential they have to offer. When a child engages in play, they are creating a world in which they want to be a part of (Wenner 2009).
According to Boss (2009), implementing more play and hands on learning into math and literacy can achieve great results with one result being a genuine desire to want to learn. This genuine desire to learn comes from the ability to be able to express themselves through movement and play. This provides discipline in areas, leading to be able to sit down, focus and want to learn how to practice letter and number writing. Not only does the writer feel that children should be blowing bubbles and not filling them in, research shows that children lose sense of self when they are in the classroom and made to take tests to show what they know (Wenner 2009).
Much of today’s curriculum focuses on getting the child ready for college. That is a long ways off. Educators cannot forget that children are something today. Preparation is important but when it comes to disregarding the true needs of children that benefit the actual learning process, is when something is wrong. Today is what counts and childhood is not a race or preparation for adulthood and higher education. Childhood is on its own agenda (Hemphill 2006). It makes real sense that childhood has its own set of rules and it counts today and this is a reason why a curriculum should tend to the needs of the children now. They count as people today and teachers should look beyond preparing them for the next level. Children prepare themselves through play and natural explorations on their own terms. There is no doubt that children need play. Play is innocent, natural and provides space and opportunity to truly learn what is meaningful (Miller and Almon). Teachers want children to learn what is meaningful so they can succeed. With that being said, teachers should comply and shift their focus on more interactive classroom as this would be meaningful to children and they would be able to succeed through hands on situations that are natural to them (Wenner 2009).
The early math and early literacy curriculum that is proposed is based on constructive theory and is ideal because the learners are self-directive and creative; taking on clues from their environment, one that simulates the world outside the classroom. A Kindergarten experience needs to be memorable for children, a foundation in which they can grow in their love for learning. Educators want to create lifelong learners. Creating lifelong learners starts with the learners in mind. Kindergarten children want to learn and play. They may not realize they are learning through play but it makes sense to them. Incorporating hands on experiences in science develops awareness and interest. Hands on learning, making play dough, provides opportunities to use math and science while using all senses. Not only is it fun, it is educational. Children experience fun and it is on top of a learning experience that will stay with them. Incorporating dramatic play into literature can increase a child's love for learning. Being able to put on a costume and act out a scene from a story is meaningful and involves the whole child being able to use the sense of touch along with sight and sound. Overall, a curriculum that is constructively based is one that corresponds with the innate abilities that are in children. The more they move, the more they learn (Wenner 2009). The more real, the more they feel, this is what the writer believes as well is supported by (Boss 2009) as he states that children correspond to learning by what they feel inside. They do not think about it but they just do it. It is play and it is about taking the environment and moving around being able to use it as a toolbox for a fundamental learning experience.
The early mathematics and literacy curriculum based on the philosophy of education called constructivism will allow the children to learn through hands on, experimental learning and real life experiences. This leads to children constructing their own knowledge (Wenner 2009). A constructive curriculum is ideal because children are self-directed and this encourages natural discovery. A child will automatically learn when they are hands on and involved. Evidence shows that this type of curriculum can be truly necessary for young children because it teaches values, morals, empathy, and compassion – all along with the basics of early childhood education programs like arts and crafts (Miller and Almon 2009). A learning environment that is based on constructive theory gives focus on heuristic problem solving and that uses experience based techniques that expand on creativity and originality. Not only does a constructive philosophy teach children love, kindness and respect for life through hands on engagement, it builds a foundation for enabled quested learning where the children naturally take what is necessary from the learning environment and add it to existing knowledge (Wenner 2009). Having this as a foundation will give children high self-esteem and nurture their learning. Knowledge is created while exploring the world. As Maria Montessori stated, one test of correct educational procedure is the happiness of the child (Miller and Almon 2009). Children are happy when they get to do what they want to do. Play is what they want to as well as need to do. This makes them happy. This happiness is important because it builds on a natural desire to do more. That is what the writer aims to achieve, to make the children happy and to provide them with a meaningful and beneficial educational experience that caters to what is in the natural order of what a child is to do and how the child truly experiences optimal learning. If a child is emotionally well then he or she is able and ready to learn. That is the importance of it all.
References
Boss, S. (2009). Studies emphasize the importance of childhood play. Edutopia.
Creswell, J.W. (2012). Educational research: Planning, conducting, and evaluating quantitative and qualitative research (4th ed.). Columbus, Ohio: Pearson/Merrill Prentice Hall.
Driscoll, A. & N.G. Nagel. (2010). The value of play. Pearson Allyn Bacon, Prentice Hall.
Hemphill, C. (2006). In kindergarten playtime, a new meaning for 'play'. New York Times.
McCain, M., Mustard, F., & Shanker, S. (2007). Early years study 2: Putting science into action.
Toronto, ON: Council for Early Child Development.
Miller, E., & Joan Almon. (2009). Crisis in the kindergarten: Why children need play in school. Alliance for Childhood.
Wenner, M. (2009). The serious need for play. Scientific American.
Creswell, J.W. (2012). Educational research: Planning, conducting, and evaluating quantitative and qualitative research (4th ed.). Columbus, Ohio: Pearson/Merrill Prentice Hall.
Driscoll, A. & N.G. Nagel. (2010). The value of play. Pearson Allyn Bacon, Prentice Hall.
Hemphill, C. (2006). In kindergarten playtime, a new meaning for 'play'. New York Times.
McCain, M., Mustard, F., & Shanker, S. (2007). Early years study 2: Putting science into action.
Toronto, ON: Council for Early Child Development.
Miller, E., & Joan Almon. (2009). Crisis in the kindergarten: Why children need play in school. Alliance for Childhood.
Wenner, M. (2009). The serious need for play. Scientific American.