Just a quick heads up about a terrific article in today’s NY Times Magazine by Paul Tough, Can the Right Kinds of Play Teach Self-Control? The article describes an emerging methodology for kindergarten and prekindergarten called Tools of the Mind, based on the work of Russian psychologist Lev Vygotsky. Basically, the program is part of a much-needed response to correcting the misguided focus on too-early academics that has come into fashion since No Child Left Behind. Most of us who work with young children understand that pushing early academics, at the expense of developmentally appropriate imaginative play, will result in stressed-out and unhappy kids, not early Einsteins. The article describes research on executive brain function and how activities such as dramatic play help children learn to self-regulate. Tools of the Mind is aimed at increasing self-regualtion, decreasing preschool and kindergarten meltdowns and expulsions and in the long run, increasing school (and life) success. It is heartening to hear about ways the early childhood arena is correcting the harmful missteps of NCLB.
I agreed with much of Paul Tough’s article. I take exception, however, to his implication that the Alliance for Childhood report Crisis in the Kindergarten calls for free-for-all, unstructured play. This is just not true. I quote directly from the Alliance’s report: In a healthy kindergarten, play does not mean “anything goes”. It does not deteriorate into chaos. Nor is play so tightly structured by adults that children are denied the opportunity to learn through their own initiative and exploration. Kindergarteners need a balance of child-initiated play in the presence of engaged teachers and more focused experiential learning guided by teachers.
My sense is that Alliance for Childhood and Tools of the Mind are more on the same page than Tough implies. Either way, both organizations are working hard to bring valuable, imaginative play back into the school day – and this is a good thing.
