What Happened To Kindergarten
I would wish to disagree that the ideas of eliminating play in the kindergarten classrooms is not efficient as pointed out by in her book What Happened to Kindergarten. Although, I entirely agree to the fact that surrounding play in classrooms boosts the growth and esteem of a child (Curwood, 2007). The main purpose why kindergarten was created was basically to emphasize the development of the whole child.
I agree that play is important to the kindergarten classroom and therefore it should be supported in all means possible. As suggested by majority of preschool teachers, there are several things that can be done to ensure all the children are well taken care of in terms of play. The young children are always naturally eager to explore and investigate what happens around hem as a form of development. As a result, I prefer spending much of time involving them through interactive sessions with actual materials that fit their brains. Play can also be done through provision of adequate opportunities for quality play, giving enough exposure for the children to learn from the external environment (Jacobs, 2010). The kindergarten classes need support that can be efficient if it was offered by school. As a matter of fact, if the school was at a position of partnering with the classrooms, there would be so much change.
Creation of a plan that will be able to cover the needs of play among the student can be well be done by first planning a committee that can make sure the plan objectives are implemented in the right way. And therefore data can be collected as the daily assessment is varied.
In today’s kindergarten classrooms, there is more emphasizing on academic development than play. This has made the children become undernourished in terms of emotional, physical as well as the social development. I concur with Jen Scott Curwood on trying to bring out how children play in classroom can be brought to action. Nevertheless, these plans fail to work as a result of inadequate research towards promoting the growth of young children.
Giving ample opportunity for quality play in classroom as illustrated is vital. This is due to the fact that active engagement of children with real materials inherently triggers enthusiasm and freedom of thinking. According to Nell and Drew, 2013 play ensures attentiveness to the present action and thus displaying the constructive effects during the play.
Although creation of the peer plan may not be an efficient tool as direct support from teachers would do, it can be still important to do a follow up. Play is a natural way for any child to lean without necessarily being confined in a certain curriculum. I agree with the idea that all teachers should be held accountable for the follow ups and ensure the coordination of the plan is done in a rightful way manner. The plan should focus on how the classroom is conducive to give a play environment as well as the social background of the children. The children need a larger space for peers to play without being interrupted in any way so that they learn naturally.