Diane Trister Dodge on making play count in the classroom

David Wilson has documented the alarming decrease in play as a vehicle for meaningful learning and its consequences "Developmentally Appropriate Practice in the Age of Testing," HEL, May/June 2009. Strong research supports the value of play on children’s self-regulation, language and literacy skills, positive social behavior, positive approaches to learning, and math skills. Recognizing the value of play does not mean that these benefits are always achieved. All play is not equal; some play is just messing around and often becomes chaotic or repetitive. Teachers have to understand what engaged and meaningful play looks like and be intentional about using play as a vehicle for teaching.

In our work with teachers, we describe intentional teaching as four parts of a puzzle that must fit together. Teachers encourage engaged and rich play when their teaching is: purposeful; meaningful; includes different settings; and encompasses a variety of teaching strategies.

Intentional teaching requires teachers to be purposeful, to know what to plan and why. Implementing a comprehensive, developmentally appropriate curriculum is a first step. The curriculum should include objectives that address all aspects of development and learning, specifically those that are predictive of school success, and are aligned with content standards. Teachers keep these objectives in mind as they plan experiences that will actively engage children as they also build skills and knowledge.

Intentional teachers know how to make learning meaningful for children. One of the most effective approaches is to integrate content learning around a long-term study. Studies support children’s wonderful ability to become totally engaged in topics and activities that interest them and challenge them to extend their thinking.

The third piece of the puzzle of intentional teaching is an appreciation that learning can take place all day and in varied settings. Daily routines such as taking attendance, jobs, and mealtimes can all be used for teaching and learning. Well-stocked interest areas and ample time for children to choose where they want to play offer opportunities for teachers to teach content as children explore materials. For example, when children make finger paint and mix bread dough, children measure ingredients and talk about how properties change states, learning about math and science.

Finally, intentional teachers use a variety of teaching strategies. They acknowledge and describe, saying what they notice to validate what children are doing and saying and to make children more aware of their thought processes and actions. Teachers also coach, offering children encouragement and suggestions to sustain their attention. Teachers extend, offering additional materials, asking open-ended questions, or expanding on an idea to stretch children’s thinking. Teachers demonstrate, modeling a skill or behavior for children to imitate. Finally, teachers give information. They provide facts, language, or an answer to a question to satisfy children’s desire to know.

As a profession, we have to improve our ability to make play count. The intentional teaching and guidance that teachers need to provide must be based on their knowledge of the content to be addressed, and what they learn about each child from ongoing, curriculum-based assessment that helps them to plan meaningful and engaging experiences. Curriculum developers have a responsibility to offer this guidance and support.

Diane Trister Dodge is president of Teaching Strategies, Inc.  A former preschool and kindergarten teacher, she served on the governing board of NAEYC from 1990 to 1994, and the Mayor's Advisory Committee on Early Childhood Development in Washington D.C. from 1982 to 2009.