coming fall 2019.... the downtown play project!
I am very, very excited to announce a new project at The Downtown School for the 2019-2020 school year: The Downtown Play Project! We are introducing "loose parts" and elements of Playwork Principles on our Play Park for all grades, PK- 8. Right now, every Friday is staffed by myself and/ or parent volunteers trained in Playwork Principles by the amazing Linda Kinney at the NC Zoo. Interested in participating? Let me know! [email protected] These videos give terrific overviews of the type of project we are implementing and the value for our students: Portland Free Play Red Stick Pop Up Play Adventure Playground at Parish School, Houston More Parish School More Portland Free Play What does this mean? It means many things. Downtown Play Project is.... - a meaningful extension of the Social and Emotional Learning we are working on through Responsive Classroom - an opportunity for increased active time at recess (learn more here and here) - opportunities for deeper exploration of creative and scientific concepts (learn more here) - an opportunity for students to find joy, challenge, and original ideas during the school day Occasionally, concerns are raised about risks involved with loose parts play vs traditional fixed play equipment. Studies show that loose parts play environments are inherently safer for a variety of reasons. One study examining the differences between these two types of play settings was this one, a 5-year longitudinal study at Houston's Parish school, which I was fortunate enough to visit last year. Last year I traveled to Houston for the second semiannual Playwork Campference held at Parish School. I camped out on the Parish School's Adventure Playground with playworkers and educators from all over our country as well as 8 other nations! The experience was incredibly inspiring and informative, and I've returned armed with so many thoughts on childhood, play, inquiry, and exploration! We spent the long weekend exploring the benefits of open-ended, child-led play experiences and the kinds of mindful listening and reflecting that playwork requires of the adults in the environment. I attended sessions about playwork in school settings, balancing risk and reward, inclusion of special needs students through playwork, "nuts and bolts" like hammock making and knot tying, and more. It was amazing to spend time talking, dreaming, and planning with so many like minded practitioners, and to return to DTS ready to better nurture our students academically, socially, and emotionally. |
interested in volunteering at DTS recess? Want to learn more?
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Additionally, I'm working with my former ECU colleague, Assistant Professor of Elementary and Middle Grades Education, Dr. Angela Novak, on a research study and presentation for the 2019 NACG Convention, entitled "Don’t Forget to Play! How Principles in Play Connect to Gifted Pedagogy."
Read our description and abstract below and consider the benefits for our school's AIG and Talent Pool students:
"While gifted learners need appropriate academic challenge, in a world seeking innovators, entrepreneurs, and out-of-the-box thinkers, educators may want to look to the principles of play. This session shares research on play and its overlap with creativity and gifted education, providing examples of gifted play in action through pictures and anecdotes, and sharing connections to learning and affective growth.
This session presents research behind play, and how it overlaps with gifted pedagogy, creativity, and the science of innovation, creating a paradigm for play in the gifted field.
The design of the presentation is in three parts- a brief opening description of play with a short discussion (What is play? What isn’t it?), followed by a presentation on the research basis of play, historical and current. Dr. Stuart Brown and Dr. Peter Gray’s work are foundational principles, however, additional studies cited will be biological reviews (such as Graham & Burghardt, 2010), psychological approaches (Bergen, 2015), cultural viewpoints (Bocknek & Hale, 2016) and of course, educational insights including the limited work in the field of gifted education (Schneider, 1992; Beisser, Gillespie & Thacker, 2013). The presenters will then move into recommendations into how to incorporation principles of play into the classroom in order to encourage openness and creativity, which helps to foster innovation.
Throughout the session, presenters will share the journey of a gifted teacher, a presenter, implementing playwork principles at an urban magnet school in NC, using pictures and anecdotes to make connections to evidenced-based practices in gifted education such as student-led inquiry. Presenters will share implications for social-emotional learning, accommodations for twice-exceptional students, and an overall focus on the importance of play in students cognitive and affective growth.
Participants will leave with an understanding of the importance of play in the daily lives of gifted children, and how principles of play can complement best practices in gifted education.
Read our description and abstract below and consider the benefits for our school's AIG and Talent Pool students:
"While gifted learners need appropriate academic challenge, in a world seeking innovators, entrepreneurs, and out-of-the-box thinkers, educators may want to look to the principles of play. This session shares research on play and its overlap with creativity and gifted education, providing examples of gifted play in action through pictures and anecdotes, and sharing connections to learning and affective growth.
This session presents research behind play, and how it overlaps with gifted pedagogy, creativity, and the science of innovation, creating a paradigm for play in the gifted field.
The design of the presentation is in three parts- a brief opening description of play with a short discussion (What is play? What isn’t it?), followed by a presentation on the research basis of play, historical and current. Dr. Stuart Brown and Dr. Peter Gray’s work are foundational principles, however, additional studies cited will be biological reviews (such as Graham & Burghardt, 2010), psychological approaches (Bergen, 2015), cultural viewpoints (Bocknek & Hale, 2016) and of course, educational insights including the limited work in the field of gifted education (Schneider, 1992; Beisser, Gillespie & Thacker, 2013). The presenters will then move into recommendations into how to incorporation principles of play into the classroom in order to encourage openness and creativity, which helps to foster innovation.
Throughout the session, presenters will share the journey of a gifted teacher, a presenter, implementing playwork principles at an urban magnet school in NC, using pictures and anecdotes to make connections to evidenced-based practices in gifted education such as student-led inquiry. Presenters will share implications for social-emotional learning, accommodations for twice-exceptional students, and an overall focus on the importance of play in students cognitive and affective growth.
Participants will leave with an understanding of the importance of play in the daily lives of gifted children, and how principles of play can complement best practices in gifted education.