Friends, Romans, countrymen and -women, I was delighted to read this article 'Just let our kids play' in today's TODAY.
Actually, I was going to blog about something related to this, and I shall pretty soon, as I've just finished reading Totto-chan, the Little Girl by the Window.
Back to the article. The writer is a retired teacher (no longer hounded by EPMS) who feels that there isn't enough room, metaphorically and physically, given to children to PLAY in school.
Here are some of his points about play (in red):
b Play is an integral part of the growing-up years. Play, whether for the sheer fun of it, or competitively in games and sports, pays rich dividends such as good health and fitness, an iron will and a never-give-up spirit, among others.
b Gregarious and bursting with energy, most kids really enjoy playing. The school is just the place to do that.
b A large open space allows children to safely expend their abundant energy, and satiate the innate instinct to play.
I totally, totally agree with him, and I'm sure so would most other people, young, old, parents, non-parents, etc.
I am also extremely grateful to have spent my kindergarten to Sec 4 years in a school with an extremely huge compound, i.e., LOTS of space to play. My kindergarten had a sand pit and wendy-house, huge swings and, of course, lots of toys. The main school compound had long jump pits (which we used more for play than competition or training!), basketball courts, grassy areas, rabbit hutches, turtle ponds, etc. Part of the assembly area also happened to be tiled with a squares which were just the right size for playing hopscotch!
Quite understandably, most schools today can't enjoy that type of size. I do notice, though, that the few play areas they have never seem to be filled with students playing just for fun. Like how the assembly area in my school used to be filled with hopscothers and zero-pointers before/after school or during recess.
Here's what the letter writer says is the problem today (in red):
x The actual situation in schools is not heart-warming. Some school leaders unwisely and unwittingly devalue the important role of physical activities. They consider academic excellence and CCA achievements their top priorities.
x Due to limited space, falls and collisions are common when pupils play. To eliminate or minimise mishaps, schools implement the ingenious "silent reading scheme ".
More than a thousand pupils, packed like sardines, sit cross-legged for a half-hour (or longer) of enforced reading. It is a no-brainer that children grow up to associate reading with punishment.
Many schools start 10 to 15 minutes earlier, so that lessons can begin at 7.30am or 1pm sharp, respectively. The moment they reach school, prefects and teachers on duty ensure that the pupils proceed directly to the hall/ multi-purpose court for" silent reading". There is little time or opportunity to have fun.
x Children deprived in this manner are restless, agitated and become disruptive during lessons.
x The alarming rise in the number of obese National Service (NS) recruits reminds us starkly of how we have gone awry.
I agree with him that it is unfortunate that physical activity is 'devalued'. However, I suppose we can't blame the school leaders because they are under a lot of pressure to achieve. As for silent reading, I have already said what I wanted to say about it.
And something from his last part (in red):
U I find amusing their misplaced notion — that playing is time ill-spent and unproductive.
Actually, I find it sad that people look at play in this way. There is so much that can be gained from play, and so much to be lost by depriving people of play. I say 'people' and not just 'children' because the implications of not playing are really quite serious and too many to go into here.
Finally, a 'no-brainer' for you: Which child was recently seen 'marching' about the classroom during lesson time when his form teacher was away from school and someone else (I'm sure a very nice lady) was taking over the class?
Actually, I was going to blog about something related to this, and I shall pretty soon, as I've just finished reading Totto-chan, the Little Girl by the Window.
Back to the article. The writer is a retired teacher (no longer hounded by EPMS) who feels that there isn't enough room, metaphorically and physically, given to children to PLAY in school.
Here are some of his points about play (in red):
b Play is an integral part of the growing-up years. Play, whether for the sheer fun of it, or competitively in games and sports, pays rich dividends such as good health and fitness, an iron will and a never-give-up spirit, among others.
b Gregarious and bursting with energy, most kids really enjoy playing. The school is just the place to do that.
b A large open space allows children to safely expend their abundant energy, and satiate the innate instinct to play.
I totally, totally agree with him, and I'm sure so would most other people, young, old, parents, non-parents, etc.
I am also extremely grateful to have spent my kindergarten to Sec 4 years in a school with an extremely huge compound, i.e., LOTS of space to play. My kindergarten had a sand pit and wendy-house, huge swings and, of course, lots of toys. The main school compound had long jump pits (which we used more for play than competition or training!), basketball courts, grassy areas, rabbit hutches, turtle ponds, etc. Part of the assembly area also happened to be tiled with a squares which were just the right size for playing hopscotch!
Quite understandably, most schools today can't enjoy that type of size. I do notice, though, that the few play areas they have never seem to be filled with students playing just for fun. Like how the assembly area in my school used to be filled with hopscothers and zero-pointers before/after school or during recess.
Here's what the letter writer says is the problem today (in red):
x The actual situation in schools is not heart-warming. Some school leaders unwisely and unwittingly devalue the important role of physical activities. They consider academic excellence and CCA achievements their top priorities.
x Due to limited space, falls and collisions are common when pupils play. To eliminate or minimise mishaps, schools implement the ingenious "silent reading scheme ".
More than a thousand pupils, packed like sardines, sit cross-legged for a half-hour (or longer) of enforced reading. It is a no-brainer that children grow up to associate reading with punishment.
Many schools start 10 to 15 minutes earlier, so that lessons can begin at 7.30am or 1pm sharp, respectively. The moment they reach school, prefects and teachers on duty ensure that the pupils proceed directly to the hall/ multi-purpose court for" silent reading". There is little time or opportunity to have fun.
x Children deprived in this manner are restless, agitated and become disruptive during lessons.
x The alarming rise in the number of obese National Service (NS) recruits reminds us starkly of how we have gone awry.
I agree with him that it is unfortunate that physical activity is 'devalued'. However, I suppose we can't blame the school leaders because they are under a lot of pressure to achieve. As for silent reading, I have already said what I wanted to say about it.
And something from his last part (in red):
U I find amusing their misplaced notion — that playing is time ill-spent and unproductive.
Actually, I find it sad that people look at play in this way. There is so much that can be gained from play, and so much to be lost by depriving people of play. I say 'people' and not just 'children' because the implications of not playing are really quite serious and too many to go into here.
Finally, a 'no-brainer' for you: Which child was recently seen 'marching' about the classroom during lesson time when his form teacher was away from school and someone else (I'm sure a very nice lady) was taking over the class?
Comments
Yeah, so much to gain from play. Hopefully more and more teachers will at least incorporate 'play' into their lessons, though it doesn't make up for not having enough time or space to REALLY play.