Current research tells us that not only does play exercise imagination and inventiveness, it is the basis of emotional intelligence, social bonding, physical motor development, cooperation, increased problem solving skills, enhanced communication skills, creativity, coordination and spatial awareness. Isn’t it wonderful that it is also a source of joy!
“Play is the foundation of creative intelligene”
Young children need time to play, create, socialize, take initiative, figure things out on their own, and learn to manage themselves. Play naturally and effectively develops social and emotional skills and is directly linked to the development of executive function in the brain--the ability to set, plan, and reach goals, as well as the ability to self-regulate.
Through self-directed play students lay the ground for abstract thinking and problem solving, engage in functional movement, and nourish their souls through time with friends. Through self-directed play children learn how to get along and cooperate with each other as equals. They learn to handle their emotions and work with others—being a skillful playmate means play can be richer and deeper.
Play is the basis of emotional intelligence, social bonding, physical motor development, cooperation, increased problem solving skills, enhanced communication skills, creativity, coordination and spatial awareness. Isn’t it wonderful that it’s such a source of joy!
“Our son loved Ziji and we see a direct connection in how he had a wonderful time at Zji and how it prepared him to enter public school in third grade. It torns out he was ahead of many of his classmates in reading, writing, and math.”
It is a misconception that pushing a young child into academics will support them in in learning later in life. Though this belief is widely held there is no research that supports it. Time spent in academic training is time that cannot be spent on developing the much more important skills that come from self directed activities. Each stage of development deserves to come to it’s own fruition. As Joseph Chilton Pearce says, “We can force a child prematurely to employ these abstract intelligences to some etent, but at a price. Demanding that the young child prematurely develop symbolic capacity means programs which nature intended for that period…are severely neglected…Ironically, these early programs are the foundations we need for tru abstract symbolic capacity later…With no neural structure developed for this capacity, a majority of children are defeated before they begin.”
How do we feed and support children's play at Ziji?
We offer a richly prepared environment, open-ended materials, and plenty of time and space for children to decide and implement what they want to do. A big part of nourishing our student’s play is getting out of their way—teachers are present but not interrupting, leaving space for the children to fully engage in their activity.
A mixed age group of children can play so deeply and creatively--like the neighborhood tribes some of us remember from childhood. The older children provide the younger children with inspiration and scaffolding. The younger children provide enthusiasm and attentiveness--a rich situation for all!
Along with materials for play Ziji students have free access to the library space, abundant art and craft materials, and a closet full of games and puzzles.