Play-based learning in kindergarten is not new, but it has not been common in public schools. This fall Tumwater School District, in line with its newly adopted Strategic Plan, begins to incorporate play-based learning into its young classrooms. “It will be a three-year roll out modifying their classrooms from the traditional method,” explains Director of Elementary Education, Misty Hinkle.
Two teachers, Meagan MacKenzie and Jess Bergstrom, are ready and eager for the changes. “I am so excited!” says Jess, who is a strong advocate of this style of learning.
Why Tumwater School District is Moving to Play-Based Learning For Kindergarten
This year kindergarteners start school with a diverse range of experiences. These are the children whose earliest years unfolded during the COVID lockdown. The typical playgroups of the past and preschool experiences didn’t happen. Neither did other normal activities like going to the grocery store or visiting with extended family. For many, this will be their first time in a group of peers. They have been used to environments with fewer people and accustomed to moving around at will. School will be an enormous set of changes.
Years ago, kindergarten classes were only a half-day, and there were naps. Now most children attend a full day. While these youngsters are just learning to manage themselves, they need to line up, sit at desks and follow a strict schedule for a full day. It is a challenge.
Previously, kindergartens had a heavy academic presence. Students were expected to know letters and sounds and be able to spell their names. The number of standards children were to achieve in math, social studies and language did not take into full account what those young brains can manage. Many were not yet ready.
“More and more, there are kids who have not had as much early learning exposure. Previous standards are beyond what a 5-year-old should do,” says Misty. Teachers would see frustration expressed as emotional outbursts and other behavioral challenges. “Play-based learning is less stressful. It allows students and teachers to adjust to school routines,” she adds. This learning approach encourages children to explore and problem-solve while developing more skills including critical thinking. Children can make more choices around their activities to follow their unique curiosities.
For example, using blocks helps with manual dexterity. There can be conversations about colors, sizes and what happens when they are stacked. Children are not engaging with a screen but have time to interact with each other. “Learning goals fit into play time,” Misty notes.
Play-based learning is not a free-for-all. It is time for the youngsters to have hands-on experiences, talk to each other and explore set-out activities. Rather than filling out worksheets, students are asked opened-ended questions about what’s going on. The baseline in the new classroom set-up ensures that 45-60 minutes of free play is built into the daily schedule. This is in addition to recess outside.
Tumwater Teachers Getting On Board Play-Based Learning
While all of Tumwater’s kindergarten teachers are implementing the first-step of play-based learning (45-60 minutes of free play each day), Misty explains, “This year, Jess and Meagan are jumping right in, going beyond the initial implementation requirements of the free-play time in the classroom.” Many of our teachers already teach in ways that amplify the play-based model and are already employing methods of play-based learning in their classrooms.
“Some kids struggle with traditional learning, and this is more engaging,” adds Jess. “They learn from each other. I can do a lot of one-on-one, and I get to know the kids better. These are big changes for the child who has been home and has not been to preschool.” She sees play-based learning as good for all levels and a path for them to enjoy learning. “For me, you want to give the kids a reason to want to come to school,” she continues.
“Teachers felt pressured to implement prescripted standards from the state,” says Meagan. “Early childhood educational standards were not realistic.” She finds the play-based learning allows children to start from where they are and allows more engagement for both students and teachers. It was once thought all students would be reading by the end of kindergarten. “Some may be, but not all,” continues Meagan. Those who are not reading may then believe that school is not for them. They didn’t like sitting at a table all day. Disruptive behaviors ensue as these learners become overwhelmed. Play-based learning gives them opportunities to move around, learn by touching, and take it at their own pace. “We want students who want to stay at school,” echoing the same sentiment as Jess.
Tumwater School District Values Student Success
The District’s new Strategic Plan covers four goal areas. They center on foundational readiness for early learners, social-emotional support, continuous academic growth and preparation for post-secondary success. Play-based learning fits well.
“At the end of three years, all Kindergarten teachers will be transitioned to a play-based classroom. We want to make sure we are doing this intentionally,” explains Misty. Adjustments will be made along the way. Teachers will continue to receive directed training through the process and have discussion teams. The District strives to develop the best education in the best environment. “We have amazing teachers who are committed to the students,” she adds. The District believes this new play-based learning sets up students to be excited to be at school and to eagerly anticipate their academic education.
For more information you can visit the Tumwater School District website.
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