Playing to Learn
Playing to Learn
Playing to Learn
By Grace Tatter
March 11, 2019
Summary
School is structured, often focused on order; play, by definition, is not.
Within this paradox of play and school, educators can find meaningful learning opportunities, advancing students' academic skills as well as the social skills that will allow them to thrive in adulthood and enjoy their childhood now, according to researchers from Project Zero, a research center at the Harvard Graduate School of Education.
With support and collaborative input from the LEGO Foundation, Project Zero embarked on an exploration of the pedagogy of play in 2015, in partnership with the International School of Billund in Denmark, which has made play a key part of its approach to learning.
There is a universality to play: children are often more relaxed and engaged during play, and it's enjoyable - all aspects that facilitate learning.
The hope of the PZ researchers is that by observing playful learning and asking questions about its characteristics, they can work with educators to develop a pedagogy of play in their own contexts - a systematic approach to the practice of playful learning and teaching - that can weave through the tensions between school and play.
The PZ researchers do have at least one example of teachers participating in more childlike play: PZ researcher Lynneth Solis recalls how, at a school in South Africa, a group of teachers actually went out to play a game on the playground.
You can also find more resources at the International School of Billund site and at Project Zero, including the most recent Pedagogy of Play working paper, "Toward a South African Pedagogy of Play.".
Reference
Tatter, G. (2019, March 11). Playing to learn. Harvard Graduate School of Education. https://www.gse.harvard.edu/ideas/usable-knowledge/19/03/playing-learn