| A Child's work | | | | |
| | | | COPING SKILLS |
| Every parent wants to see their kid excel at | | | | |
| what they do. As parents, we spend time | | | | Growing up is an exciting and scary venture. |
| reading to them, helping them learn the | | | | Consider a child's first day of school. A |
| alphabet, teaching them math, and enrolling | | | | soon-to-be kindergartener may ask himself, |
| them in the very best schools possible. While | | | | "Is the teacher going to be nice?" Or "Will |
| all of these thing are important, Vivian | | | | I be able make friends that will play with |
| Gussin Paley suggest that children's work is | | | | me. These are just a few questions that |
| to play! Vivian, who has been teaching | | | | kindergarteners might ask themselves. Paley |
| kindergarten and nursery for thirty seven | | | | recounts a story of a boy named Elliot with |
| years, has studied children develop as they | | | | these same fears. The day before Elliot goes |
| play fantasy with other children. (Fantasy | | | | to school, he tells his mother a story of a |
| play is...) Vivian suggests that children who | | | | boy who sees his new teacher and runs away |
| play fantasy learn skills that will stay with | | | | out of fear. Later that evening he retells |
| them through out their lives. | | | | his story and than acts it out with his |
| | | | sister. After telling and act out his story |
| PLAYFUL IMAGERY | | | | he seemed ok with the idea of going to |
| | | | school. As children tell and act out their |
| Have you ever taken the time to watch | | | | story, they have an incredible ability to |
| children pretend to battle with a dragon, | | | | work through the problem on their own. |
| dance like a ballerina, act like a character | | | | |
| from their favorite book? Have you noticed | | | | COMMUNICATION |
| how creative they become and how quickly they | | | | |
| jump from story to story? Paley states that | | | | Another wonderful benefit of fantasy play is |
| "children are intoxicated by the seemingly | | | | its ability to teach children how to |
| endless supply of plots available just for | | | | communicate with other children. |
| the thinking. Making up stories is the skill | | | | Communication is a skill that will be |
| most admired by other children, who do not | | | | important through out everyone life. Vivian |
| doubt the value of characters who jump higher | | | | asked mentors of a head start program what |
| than the moon during school time. ... The | | | | aspect of classroom practice concerns them |
| mind that has been freely associating with | | | | the most. They responded Ã’ Conversation! |
| playful imagery is primed to tackle new | | | | We don't hear good conversations. There are |
| ideas. Fantasy play, rather than being a | | | | mostly one-line questions and answers, but |
| distraction, helps children achieve the goal | | | | the teachers don't simply converse with the |
| of having an open mind, whether in the | | | | children. And they don't encourage children |
| service of further storytelling or in formal | | | | to talk to one another, either." Fantasy |
| lessons." How can an open mind and a good | | | | play starts with one person ideas and than it |
| imagination help with formal lessons? Take | | | | snowballs as other children had in their own |
| for example learning a physics concept. If | | | | little twists. As they change the story line |
| you can visualize the concept, then the | | | | they learn how to communicate with other and |
| concept is easier to remember and understand. | | | | how to work with other ideas. Sound like a |
| While those concepts that are to abstract to | | | | great way to teach children how to |
| visualize, are difficult to understand and | | | | communicate with their friends. Vivian states |
| soon will be forgotten. A vivid imagination | | | | that "the need to tell one another a story |
| can help a child conquer many difficult | | | | exerts a tremendous pull among children, |
| subject such as chemistry, physics, and even | | | | powerful enough to overcome shyness and the |
| math. | | | | fear of the unknown. |