Learning Through Play: A Flow Chart

Sometimes I’m asked how “just playing” can POSSIBLY lead to learning. Especially “real” things like reading or math. Well, allow me to show you.

As a class we read “I Want to Be In A Scary Story” by Sean Taylor. The last page ends with the monster asking to “be in another story.”

Of course we had to oblige the little monster so the class dictated the story to me and I did my best to illustrate up to their specifications.

I hung up the story where it was discovered by kids in the other class. They asked the kids in my class what it was about and what it said.

They gleefully recounted the story they wrote then ran to get the book that had inspired it and all of them gathered around to look at it.

Then, they wanted to make their OWN letters. So we started off with the magnet Handwriting Without Tears materials I have

But that wasn’t nearly enough, so we got out all the lines and curves. Letters and words were created all over the classroom and the parent volunteer got drawn in to read story after story.

And that, my friends, is how one story, plus time to play, led to a literacy exploration.

 

 

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“The Revolution Will Not Be Won Without Childcare”

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Hot Brown Honey said it best, for things to really move forward…we need childcare. We need it affordable and accessible so people can go to work, and we need it at conferences and professional development opportunities so that one more barrier to anyone participating is lowered.

This is something I’ve been encouraging and nudging persistently on with the organizations I’m involved in. It may not be easy to pull of, but that doesn’t mean it isn’t right.

This year, the Conference Director for the American Alliance of Museums was on board and put in enormous effort to get on-site childcare offered for Annual Meeting. It isn’t free, after all the caregivers deserve a living wage as much as museum folks do, but it is less per hour then a typical babysitter and right on site!

Check it out! Use this link to get to the registration page> Childcare at AAM

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Independent Museum Professionals Network

flat lay photo of hands typing on a typewriter

Photo by rawpixel.com on Pexels.com

Are you a member of the American Alliance of Museums? Are you working as a consultant…freelancer…independent professional…contractor…holding-down-multiple-jobs-at-different-institutions? Well, we finally have a “home” just for you!

The Independent Museum Professionals Network is brand new and  officially part of the Professional Network  at AAM. We are just getting started, which means we are looking for all of YOU to join us, join the leadership team, make your needs heard so we can create the kind of professional support system you need.

Any member of AAM can join, just follow the link above and add it on to your profile (no extra charge!). If you are planning to be at the AAM Annual Meeting in May, we are hosting a couple of events and can’t wait to meet you!

We are also building out our Steering Committee and filling roles on the Executive Committee. Interested or want to learn more? Get in touch! You do NOT have to be attending Annual Meeting to be part of the leadership.

Make sure your emails from AAM are skipping your spam folder so you can get updates and also keep an eye on #IMPNetwork on Twitter!

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The Purple Bucket

I’m working on some research on how trauma effects children. It is easy to get caught up in the “big” traumas. Abuse, neglect, separation from family. In our adult eyes those are the ones that matter, while things like a new sibling, moving to a new house or using the potty barely rate.

And it is true, we have a much better understanding of how brains develop and the long term impact that trauma can have on little minds. So, on a scale of “things that can have long negative consequences” something like moving or saying goodbye to diapers is on the low end.

However, it is important to remember that children don’t see trauma the same way that adults do. They have a different view, one that is much more personal and centered around themselves and they have less experience to compare it to. Things that we would brush off can be devastating to them. It isn’t our job to tell them to “get over it” but instead to give them the tools to cope.

Real life example, the purple bucket. It had been in our sand toys for a year or so. Finally, the plastic brittle, it cracked in many places. I tossed it in the recycling bin without a second thought.

When my 6 year old saw it, he melted down. He cried, he grabbed it out of the bin and wouldn’t let it go. He assured me it was one of his favorite things, that it was still good and that we could find something to do with it. No explanations on my part or reminders of the other buckets we have made a difference.

I don’t know what it was, but something about seeing that bucket in the recycling bin triggered anxiety and worry in him. Reasoning did nothing, if I had told him to “get over it” that would have done less then nothing. It may have seemed out of the blue and silly to me, but it was very very real to him.

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Promoting Gun Safety: Sharing Knowledge of Child Development to Support Informed Decisions

Published in “Young Children” a journal of the National Association for the Education of Young Children

As I stir vegetables in a hot pan, I see my 2-year-old daughter about to pull on the handle of the cabinet under the sink. “No, no,” I say firmly, “that cabinet is dangerous! We don’t play with it.” She pouts and gives the handle a firm tug. The child lock catches, preventing her from opening it. Again I tell her to leave the cabinet alone. She lets go and wanders into another room.

Like many parents with small children, I lock my cleaning supplies in a cabinet. Although I am careful to explain to my daughter why we don’t play in there, I know that she is young and inquisitive and doesn’t understand the hazards posed by the chemicals. I also know that despite my best intentions, I can’t have my eyes on her 24/7, and I need to take steps to protect her when my back is turned

It is our responsibility, as parents, educators, and caregivers, to teach children to recognize and avoid dangers, and to create safe environments for them. That’s why it makes sense to lock up toxic cleaning supplies, to put medication out of children’s reach, to be aware of allergens in other people’s homes that might trigger a severe reaction. If you’ve nodded along with these examples, then I ask you very respectfully to think about another potential risk for children: access to guns in your home or in the places they visit. Because gun ownership is widespread in the United States (Parker et al. 2017), this is an important topic for everyone to consider…..continue reading here

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They Aren’t Doing it Right

Exhibit designers and museum educators work very hard to create experiences. Everything that goes into an exhibit or a program is thought through to support the core theme and help learning take place. So, it is understandable that they get frustrated when the spaces aren’t being used the way they envisioned.

“They aren’t using it the right way”

“All they do is……”

“They never……..”

I listen sympathetically but then I ask three questions.

  1. Is someone going to get hurt?
  2. Are the exhibits at risk?
  3. Is the experience of other visitors being impacted?

If the answer to these is no then, I’m very sorry, we just have to deal with it. The behavior may be annoying, it may not use the space in our carefully planned out way….but it isn’t wrong.

Learning through play, or experiential learning, means that we give up control of how visitors use the space. Sure, if we sat them down and talked at them we’d have better control of the message….but it also wouldn’t spark the imagination.

So, if people aren’t using the space “right” try to meet them where they are. What can you change to help them get your message? Can you use what they are doing to help them learn? Or, can you see what they are doing as a new opportunity for exploration.

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Can You Make Them Get Off Their Phones?

I had a chance to work with a stellar group of docents the other week. They are at a hands-on, play based, children’s museum and were brushing up on their skills for working with young children and their grown-ups

Hands down, one of the biggest questions they had was how they could “make” the parents participate and play with the children. I had tried to figure out how to break this to them gently, but I had to be blunt.

You can’t

Now, this is a different conversation then getting adults to supervise their children in a space (we covered that as well-let me know if you want details). This is about adults playing/participating/interacting with the exhibits and the young people that they brought with them.

I think one of the myths of becoming a parent or caretaker is that you automatically know how to play. It’s not true. Some people are amazing at playing with children, they can get down on the floor and get their hands dirty or their imaginations going without a second thought.

Other people though, are watchers. They may be the type that always observed, they may feel uncomfortable in this role, they may have a lot going on in the rest of their lives and they just don’t have the bandwidth to do this right now….and that is ok

If you were hosting a program and you had a child who just wanted to watch, you wouldn’t toss them into the center of the group and say “No! You must participate the way I say!” It is the same with adults, they need what that child needs. They need opportunities, to have interactions modeled for them and to have a chance to process it in their own way.

So, keep encouraging, keep modeling, keep giving them ways to tie it in to things they do at home with their children. Even if they aren’t doing it the “right” way (ie the way you think they should) it doesn’t mean they aren’t getting anything out of it.

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