Creating the right environment for our children is not automatic and even with the best of intentions, one can get it horribly wrong.
I believe that the corridors of play, the platform of fantasy mixed with reality, an environment which ensures adult feedback and involvement, is the right environment in which to make kids literate.
Talk of the literate child- involves so many aspects of development. Its not about mastering reading or a child’s first school report in relation to others in the class. From their earliest days at home, children are also developing individual skills, competencies and interests that form the foundation for all that will follow in their lives. The basic components for such healthy development should not be an exceptional experience for some children but should indeed be the right of all children.
Play facilitated by adults and developed freely by the child, supports all aspects of a child’s development. When children are solving problems, and symbolically representing their experiences, they are highly creative and spontaneous and their actions are of a high intellectual order.
Sometimes an adult can under-estimate the importance of role modeling, guidance and feedback in a simple activity. Suppose the adult was to invite the child to hop on board a large box (or upturned table), which in fantasy play represents a safari jeep. During such a fantasy trip, there would be opportunity to consider so many things and to respond appropriately: – What is the purpose of our ride? Will we need to construct a ‘hide’ out there in the wild so that the animals cannot see us? What are the weather conditions? What will be appropriate dress? What protection will we need? What animals are we likely to encounter? If we find a sick animal have we the knowledge needed to help it? The opportunities for imaginative discussion are endless.
With adult support such an activity is not only an exploration into the knowledge of a safari, but it can support the opportunity to explore feelings and perhaps re-visit a previous sad event for the child. Many children experience loss of a pet. Whilst on safari you may find a sick animal. The child might make the decision to take the animal back to camp and get the vet to try and make it better. Together you may decide this animal is too sick. Should it be helped out of its misery? In the cycle of the animal kingdom, is this an opportunity to discuss the place of the vulture? Whatever you decide with your child, it allows one to remember what the family did with the pet that died. It allows the child to re-visit sadness when it is not so raw.
Somehow the art of BEING THERE with children is diminishing. Adults no longer have to BE THERE in person to perform some tasks. Parents are encouraged to work and leave the child at a care centre. Television and interactive games may occupy children for long hours without parent support. There is enormous pressure to enroll our young children into so many activities run outside the home (sport/dance/music) that there is barely time for the child to be at home or to quietly reflect. Even in the early years of schooling, teachers can tutor and mark students work online. Such examples are endless.
To educate the whole child we need to bring people back into their lives, people as sounding boards and conversation facilitators. The significant and safe people in a child’s life are usually within the family circle. So many parents however seem to believe that their support for the young child, is best directed in targeting school based early learning. Yet the foundations of development and strong resilience, involves so much more than knowing letter names and counting to 10. Furthermore, teachers are pretty good at supporting or extending such learning when the child is at school. Parents’ role in supporting a much broader foundation of learning is crucial.
The magic of doing something together- a science activity: a craft project: a non threatening engagement through play where conversation flows naturally and there is no pressure to succeed or win: sharing a book: -Such togetherness is the crucial ingredient in helping a child understand how adults think and to reflect on their own thoughts. It provides opportunities to problem solve, to be excited or disappointed, to feel safe in communicating and to be valued for being ‘just themselves’. The child can think, “An adult took time ‘just for me’!”
Collectively if we could return a little to the world of play that involves being with children, listening and responding to their ingenuity, we would ensure a positive legacy for each child. The stories that adults can share in the corridors of play have their own energy.
