As far too many American schools become obsessed with time-on-task, achievement, and beating the rest of the world in long division, play, recess, and even socializing over lunch fade into memory. Kids in schools lucky enough to still have art, drama, or music programs often have to wake before dawn to attend “zero period” or stay at school until dark, followed by an obscene quantity of homework. Stress levels are up, childhood obesity increases, school shootings have become commonplace and somehow still, the Dickensian shopkeepers tyrannically shaping education policy wish to extend the school day, lengthen the school year, and speed up the conveyor belt they mistakenly confuse for a learning environment.

swingit is worth noting that many of the nations “beating” the USA academically (as if learning were a zero-sum game of winners and losers), have more recess than the United States. K-12 schools in my second home of Australia have a 20-30 minute late “morning tea” and an hour for lunch and recess – through graduation.
My favorite school in the whole world is Spensley Street Primary School in Melbourne, Australia. It’s my happy place. Spensley Street is a joyful K-6 public school of approximately 300 students that for decades has been based on open education (the real kind, not the open-source software nonsense). Everywhere you look, kids are doing things, making things, singing, playing, performing… Every two years, 6th graders go camping and compose a musical that the entire school then performs in.

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When the Australian government mandated standardized testing in order to rank schools from A-F, the Spensley Street community politely and quietly said, “No thank you.” They are not freedom fighters. Just parents and educators who know what is best for the children in their care. If you want your child tested, write a letter requesting it. Last year, I believe that 14% did.
A few years ago, the community built a spectacular garden-like playground, complete with working vegetable garden, and wood-fired pizza oven. It is on the playground where the real joy of childhood is in full bloom. One day, I walked around the garden, ball field, and school yard observing the plethora of joyful ways these lucky kids were allowed to be kids. A five year-old girl escorted me at intermittent intervals.
Playground (likely the first and last public poem by Gary Stager)

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Eating
Drinking, shrieking
Yelling, screaming, running
Chasing
Tagging
Jumping
Falling
Picking flowers
Turning tree branches into magic wands
Chatting
Gossiping
Piggybackingphoto 5
Kicking
Throwing
Catching
Dodging
Digging
Flopping on the ground (“because you’re supposed to”)
Holding hands
Trying on a cape
Wearing funny glasses
Studying a leaf
Cuddling a stuffed stingray
Driving an invisible car
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Tickling a furby
Tree climbing
Swinging
Dressing like a fairy princess
Making new friends
Wrapping a scarf around your friend’s face
Kicking a pal down a slide Shooting hoops
Hissing at classmates
Smooshing a flower into your hand and then licking the resulting pollen
             – Explaining to the visitor, that’s “my special talent.”
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Hiding under the stairs
Tying your feet together and walking around “for no reason”
Wearing my shirt inside-out and backwards
Discovering that your snack box is covered in pesto
Singing
Hugging
Laughing
Faking tears
Cleaning up litter
Being “stealthy”
"Being stealthy"

“Being stealthy”

Four out of five kindergarteners agree.

foam blocks 1 smaller
.
foam blocks 2 smaller

Foam blocks suck.

 

New Book!You know it’s a good day when UPS delivers a new book by legendary school leader, reformer and Constructing Modern Knowledge guest speaker, Deborah Meier!

Yesterday, I received a copy of Playing for Keeps: Life and Learning on a Public School Playground, co-authored by Deborah Meier, Brenda S. Engel and Beth Taylor. In the spirit of Vivian Paley and Jonathan Kozol (both of whom blurbed the book), Meier and co. give voice to the spontaneous voice and learning of children in their care.

Two particular passages jumped out at me:

In the process of turning schools into competitive institutions, “racing to the top,” we end up threatening the spirit of childhood. Because of our own limited histories and the generally accepted language around schooling – “grade level,” “ahead or behind,” “competent or deficient,” “differentiated learning,” – we begin to lose sight of what education means. These become the only words for describing children in school – children like those we observe playing in this book. “Knowing children well” becomes a matter of looking at test data. (page 107)

Leaving no time or space in education for children’s “playful” efforts to make sense of the world risks the future of only of poetry and science, but also our political liberties. The habits of playfulness in early life are the essential foundations upon which we can build a K-12 education that would foster, nourish and sustain the apparent “absurdity” of democracy. (page 68)

Check out all of Debroah Meier’s stunning books on teaching, learning and school reform here at the Constructivist Consortium Bookstore. If you haven’t already read the classics, In Schools We Trust or The Power of Their Ideas, put them at the top of your summer reading pile.

While we’re on the subject of summer, there is still time to register for Constructing Modern Knowledge, July 12-15, 2010 in picturesque Manchester, NH. There you can actually work, play and learn with Deborah Meier, Aflie Kohn, James Loewen, Peter Reynolds and a bunch of educational computing pioneers!

It’s Superbowl Sunday (Go Saints!) and I just saw the first of what will undoubtedly be many public service Play60announcements for Play 60, the NFL’s campaign to encourage play.

Are there children averse to play? Seems to me that play is the natural state of children.

So, who stole play? Is a play-eating virus ravishing our nation?

The real enemies of play are the folks who set school policy from the President of the United States down to some local school principals. That’s who is responsible for turning classrooms into joyless test-prep sweatshops free of recess, blocks, dress-up corners and increasingly, even physical education.

For too many American public school students, playing 60 minutes per day is as big of fantasy as a Detroit Lions Superbowl threepeat.

Consider my nephews, named “94th Percentile” and “Exceeds Expectations.” They live in a community 40 miles from New York City. There has NEVER been recess in their elementary or middle schools. After a rushed 20-minute silent lunch ( school is about socialization, right?), the kids are forced to participate in some forced march, called “Walk/Run.”

Due to a 45-minute commute.  94th and Exceeds board the school bus at 7 AM and return home at dusk. They then rush through a meal with their parents, followed by an hour or two of their parents yelling at them to complete their meaningless homework and then bedtime. Sometimes, there’s even time for a shower.

What there isn’t time for is play – or trumpet practice, bike riding, answering their uncle’s email, reading a book, karate or Scouts.

Obama for Play 60My young nephews hear President Obama call for a longer school day and think he should lay off the Gummy Bears. He just can’t be thinking clearly!

Playing for 60 minutes per day is a swell idea. I think kids should play as much as possible – all sorts of play, not just sports. That’s how kids learn, create, develop interpersonal skills and become productive citizens. The NFL Play60 campaign targets childhood obesity. Could school violence and the epidemic of attention deficit disorders possibly be rooted in a lack of play?

It’s also ironic that the NFL is combatting childhood obesity while simultaneously encouraging teenagers to weigh 300 pounds and sign 13 year-olds to USC football.

In Dumbing Us Down: The Hidden Curriculum of Compulsory Schooling, John Taylor Gatto reminds us that one of the lessons of school is surveillance:

I teach children that they are being watched. I keep each student under constant surveillance and so do my colleagues. There are no private spaces for children; there is no private time. Class change lasts 300 seconds to keep promiscuous fraternization at low levels. Students are encouraged to tattle on each other, even to tattle on their parents. Of course I encourage parents to file their own child’s waywardness, too.

I assign “homework” so that this surveillance extends into the household, where students might otherwise use the time to learn something unauthorized, perhaps from a father or mother, or by apprenticing to some wiser person in the neighborhood. (Gatto, 1991)

We would not have to “Save the Music” or create a charity advocating childhood play if we adults did the right thing and cared for children! Why don’t we try that at least 60 minutes per day?


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