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Playing to Get Smart by Elizabeth Jones, PhD.

Early Childhood educators have a working definition or


concept of smart with a basis in curiosity and critical thinking
versus the more common concept involving skills of knowledge
and fact learned by rote and directed practice. Jones posits that
creativity and quick thinking are what makes us successful in
the world today. Margaret Mead wrote that we are, rearing unknown children for an unknown
world. I love that quote, which Jones included in her article, because it reminds us that a childs
identity belongs to the child, it develops, and is revealed to us over time as the child develops and
reveals it. The quote is also a reminder that the world is ever-changing.
Because of this, its important for early childhood educators to adapt play to suit the lifestyles
and backgrounds of children. The example Jones provides is of a teacher providing play materials
that coincided with the fishing community. In the example, children then began constructing their
own versions of these materials and activities. Adding writing components to other areas of play
encourages a permeating sense of literacy and more access to development of literacy skills.
Children emerge as readers, writers, artists, scientists, explorers, mathematicians, just as they
emerge as individuals. They go through stages of development in all areas of knowledge, skill, and
individuality. They pretend, and create systems of their own that revolve around their emergent
senses and grasp of various concepts.
Good teachers, then, are good at play. They are careful observers and are adept as
chameleons at adapting their guidance or lessons to reflect their observations of childs play in the
classroom. By understanding that play is practice for the skills that create success for individuals later
in life, teachers can learn to foster rich play experiences that ensure the best development possible for
their students.

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