Issue link: https://fredparent.uberflip.com/i/1077807
www.FredericksburgParent.NET 33 " ? ? ? How does play-based learning help children get ready for school? Trudie Knapp, Virginia Quality Regional Rater, shares that several years ago, Virginia Quality gave kindergarten and preschool teachers the opportunity to spend half a day in each other's classrooms. "We were excited to learn that what was most important to the kindergarten teach- ers were not academic skills like being able to write your name, or being able to count to 10," she says. "Teachers wanted the children to be able to put their own coats on, to be able to open their milk cartons. They wanted them to be able to put their toys away when they were finished playing. They wanted them to be able to stand in line and to be autonomous and demon- strate leadership. All of these skills are learned through constructive play." In terms of imagination and play, elementary school teachers tell us they are now seeing chil- dren who don't know how to use their imagina- tions, possibly stemming from too much screen time and a lack of open-ended learning materials and experiences. Play is about the momen- tum from within. That is what propels children through future learning. If children are not spending the majority of their time in play, they are not getting that crucial skill. What can parents do to help early childhood care in our area continue to improve? Interact with the directors and teachers at your child's preschool or child care provider. Ask them if they participate with Virginia Quality, or what they are doing to develop their staff and educa- tional experience. Look around the classroom. Children should be doing their own work — with all its imperfec- tions — not bringing home picture-perfect crafts that were mostly done by the teacher. They should spend most of their time in structured play, not on screens or at desks. Teachers should play with them. In an infant room, look for an environment where babies can move freely and have access to mirrors and safe materials to touch and feel. They shouldn't be spending most of their time in "containers" like bouncy seats or ExerSaucers. Being engaged and asking questions makes a huge difference. We work with the teacher, observe the classroom and provide support and feedback." - Courtney Harris ? ? "We work with the teacher, observe the classroom and provide support and feedback," Harris adds. "Our technical assistance specialists get on the floor with the children and build relationships with the teachers. For a child care or preschool director who wants to be innovative and see their children excel, working with us is a no-brainer." How can we find out which child care providers and preschools in the Fredericksburg region participate with Virginia Quality? Go to virginiaquality.com and click "parents" to search by name or location for child care providers, preschools and licensed family day homes that participate. Fredericksburg is located in the North Central region, so searching within that region provides a comprehensive listing of who is participating in this area. What do the five levels in your program mean? They are not a traditional rating system, as so many of us have become accustomed to seeing in the online world with "stars" and other numerical indicators. The Virginia Quality levels lay out a map for continued improvement. Any school or center that participates with us has made a commitment to long-term improvement and training to help staff provide developmentally appropriate learning experiences for the chil- dren in their care. Participating centers should be able to talk to parents about what they are currently doing to try to achieve the next level. It's not just checking a box and putting up a certificate. It's actually engaging with professionals to help them on a daily basis, not just preparing for an annual visit. What are some characteristics parents should look for in a quality early childhood program? A lot of parents who want to make sure their children can keep up once they hit school look for a very structured academic experience in preschool — things like paper-and-pencil worksheets. But research continues to show that you don't accom- plish anything by pushing this kind of work on little brains. Young children do best with play-based learning environments. Martin references a saying: "Play is the work of the young child." It's absolutely right but could benefit from some explaining. When you hear the word "play," it doesn't mean a free-for-all. It doesn't mean the children are running wildly around the class- room. It is carefully planned in the same way any lesson would be. Play is important for development, for education, for social skills and emotional skills. When children are playing, they are playing with others. That teaches them about relationships. Play means they get to ask, "I wonder if?" and then try something for themselves. You should see teachers playing with the children, talking with them, ask- ing them questions. What are you doing? How are you doing it? What are you trying to achieve? Two Words: Crea ve Play