Play first, eat second

When I was at school we all raced out at morning tea to eat our lunches. We had to eat lunch before we got to play. Most of us were keen to get on the netball courts, to continue the skipping or elastics games or to get to the newly opened library first to borrow the one and only copy of Pippi Longstocking the school had. Lunches went under the seats, in the bin or back in bags in our hurry to get out to play. We would all be starving by the time we went back into class (at which point my teacher made us drink the milk provided by the government of the day - but that's another blog post). I don't remember but I'm pretty sure not a lot of high quality learning went on after no food and rushing about the playground and returning hot and sweaty to class.

The merit in playing first is that kids do sit and eat properly. There's no point throwing your lunch away when you still have to sit through eating time. There is no more play! This is the time to chat with your friends, cool down, solve some gripes, plan the play for the next break and go back into class refreshed and ready to learn.

Kids just want to be up high

For quite a few years we only had a small adventure playground for Preps and another one for Years 1, 2 and 3. The word 'adventure' in this context is a bit misleading as kids and adults alike would tell you there's not much adventure in these two playgrounds.

Then last year, thanks to our P&C's fund raising events and some massive contributions from Jodie Curran, a much loved community member and parent of our school, we were able to build this massive spider net for our older students. Now the word 'adventure' can certainly be applied. The minute a staff member comes on duty kids rush on climbing and clambering around. I'm always so happy to see what this must be doing for their gross motor and perceptual skills.

The net can hold nearly 100 children climbing around, bouncing on the ropes, hanging about, stretching their muscles and their confidence.

But in the end, they just want to be up high...

We're for kids

Have you seen that advertisement for dog food - Pal dog food, I think it is. They use a really neat phrase - 'we're for dogs'. I love it - I stop and watch it every time. It leaves a nice warm feeling and makes you want to go out and get a dog.

A visitor to our school this week asked me 'Are all primary schools like this? The kids are so exuberant and happy.' We were standing watching 200+ children at play - all running, jumping, arms out wide, smiling and laughing and squealing just for the fun of it. One little girl burst past us leaping over garden beds and shouting for a friend. My visitor said 'oops, there's one that's going to end in tears...' and sure enough 10 seconds later she was flat on her back with tears pouring down her face. We both started forward at the same time but before we could get there she was surrounded by other children and a couple of staff, and a couple of minutes later she was up and running again, with a bunch of kids in tow.

Then, yesterday a new staff member commented in passing that he had either worked in or in the course of his work visited about twenty five schools over the last few months and that this was the first one in which, when you walk through the front door you just feel that it's about kids - he added 'not sucking up or anything, Gwen!'

And he's right, it is about kids, it's always been about kids since the day the first tree went down on the block of land that is now our school; and we are working hard together to ensure it's always about kids... because - we're for kids!

The Art of Persuasion ... Letters from 2B

For the past two years the writing task in the National Assessment Program in Literacy and Numeracy (otherwise known as NAPLAN) has assessed the ability of students in Years 3, 5 and 7 to write persuasively. And so it is, that at this time of the year our Year 2 students turn their sights towards learning and consolidating this important life skill.

During the week I received a package of beautifully presented (handwritten) letters from 2B. On top was a sticky note, 'Hi Gwen, 2B feel quite strongly about an issue and thought the best thing to do would be to persuade you to their point of view. It is our first go at persuasion and they had a bit of guidance. I know you're busy so thanks for reading them. The kids are looking forward to your response. Bec'

Hmmmmm... Well, firstly, I'm NEVER too busy to read a child's work, to listen to them read or see one (or more) that present to my office full of pride with a job well done. Secondly, I had a pretty good idea they were going to try and persuade me to say 'yes' to something I'd want to say 'no' to!

And so - what did they want? I read 24 letters imploring me to allow them to bring toy cars to school. They demonstrated true generic style by stating upfront what they wanted and then presenting all the reasons why I should say yes, and finishing off with a summary. It was priceless.

I was informed that playing with cars was better than fighting; that kids were allowed to bring a ball to school and didn't I know that a ball was a toy?; that playing with cars was cooler than running around in the hot sun; that they had lost their privileges to borrow equipment from the sports shed and had nothing to do (???); that they could play in the shade if they had cars; that small cars are a lot of fun; that being able to play with them would encourage them to play 'friendly' and share; that teachers 'needed to get over it' - this, I found somewhat less persuasive; that the adventure playground was too small for everyone; and so it went on.

The fact is, we prefer children don't bring toys to school, as a rule. Losses and breakages cause much angst, and parents and children are rarely happy with the outcome of an investigation which has usually taken up far too much of the teacher's time. But I've never been very good at saying 'no' to kids! Especially when they ask for what they want responsibly and through using a tool that is well recognised as purposeful in achieving social action. 'Yes, if..' can be a far more useful response for building responsibility and teaching important life skills without the interference of the resentfulness an outright 'no' often brings.

So, my reply to them was:
Thank you very much for your letters regarding being able to bring toy cars to school to play with at play time. They were very well written and I enjoyed reading them.

The fact is that we have a rule at school about not allowing toys because often toys get broken or taken and the time it takes to sort out the problem means students are missing out on learning – and most times people can't agree on how the toy was lost or taken.

I agree that we have let children bring the balls they won at the Lap-a-thon to school. This was on the understanding that if they went missing, then it's sad but the teachers are not going to chase around looking for it. Other sorts of toys must be left at home.

So, as your letters were very good at persuading me to think about this more I have decided that if you would like to bring your cars to school you must have a plan that describes things like who can bring cars, how many, where you will play, what happens if one is lost or broken. The plan must have agreement from Ms Brian and all the other staff who do duty in the area where you play. The other teachers need to agree because their children will want to bring cars too.

Let me know what you decide and thank you for being so respectful in asking for what you want. If you can learn to do this well then you will have learned a very useful skill for life.

I remembered belatedly I hadn't included that the plan must state how they will play with the cars without digging up the grass and gardens! I ventured into the playground shortly after pressing send (my reply was an email) and was besieged by students from 2B excitedly informing me they were writing me another letter. I'm assuming it will be the plan and I'm expecting it to be VERY persuasive!

Meanwhile, that evening I was watching Better Homes and Gardens and the handy presenter built a gorgeous sandpit seat - is there a Dad out there who would like to build us one of these? Seemed like the perfect solution to me!

Rough Play

What to do about rough play? It's a question we grapple with continuously as many parents question why we stop boys from engaging in what we call 'rough play'. 'It's normal', many of you say, or 'It's just what boys do'. And you are right when you say this.

All young animals engage in playing roughly and testing out their strength... or lack of ... on each other - just watch a group of puppies or kittens for half an hour. They are jumping on each other, biting and scratching and pulling each other to the ground. Occasionally when one gets too rough there is a hiss or yelp warning the stronger one off. This usually results in a short reprieve while everyone cools down before leaping into it again. The rough play of young animals serves a socialising purpose. It's also about 'survival of the fittest' and gaining strength to be the stand out in the litter. And perhaps 'rough play' for young boys is the same.

It can be alarming to see boys engaging in this behaviour at school - there are usually over a hundred boys on the oval at play times (far more than a litter of kittens), and if you can imagine a hundred puppies on the oval you have some idea of the magnitude of the play and some of the potential problems that could occur!

Many boys love to play like this - there's nothing more fun than jumping all over your friends, pulling them to the ground, tripping them as they run by or grabbing someone's hat and keeping it aloft in the air while the poor owner tries to get it back. Really? There's nothing more fun than this? We have just as many boys at school who dislike this kind of play intensely and who are even afraid of it. You see, unlike puppies and kittens who back off when it gets too rough, human animals don't. The 'play' tends to escalate and someone gets hurt - sometimes seriously.

If parents think rough play is important for their child's development then it can be encouraged in small groups (like a litter) under a parent's supervision. It just can't happen at school where we have to consider the risks, both physical and emotional, for ALL boys, of allowing them to play like this.

We believe it's far better to teach cooperative or team games and encourage children to play these as much as possible. They serve the same purpose as rough play - socialising and strength building are inherent in these activities. But they have the added bonus of encouraging the development of quality relationships and connectedness with others.

Rough play separates kids through fear and competition. Cooperative or team games connects kids together through fun and team spirit. I know the outcome I prefer for our boys.