“Let them be little.” These four simple words carry more weight than just being a catchy phrase or a popular hashtag. They serve as a crucial reminder for both educators and parents.
As a first-grade teacher, I observe firsthand the limitations placed on young children in the educational environment. With merely 20 minutes allotted for recess and nearly 7 hours spent seated, I’ve respectfully voiced my concerns to the administration, outlining how such an approach is detrimental to six-year-olds’ learning processes. In fact, I have even pleaded for an additional ten minutes to allow for two breaks of fifteen minutes each. The response? “We are only permitted 20 minutes of recess.”
Armed with research highlighting the benefits of unstructured play for gross motor skills, concentration, and overall development, I was met with a firm “there’s nothing we can do.” The message was clear: deviating from the mandate could lead to repercussions. Thus, we occasionally resort to “outdoor learning,” under the guise of maintaining productivity.
“ADMIN ALERT — GRAB A CLIPBOARD AND LOOK BUSY!”
However, the issues extend beyond recess. We are witnessing a significant reduction in free play within the classroom and any activities not considered “standards-based.” While teachers are incredibly adept at connecting lessons to educational benchmarks, should this be a requirement? Shouldn’t we be able to create crafts for the joy of it, like making Groundhog Day hats, simply because it’s fun? It is vital for children to associate school with joy and anticipation, waking up excited to see what the day holds.
Of course, we can design engaging vocabulary games and interactive stations. Yet, there should also be room for creative activities without the fear of administrative scrutiny, where students are expected to articulate the educational standard behind every fun endeavor.
Moreover, by stripping away fun from school, we deprive children of experiences they may lack at home. I am often astonished to hear that some children don’t have access to markers or have never assembled a necklace. The sight of a child learning to use tape can be astonishing (seriously, Billy, you need to connect two things with tape, not just stick it to one sheet of paper).
When I inquire about my students’ plans for a sunny day, I frequently hear, “I’ll just play video games” or “I’ll be on my iPad.” Many children today seem disconnected from traditional play, opting for screens over puzzles, arts and crafts, or imaginative role-play. While technology undeniably plays a role in our lives, it’s concerning that we may be losing touch with the essence of childhood.
Recently, we proudly showcased our Groundhog Day hats, and fortunately, there were no questions raised. Still, I found myself preparing an elaborate justification: “We created them as part of the anticipatory set for our six-week weather tracking journals, where we’ll collect data and graph our findings.”
When I encounter administrators in the hall and they ask, “Where are the kids?” I can’t help but respond sarcastically, “Oh, they’re just coloring, it’s fine.” It pains me because they know my students are engaging in so much more.
Parents, celebrate the creativity of your children. Display their artwork prominently in your home. Doing so not only makes your child feel valued, but it also benefits their teacher and reinforces the importance of childhood. Happiness flourishes in an environment where children can be themselves.
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Summary
In today’s educational landscape, the need for children to engage in play and creativity is more crucial than ever. With limited recess and a focus on standards, young learners are missing out on vital experiences that foster joy and imagination. It is essential for both parents and educators to recognize the importance of allowing children to be little, encouraging creativity and free play both at home and in school.