Summer PLAY Reading Review:
Playful Intelligence …for Teachers

Playful Intelligence… for teachers.
Because playing is fun.
And school should be.

I first met Anthony T. DeBenedet at the 2018 US Play Coalition Conference in Clemson, SC. He was tasked with the role of keynote- slotted to speak just after the lunch hour. With an audience whose stomachs were full of turkey sandwiches, tomato soup, and one (or in my case, three) cookies, Dr. DeBenedet’s task was to inform and entertain. A tall order for a crowd in a food coma.

There were no fireworks.
There was no fanfare.
What did transpire was 20 minutes of endearing stories- a description of Dr. DeBenedet’s path to discovering the qualities of what would come to be called Playful Intelligence.

I felt myself leaning in.
Then leaning back.
Then leaning in again. Elbow on the table- against my Southern Belle upbringing- I was really listening.

I’ve attended many keynote addresses and listened to the hype of many fads, or what critics would call pop-psychology. As a long time educator, I am highly sensitive to these types of talks.

Refreshingly, this event was not what I feared.

Rather, Dr. DeBenedet spoke to the value of relationships- how he was able to study adult playfulness through genuine conversations with his patients. In his theory, DeBenedet extends the interpersonal and intrapersonal aspects of Gardner’s theory of Multiple Intelligences– the knowledge of how playfulness can influence both our inner and outer selves. Of the more than 40 behavioral qualities linked to adult playfulness, DeBenedet found five that may best influence our adult lives.

Imagination

You might expect imagination to be associated here with artistic or musical expression. DeBenedet did too, but that’s not where he found it popping up. In his work, the quality of imagination in healthy adults manifested in the ability to psychologically reframe difficult situations. Not escaping our struggles, but rather viewing them differently- using imagination to problem-solve and cope. Imagination, when practiced through deep play and daydreaming, increases our capacity for empathy.

Imagination is also a quality that helps us move from a fixed mindset to a growth mindset. For example, take a moment to Google “the Einstellung Effect.” This study, which focused on identifying solution bias, showed participants solving a problem based on previous experience even when a better solution exists. Their mindsets were fixed based on the experiences they had been provided.

If we rely too much on our past experiences to solve a problem, we allow those neural connections to strengthen, thus limiting our ability to think creatively.  We use our thought-defaults and get stuck.  When we exercise our imaginations, we reframe problems, open our minds and look at the world a new way.

How many times as a teacher, do we do it the way it’s always been done because it worked one time in the past? Every class I’ve taught has been different and has required different things from us as educators. Teachers with a strong imagination are able to recognize opportunities to follow paths to new outcomes instead of relying on the same ol’ same ol’.

Sociability

Playful sociability includes the ability to reject a THEM vs. US mentality. Those with the quality of playful sociability see only WE.  Those who embody this trait have a strong sense of egalitarianism, built by the approach to social situations with humility and powerlessness. These people have a way of making everyone around them feel valued. They interact with authenticity, seeing others as humans rather than labels. Teachers who personify playful sociability reject stereotypes, loving their students first and teaching them second.

To truly educate, those with the trait of playful sociability, block labels and listen to student stories.
We must hear them.
We must listen.

These nuggets of authenticity are clues to their needs.

  • Do they need remediation?
  • Do they need challenge?
  • Do they need the connection of friendship?
  • Do they crave leadership roles?

In the medical field, listening is key to diagnosis. In the field of education, listening is key to meeting the needs of our students. In the end, we are all working on the diagnosis of how to be a better human.

In our path to diagnosis, we must beware of the trap of anchoring bias. When we place too much value on initial information (think- data, test scores, grades, last year’s teacher, first impressions), our brain starts anchoring. Once this occurs, it’s hard to adjust our thinking.

Teachers, don’t try to act like y’all don’t know about this… Mrs. Smith the fourth grade teacher runs down the hall at the beginning of every year to tell all the fifth grade teachers about the new batch of “precious kiddos” coming up. Sadly, she never has precious words to say because she just wants to rant about the ones she didn’t like.

Y’all… Shut that down.  Ain’t nothing playful about a gossiping teacher.

Humor

Because we recognize humor as laughter, it is the easiest characteristic of the playful mindset to spot. Insert, neuroscience. Don’t say I didn’t warn you.

The area of the brain that controls laughter is the sub-cortex- the same area that controls breathing and muscle reflexes. The areas of the brain that light up when we experience joy are known as the ventral tegmental area. So, basically we’re looking at the bottom and the back. When we experience joy or laughter, the “pleasure chemical” dopamine pushes from those areas toward the front of the brain (the part responsible for judgment, creativity, and problem solving). Here’s the key. Are you ready? Joy, pleasure, creativity, and critical thinking are connected.

That’s not all.

Our brain’s connective, dendrite-firing awesomeness pairs an emotion with each learning experience. Educators have a choice: we have students potentially shut down from frustration, or we build strong connections by associating learning with positive emotions.

DeBenedet calls this effect resiliency- one of the main benefits of humor.

Another benefit of humor is human connection. The right kind of humor “says to others that it’s safe to explore, play, and nurture a relationship together.” When we use affiliative humor (the kind that puts others at ease, amuses, and improves relationships), we allow ourselves to drop personal walls and engage openly in conversations.

We already know that education is first about relationships, but now you can add humor to that list of essential elements in a successful classroom community.

Spontaneity

Spontaneity is the trait exhibited when we do unplanned things, outside of routine. The art of teaching uses spontaneity when we teach in the moment, when we use student questions to follow curiosities to their aha moments. Students trust us to let them explore, and spontaneity allows exploration to take the lead in classrooms.

There’s a science to spontaneity as well; it manifests itself in our day-to-day lives as psychological flexibility- the mental response to the unplanned and unpredictable.

You know those folks who get all bent out of sorts when they get a new student? When they are given a new paperwork task? When their carefully planned lesson goes off the rails? Those folks might need a little practice in rolling with it- in spontaneity.

I’d like to say I’m the kind of teacher who eases through disruptions, but in reality I feel a little scattered. It’s not that I don’t ease through- it’s that I can’t remember where I was before the phone rang, the visitor came, or where my dog-gone clipboard went. It’s like that old saying about lemons and lemonade, if we have the mindset of psychological flexibility- we don’t get rattled. Our students won’t worry what will set us off. We won’t take away recess because we’ve HAD IT! Or throw silent lunch around like glitter.  We breathe. We smile. We reassess, and we roll through.

How do we encourage spontaneity in our students? We can start by giving them opportunities to problem solve. Did someone in the back say PBL? (That’s project-based learning for those who might not know) Yeah, I heard you. Yes. Any kind of learning situation that’s messy and unpredictable (yes, like real life) will do it. Think about how often we ask students to imagine alternate solutions or reframe problems. In personality science, this is called “openness to experience.”

If we’re open, we’ll be spontaneous.
If we’re spontaneous, we have flexibility.
If we’re flexible, we give ourselves permission to create, have bold ideas, and craft new solutions.

Wonder

You might read this section title and think wonder is the same as curiosity here. While these two can be interchangeable as synonyms, the mindset for wonder here is different.

Curiosity spurs action, but the kind of wonder Dr. DeBenedet is referring to with wonder is the kind that stops you in your tracks. It’s awe. It’s that moment when time freezes and you appreciate the raw emotion in a moment.

Kids experience wonder all the time. They’ll pause to watch a woolly worm make its way up a tree. They’ll turn their heads to the side, mouth falling open as they experience the push and pull of magnetic forces.

The wonder can be seen on their faces.
We know it because their eyes light up.
There may be a grin.
There may be scrunched up eyebrows.
But there’s always a pause.

The pause is when the emotional experience occurs- it’s our brain allowing time to regroup and reflect. Wonder, on a neuropsychological level, is an emotion. I know what you’re thinking here- “Yes! This is great. I’m going to hook all my learners though wonder-ful experiences.” And I do want you to do just that, but if you start making lists of more hooks for tomorrow’s plans, you’ll be going about this wonder bit all wrong. Wonder is not the what of the experience- it’s the how.

The playful quality of wonder is more about focusing on how we perceive our environment than in what we’re seeing. If we keep going bigger and better, allowing our students to experience wonder through the grand and majestic, we’ll cause wonder inflation. Students may begin to depend on the “extra,” and their wonder threshold gets higher and higher.

So what do we do? Easy. We model for our students how we find wonder in the small things. Each experience, each lesson has an opportunity for wonder. Find it, whisper it to them. Your eyes are wide, your voice is low. They’re leaning in… do you see it? Wonder is contagious.

My favorite part

Perhaps my favorite part of DeBenedet’s book is the final chapter. There’s a story he tells that gave me pause. It’s of his encounter and lesson learned from a home visit to Eleanor Schapffer. Seems to me that many educators would benefit from a visit with Eleanor. The lesson you ask? Well, it’s summed up in this [edited] line from DeBenedet’s mentor:

“In the course of your training, you will learn every detail of what we do for [students]. Never forget the power of just being there with them.”

Isn’t that true for us all?

Dr. Julie Jones is the Director for Student Teaching in Converse College’s School of Education and Graduate Studies. She maintains an active research agenda with interests including instructional technology and validated instructional approaches, strategies, and assessments- always with a mix of creativity and play.

Follow her on Twitter @JuliePJones, and view her full curriculum vitae at www.juliepjones.com.


Summer PLAY Reading Review:
Wrong Turns, Right Moves in Education

Imagine a country where people walk and bike habitually, laughter fills rooms, physical activity and play are viewed as a way of life, children are less stressed and more responsible, and educators are highly respected. Furthermore, it is a country that is an educational superpower, graduating an impressive 92% of students from the upper secondary school yearly.  Imagine a whole country having a great respect for the value of play and the need to implement multiple breaks daily in order to raise healthy, successful, and resilient citizens. Elementary aged students and their teachers go outside every hour of the school day for 15 minutes of unstructured play. This country is REAL!  This country is Finland!

In her new book  Wrong Turns, Right Moves in Education, Deborah Rhea, Ed.D., takes the reader along on her journey of a 6-week sabbatical to Finland to learn how Finnish people live, how the Finnish education system differs from the U.S., and what the U.S. can learn from Finland to better the lives of children and adults through unstructured play, character building, and quality time.

Rhea’s book compares the Finnish and American school systems, juxtaposing how the American education system has almost eliminated play from school schedules while play is a foundational element in Finnish schools. As a result, Finnish children are thriving while American children are suffocating. While not discounting the successes of the American school system, Rhea describes the current state of American schools as being too focused on quantity over quality, too test-oriented with too much sit-time in classrooms, and losing sight of the development of the whole child, which has led to “some of the most unhealthy and stressed-out children we have ever seen.”

The book opens with six life lessons from the Dr. Rhea’s many years of teaching, followed by 26 reflections, each offering a different learning topic.  The reader is shown how Finland operates and how adoptions of some of their practices could lead to a healthier and more playful America. Rhea’s background, coupled with her strong desire to improve the health of our nation, leads her to address the issues that are facing the American school system today.

Debbie Rhea thoughtfully details her schedule, which was designed to allow engagement with students and teachers from primary school through university, to gain a full understanding of the Finnish school day. She also consulted with top educational leaders, including the secretary of education and the former CIMO at Finland’s Ministry of Education.

Rhea outlines Finnish teacher preparation practices, with an emphasis on Physical Education teacher preparation, and highlights how respected the Finnish teachers are. She details how the Finns get outside to play, even in very cold weather conditions, and believe that two hours of active time each day, separate from exercise, is vital to overall health. She covers America’s obsession with competition and standardized testing vs. Finland’s focus on equality over excellence among younger children.

The book is sprinkled with personal touches, such as a breakdown of games like Nordic baseball and the difficulties surrounding being around a different language and culture. These personal touches create a relatable book and contribute to a more comprehensive understanding of the Finnish culture without overwhelming the reader.

Rhea challenges the reader to see the necessity for a mindset shift in the United States to value more than just a test score: to focus on children’s strengths instead of failures; to value being outdoors, playing and moving as keys to learning, especially during the long school day; and to consider character development as integral to children’s learning.

Debbie Rhea is trailblazing the educational world to create a healthier, more productive environment for children, teachers, and parents.  Her new book Wrong Turns, Right Moves in Education is a valuable resource for schools, educators, parents, and anyone wanting to be a change agent in a school community.  If you want a book that captures the start of this educational movement and shows you how to get involved, this one’s for you!


Summer PLAY Reading Review:
Joan Almon’s Playing it Up

In August 2017, we published this book review below of Joan Almon’s then-new publication by Debora B. Wisneski, Ph.D. (University of Nebraska- Omaha) with Melany Spiehs and Carol Burk (Omaha Public Schools).  As news of Joan’s passing continues to be on our heart, we wanted to include this as a special part of our Summer PLAY Reading Review series.  

Upon learning of Joan’s death, Melany Spiehs, one of the co-authors of the review, shared this sentiment: “Joan was such an inspiration and her spirit must live on through us!”

 

Almon, J. (Ed.)(2017). Playing it up — With loose parts, playpods, and adventure playgrounds. Annapolis, MD: Alliance for Childhood.

Debora: In 2014 in Vancouver Canada, I was able to listen to the Canadian environmental activist Severn Cullis-Suzuki give an impassioned speech on the future. She was speaking of building a better world for our children’s future. Part of her presentation included her reminiscing of her involvement in the environmental movement. She recalled in her younger years feeling the need to fight- against policies harmful to the earth and against corporations who polluted. However, she had made a transition in her career from fighting to one of building. She came to the realization that when the powers- that-be would one day come to the realization that harming the earth is unsustainable, they would need to turn to those who know how to live in earth-friendly and sustainable ways. Thus, Cullis-Suzuki began to focus her efforts on creating a sustainable community where she lives and raises her family. In the process, she also came to the realization that the Utopia she dreamed of currently would not exist at a national or global level, but she discovered that there was a network of such communities that already existed around the world. These communities created a sort of web that spread across the globe that could stay connected though so far apart.

Cullis-Suzuki’s description of the state of her cause, reminded me of the plight of play in American schools and lives. It is easy to get discouraged when fighting against school policies and practices that hinder children’s play in education; however, I have become more hopeful when I have turned my attention to collaborating with others to build play spaces in schools and communities. While every city or school does not support play, there are many places and people around the world that are building play spaces. Joan Almon’s new book “Playing It Up- With Loose Parts, Play Pods, and Adventure Playgrounds” is a wonderful documentation of the work of play advocates and playworkers around the U.S. who are building play spaces and expanding our network of play communities. In Almon’s edited book each chapter is written by a play leader who describes in detail innovative ways play spaces are being designed and what materials are being organized and used in these spaces. The book opens with a ringing endorsement by Dr. Stuart Brown.

Melany: The first chapter begins with Almon describing the state of play in the U.S. and her concerns for children. She displays a deep respect for young children and her message is one of urgency but not hopelessness. Due to our current society filled with lawsuits, safety is a major concern in schools. She states, “Society’s fear of play, with its various physical and psychological risks, remains a major obstacle that needs to be overcome, or at least minimized, if children are to play freely again” (p. 3). Children use play to deal with stress and anxiety and with the decrease in play children are displaying an increase in obesity, depression, hyperactive disorders and autism. Yet, Almon trusts that children are naturally risk aware and a good at assessing risk and thus, advocates for loose parts, playpods and adventure playgrounds to support their play.

Debora: The second chapter, written by Rusty Keeler, offers a reflection of the state of free and risky play in the U.S. and his recognition that play is returning to the world of children. As he states, “The world is changing because we are consciously evolving it. We are consciously choosing to say “yes” to the play opportunities we believe children need” (p. 15) The following chapters are written by the play leaders from around the U.S. describing the unique aspects of their play spaces and providing evidence of this play evolution. Along with the stories, there are beautiful high quality photographs that make you want to be in these spaces and extensive biographies and websites of the contributors which is extremely important when we are striving to make connections within this movement. The first section of stories focuses on the process of starting up play projects and the practical details necessary for success. The second section highlights various examples of adventure playgrounds- the risky child-initiated wild spaces with loose parts and minimal adult intervention that were considered taboo in American culture. On these pages, these fantastic spaces come to life. The third section describes play pods in parks and schools- smaller outdoor spaces but with a multitude of recyclable and reused materials for building and pretend- changing how children play during traditional recesses. The fourth section illustrates the movement of bringing play back to nature. The book concludes with calls to advocate for play and essential lists of resources, play advocacy groups, and the principles of playwork- all the tools one could use to begin his or her own play project. And this is the real power of the book- it inspires one to action. It is contagious as two of our reviewers who are preschool teachers discovered. Here, they describe how Almon and her co-authors inspired action at their preschool and elementary school:

Melany: At Spring Lake (Elementary), we have an abandoned outdoor classroom on site. It is a large area blocked off by a chain link fence. Inside there are trees, small sheds and overgrown raised beds. The weeds have taken over and there has been no one to take care of the area since it closed down many years ago. I have had my eye on this space since I started at Spring Lake back in August. After talking to my team and my administrators I have been given permission to lead a resurrection of this outdoor classroom. Seeing Joan Almon’s photos of children playing in nature and reading the play stories encouraged me to take this leap of faith. She was that gentle nudge that I needed to be an advocate for outdoor play at my school.

Carol:
We read Joan’s book before we opened up our outdoor classroom. Her words about risk assessment helped us to remember that children are capable and can do their own assessment. It made for a more authentic experience for everyone. We noticed there was minimal re-directing from adults, almost no conflicts between children, and children resolving, negotiating, and compromising with each other.

Reviewers Carol Burk, Debora Wisneski, and Melany Spiehs

“Playing It Up” is available as a free download from Alliance for Childhood. We recommend this book as essential for the play movement today.


Summer PLAY Reading Review – Balanced and Barefoot

Balanced and Barefoot: How Unrestricted Outdoor Play Makes for Strong, Confident, and Capable Children, by Angela Hanscom

One of my all-time favorite TV shows as a child was Reading Rainbow.  The show, hosted by LeVar Burton on PBS, promoted the importance of reading and featured children reviewing their favorite books. As a kiddo, I dreamed about being on Reading Rainbow and telling everyone about MY favorite book. Thanks to the US Play Coalition, and their commitment to advance and promote play for people of all ages, I get the chance as a playful adult to provide a review of my favorite playful books! Angela Hanscom wrote the first book that I’ll review – Balanced and Barefoot: How Unrestricted Outdoor Play Makes for Strong, Confident, and Capable Children (New Harbinger Publications 2016).

Angela Hanscom, a pediatric occupational therapist and founder of Timbernook, a nature-based developmental program for children, was inspired to write her book because of the interactions she had with the children and families in her practice. She noticed that kiddos were having problems with balance and coordination that were not typical for children their age. Due to her training and observations, she discovered that children’s opportunities for free play has been removed from children’s everyday lives.

Hanscom’s book advocates for unstructured outdoors play and promotes it as the most optimal way for children to development healthy bodies, minds, and social skills. 

In each chapter, Hanscom describes the benefits of play by addressing questions that many parents have about their children’s development such as “Why can’t my child sit still?”, “When is my baby ready to play outside?” and “Why is my child so emotional?” Hanscom wrote this book primarily for parents.  As a parent myself, I fully appreciated the reasons she provided for the crucial role that play has for children’s development of physical, emotional, social and cognitive skills. However, this book is also important for individuals who do not have children or, more likely, have many children, such as educators, principals, superintendents, leaders at childcare centers, and child advocacy groups. Hanscom provides insight, examples and additional resources to show that playing outdoors can address and minimize behaviors like inattentiveness, lack of creativity, fidgeting, and aggression.

The book also outlines in detail the ways that children benefit from outdoor play particularly to support and build upper body strength, endurance, core strength, fine motor skills, gross motor skills, proprioceptive skills (i.e. awareness of the position and movement of the body), auditory senses, and sensory integration skills (i.e. allows us to make sense of stimuli). Hanscom is particularly interested in understanding sensory processing disorders; this occurs when children have difficulty making sense of external stimuli and using it to create a larger understanding of their world. Children’s senses are most aware when they are outdoors in nature, crunching leaves, feeling mud, dirt, or sand and smelling fragrant breezes. Hanscom fully makes the case that anything that can be done indoors can be moved outdoors.

Caregivers and educators may identify with information from the chapters depending on the age of the children in their lives. Personally, the sections devoted to school-age kiddos and the risk for their overuse of technology, limited opportunities for free play due to increased structured organizations, and many schools’ dwindling time devoted for recess stand out as significant. In Chapter 3, Hanscom makes suggestions about ways to allow children to be active outdoors without a lot of adult interference.  Adults, as we know, can suck the fun out of play! Hanscom spends considerable time addressing how decreased recess, in favor of increased classroom seat time, has negatively affected children’s cognitive development. The resources she provides in the book provides a guide for key points that any recess advocate would bring to a school board meeting and discuss why recess is essential to support children’s cognitive and academic development.

Hanscom is at her best when she helps parents address their fears about outdoor play. She takes a no-nonsense approach, addressing the ways in which parents create too many rules and overschedule their children’s lives to the point that kiddos do not experience the wonder of boredom and have few opportunities to daydream. She makes suggestions about ways to get outside as a family and get “back to the basics and focus on simplicity for the sake of creativity.”

Hanscom’s book should be on the bookshelf of every parent, grandparent, caregiver, educator, or administrator who values children’s time outdoors and wish to promote all the ways that play can affect children’s growth and development.

Heather Von Bank, PhD, is Chair and Associate Professor of Family Consumer Science at Minnesota State University-Mankato.  She teaches and advises in the Child Development and Family Studies area. Her specialty areas include research on parent–child relations during the stage of adolescence and family life issues. Dr. Von Bank is co-author of the book “The Power of Playful Learning” and a member of the US Play Coalition’s Steering Committee.


Sponsor Thank You Week Kickoff – Thankful for Our Longtime Top Supporters

As we kickoff our Sponsor Thank You Week, we want to give a special shout out to four longtime, top supporters.  Since our founding TEN YEARS AGO (in 2009!), these four sponsors have been at our side, giving top level financial support to insure that the US Play Coalition could not only grow, but also evolve and expand its reach to spread the importance of the VALUE of PLAY .  They are truly are leaders in advancing the play movement. Their support comes from their deep belief in our work, our message, and our network.

Please click on their logos to learn more about each.


LACES Approved Sessions Announced

For our many landscape architect play friends, check out all of the LACES approved sessions at the 10th Anniversary Conference on the Value of Play: PLAY FOR LIFE, March 31- April 3 in Clemson, South Carolina:

  • Playable Infrastructure
  • What type of play is that? Categorizing play-types to objectively evaluate outdoor play environments
  • Socio-Environmental Barriers to Outdoor Play and Their Impact on Child Health Outcomes
  • Free play and alternative education pedagogies
  • Hardware or software in provisioning public play spaces for children: An analysis of forces at play
  • Action Research on Play for Life: The Making of Transitional Play Unit for Two-Year-Old Classrooms
  • Play for All: Providing Accessible and Inclusive Outdoor Play and Learning Environments
  • A Field-Testing Study on Outdoor Play Environments: Findings and Lessons Learned
  • Play by the River – Bringing natural, all-ages play to a new River Garden by the Mississippi
  • Learning through doing: The benefits to learning through planning for inclusive play.
  • I’m Tired of Saying “No”: Creating invitations for boisterous and adventurous play in the classroom
  • Sensory Inclusive Play: Partnering with KultcureCity to become Sensory Inclusive Certified
  • Reframing the Playground: European Play Precedents at Tulsa’s Gathering Place
  • Traffic Gardens and Dramatic/Challenging Play: Engagement as a Means of Facilitating Risk Competence
  • Developing Minds and Bodies Through Loose Parts Play
  • Naturalized Outdoor Learning Environments in Childcare Facilities: A Review of Policies in 3 States
  • Rotary PlayGarden: An Inclusive Play Success Story
  • Approaches for Evaluating the Design of Natural Playspaces to Sup-port Children’s Outdoor Play
  • The Role of a Playground Consultant
  • Inclusive Play Panel
  • “But, I have nothing to do in the park!” – Thinking about places for teens
  • Elevating Lifelong Play to Create Healthy Communities
  • Guerrilla Playfare:Lessons Learned From Parkour & Streetsport For Designing More Play-Friendly Cities
  • Taking the idea of an inclusive playground past the label to true Universal Design
  • Blank Slate: Design for Learning, Exploration and Physical Growth
  • Temple University Students Design an Eco-schoolyard for Play and Learning at Greenberg Elementary
  • How to Make Your Community Playful
  • Creating Playful Learning Communities
  • Lighting Play Environments for Today & the Future

The Conference on the VALUE of Play
The Play Conference, as it is commonly known, is an annual educational conference presented by the US Play Coalition. The latest research and practices in the field of play are presented at the conference, which brings together play researchers, park and recreation professionals, educators, health scientists, architects, landscape architects, designers, planners, business and community leaders, psychologists, physicians and parents from across the U.S. and beyond. The three day event includes keynote and featured speakers, round tables on critical issues and trends, research symposium for academics, educational sessions for practitioners, action and research grant opportunities, PLAYtalks and PLAYinstitutes, networking, EPIC play breaks and more.


Wednesday, March 27th #Weplaychat: “Recess is Essential For Developing Young Minds” with the Voice of Play!

Join us on Wednesday, March 27th at 7:00pm EST as we welcome co-moderator Kariann from IPEMA (The International Play Equipment Manufacturers Association) and the Voice of Play, an initiative promoting growth in the quality and quantity of children’s free play and the use of playgrounds, Our March #WePlayChat will be focused on “Recess is Essential for Developing Young Minds”.

 

 

Here are the questions Kariann will be covering during the #WePlayChat dialogue:

Q1. Does your school currently have recess? If so, how long is it and is it structured or unstructured?
Q2. What are the consequences of taking recess away from a child?
Q3. Do you think recess positively changes a student’s behavior? Why or why not?
Q4. Do you think recess helps students socially? What about academically? Why or why not?

#WePlayChat is our monthly Twitter chat for anyone seeking to gain knowledge around the wide open field of play. Launched in 2016, our #WePlayChat participants come from 9 countries, spanning 4 continents – all tuning in to connect around PLAY.  This FREE professional learning opportunity is a great way to connect with fellow play enthusiasts, teachers and experts from across the globe.

We love sharing the voice of play on Twitter through our #WePlayChat.  We have our chats at different times on different days to get the most involvement across our membership.  You will not want to miss them! Tune in and to join in and contribute to the conversation around the value of play.


10th Anniversary
Limited Edition Play Swag

For our 10th Anniversary we have a few special things up our sleeve…PUN INTENDED!

 

HURRY! We have a VERY LIMITED TIME t-shirt campaign for our 10th Anniversary Conference!
There are 5 color options on unisex short sleeve, long sleeve or youth short sleeve options.

Order before the campaign ends at 11:59pm EST March 12! (we will do another campaign soon)

*IF YOU ARE ATTENDING THE PLAY CONFERENCE, EMAIL STEPHANIE AT SPGARST@CLEMSON.EDU TO BE PART OF A BULK ORDER AND AVOID SHIPPING COST!!!

Order online:

BUT WAIT! THERE’S MORE!!!
Our 10th anniversary swag just got FANCY!!!

Made locally in Clemson, South Carolina. These very popular cuff bracelets are available in three colors – silver, gold and rose gold. Support the US Play Coalition and PLAY by purchasing a PLAYful bracelet!

Order now through March 20 and choose “pickup” to avoid shipping and pickup at the Play Conference! Otherwise it is just $3.50 to ship in the US. (only available in the US at this time.)

They make great gifts, so order as many as you want!

Order yours before time runs out…!!!!

http://bit.ly/play-bracelets


2019 Lineup of PLAY Institutes Announced for 10th Anniversary Conference

We are thrilled to announce the 2019 lineup of PLAY Institutes for the 10th Anniversary Conference on the Value of Play: PLAY FOR LIFE.

These PLAY Institutes are 3-hour topic-specific trainings that kickoff our conference programming on Sunday, March 31 from 9:00am-12:30pm (includes a 30 minutes break).

Pick one of these great PLAY Institutes to start your Play Conference off with a bang!

Primal Play Playshop – How to Move and Play Like an Animal to Become More Human

Darryl Edwards, founder of HEALTH Unplugged, owner of Fitness Explorer Training and author of Paleo Fitness and Paleo from A to Z

Get fitter, stronger and healthier using the power of Primal Play. Regardless of your relationship with activity; whether you have a love affair with fitness and relish a new challenge or hate exercise but want to get passionate about movement again – you will gain practical movement skills that will assist you in performing everyday, recreational and extraordinary physical tasks more effectively using the power of play. You will also have a lot of fun doing it!

 

Play and Education from a Global Perspective

SPECIAL NOTE – This session has been approved for three hours of state-approved training credits will be provided in the area of Child Growth and Development.

Dolores (Dee) Stegelin – PhD, Professor Emeritus-Early Childhood Education, Clemson University and Research Fellow at the Institute for Child Success
Tracey Hunter-Doniger, PhD – Associate Professor-Art Education, College of Charleston
Mary Mackenzie – Senior Fellow, Institute for Child Success
Heather Von Bank, PhD – Chair and Associate Professor of Family Consumer Science, Minnesota State University-Mankato

The goal of this institute is to provide conference participants with new ways to engage students of all ages in play-based, interactive learning both indoors and outdoors. Four presenters will provide current information on educational practices in the United States, Italy, Germany, and the Netherlands. Presentations will include educational slides, video clips and photos of school settings in the U. S. and other countries that model the use of nature and the outdoors within an educational context. Presenters will pose questions and encourage dialogue with the audience. Attendees will receive handouts and the format will be informal and interactive. Three hours of professional development for professionals in early childhood education and related fields will be available for participants.

 

Respawn: A Gaming-Based Approach to Play That Optimizes Therapeutic Success Through Adaptive Engagement

Erik Johnson, OTR/L,  Chief Medical Officer for Operation Supply Drop & Warfighter Engaged, Consultant on new Xbox Adaptive Gaming Controller and Former Army Occupational Therapist

This session is designed to describe different emerging technologies available for use in therapeutic play and how the use of video games and technology can open an alternative world of play for people with disabilities.  It will also explore how industry is looking at inclusive design as it approaches game development and overall engagement with digital play.  We will discuss the evolution of the new Xbox Adaptive Controller and how Microsoft adopted the help of occupational therapists to create a product that caters to anyone with physical or cognitive impairments.

 

Play Risks: Exploring Research & Interventions

Ahren Hoffman, Director of Education & Jean Bailey, Educational Consultant
American Specialty Toy Retailing Association

The importance of play for children is well documented and the research is universal on the benefits of play! It is the very fuel children use to explore the world, develop skills and practice emotions. It is the catalyst for adults to relieve stress, connect to others and be more productive. There are societal concerns and risks related to the increasing lack of play across the lifespan, especially in childhood. What is the toll on neglecting play?

This session will explore a timeline of play risks across the lifespan like technology, creativity, aging population and more. Attendees will gain insights through thought leadership and research as well as participate in discussions on play interventions to conquer risks and advocate for the power of play.

 

The Conference on the VALUE of Play
The Play Conference, as it is commonly known, is an annual educational conference presented by the US Play Coalition. The latest research and practices in the field of play are presented at the conference, which brings together play researchers, park and recreation professionals, educators, health scientists, architects, landscape architects, designers, planners, business and community leaders, psychologists, physicians and parents from across the U.S. and beyond. The three day event includes keynote and featured speakers, round tables on critical issues and trends, research symposium for academics, educational sessions for practitioners, action and research grant opportunities, PLAYtalks and PLAYinstitutes, networking, EPIC play breaks and more.

 


10th Anniversary Play Conference
PLAYtalk Presenters Announced

Lenore Skenazy and Michael Hynes will be our PLAYtalk presenters at the 10th Anniversary Conference on the Value of Play: PLAY FOR LIFE, March 31-April 3, 2019, in Clemson, South Carolina.

Lenore Skenazy is the founder of the Free-Range Kids movement and president of the non-profit Let Grow. Her work has helped restore childhood resilience by pushing back on overprotection and inspired Utah’s 2018 ‘free-range parenting’ law.

Michael Hynes, Ed.D., is the outspoken Superintendent of Schools for the Patchogue-Medford School District in Medford, New York. His article on “Play, Recess and Mental Health” was #1 for 2018 in EDUCATION WEEK.

PLAYtalks are our version of TED Talks at the annual Play Conference. They are a series of 15-20 minute dynamic, entertaining, enlightening, engaging, inspiring, informative talks by thought leaders in the play world.

Stay tuned for details on these two showstopper PLAYtalks!

 

The Conference on the VALUE of Play
The Play Conference, as it is commonly known, is an annual educational conference presented by the US Play Coalition. The latest research and practices in the field of play are presented at the conference, which brings together play researchers, park and recreation professionals, educators, health scientists, architects, landscape architects, designers, planners, business and community leaders, psychologists, physicians and parents from across the U.S. and beyond. The three day event includes keynote and featured speakers, round tables on critical issues and trends, research symposium for academics, educational sessions for practitioners, action and research grant opportunities, PLAYtalks and PLAYinstitutes, networking, EPIC play breaks and more.