Rev Up Recess

11/27/2022

I always enjoy re-reading the guidelines of play and making sure my boys are getting plenty of quality play.

Sharing in case you love a reminder too

Defining play by Peter Gray:
https://www.psychologytoday.com/us/blog/freedom-learn/202205/what-is-play-how-children-define-it?fbclid=IwAR1HoS9IkQCVyFXD9lLv82CpW18oNXRJPQWWTtdQUf-2TNhg37QlCrz3Q8I&mibextid=Zxz2cZ

11/07/2022

Yes! Such good examples.

11/06/2022

🧠 🧪 + ▶️ = 😎

09/23/2022

🥰

So much this! 🥰

09/14/2022

If they mix play-doh colors, or if they mix paint colors and accidentally make brown for the 234th time, or if they squeeze too much glue out on the paper, or if they peel the paper off the crayons, or if they sharpen the pencil too much, or if they color with the marker too hard, or if they color outside the lines, or if they explore using any other craft or art supply in the “wrong” way…

I have a secret for you: they’re still learning from that. 😊

(Also, with the paint or the playdoh, if you’re tired of brown, you can always put out limited colors that don’t mix to make brown—i.e., only making harmonious/analogous colors available, such as red, orange, and yellow.)

***

I'm adding an edit here because of good, important discussion in the comments!

It's true that not all parents can afford limitless amounts of craft supplies.

It's also true that you can get playdoh or glue or crayons pretty cheaply, and it helps to know if your child is in a "explore everything, even quantities" phase more so than a "use materials carefully and sparingly to create a craft" phase.

It's ALSO true that regardless of what parents can afford, the point I was making -- that kids are still learning when they "waste" materials; that "waste" isn't an appropriate word at all because it's literally learning and growth -- is still true.

Children are inherently "wasteful" -- it's how they learn. If adults don't have the means for them to have limitless amounts of x material, then I would *extremely strongly* recommend only making available to the child as much of the material as they are able to use all of at any given time. Because it makes sense that using too much -- more than the adult is able to be comfortable with them using -- causes an adult to stress. And adults hovering around stressing out is like, the opposite of freely playing and learning.

An adult can squeeze out a tiny amount of glue into a bottle cap and give it to a child with a Q-tip or a paintbrush, for example. Or the adult can manage the glue application for a school project if necessary. Or the adult can obtain an empty glue bottle and fill it with something cheaper (flour+water? 99-cent shampoo? water mixed with some chalk powder? just straight up water in the bathtub or outside?) for the child to explore squeezing as much as they want to as part of process art and hand strengthening. Lots and lots of creative solutions!

[Image description: A screenshot of a tweet from Abbey Williams, MSW, LSW, whose handle is . The tweet reads, “Once you stop being stressed if they mix the play-doh colors, the second part of your life begins.” End description.

07/31/2022

Love this!

💛💛💛

07/14/2022

Via Flourishing Homes & Families

06/26/2022

Our kids hear us talking. It is important to process and care for ourselves, then it is important to bring them in and help them process what they are hearing and seeing at an age appropriate level. Otherwise, they are filling in the story on their own and that gets extra messy.

The divisive sorting and dehumanizing that we have been doing as a society is exhausting and lonely. In our home, we work hard to share with our kids both sides of an argument to show that these issues are complex. We also talk about personal ways this may impact us or our neighbors. We are striving to build empathetic critical thinkers.

In our home talking about body autonomy is already a natural and common conversation. I found this a great example of how to make the Roe V. Wade conversation age appropriate. In addition to suggestions below, I like to pause often to create space for their comments or questions. I let them lead when the convo ends or when they bring it back up.

I also appreciate and second all the extra details the author puts in her text about not tolerating hate or name calling. Use what you like from this and modify as you wish.

The point, big things are happening in our world and our kids hear it. Let’s not leave them to connect the dots.

Be kind to yourself and your neighbors. These are hard times.

06/23/2022

Registration is now OPEN for an inspirational, educational and playful conference in San Antonio this fall! Click the link to register and DM us for any questions! With keynotes and presentations at UIW and field trips or events at the DoSeum, San Antonio Zoo, San Antonio Botanical Garden, Hemisfair Park, PreK4SA, Morgan's Wonderland, Circle School, The Acorn - A School for Young Children, Marvelously Made - The School for Young Children, and Will Smith Zoo School...you will not wanna miss this!
https://ipausa.org/2022-annual-conference/2022-annual-conference-registration/

06/13/2022

I love noticing the details of my boy’s development simply by observing their play.

I thought this was fascinating information about the way that play with blocks typically develops!

Image description: A chart titled “Developmental stages of block play.” The chart is transcribed below.

Stage 1 is listed as “carrying”. There is a picture of a pile of loose wooden blocks. In this stage, blocks are carried around, not used for construction. They explore them using their senses (touch, sight, taste). They may also hit them together to explore sound. They explore dumping them in piles from containers.

Stage 2 is listed as “stacking”. There is a picture of two blocks stacked, and three blocks lined up. In this stage, building begins. Children stack the blocks either vertically (towers) or horizontally (rows).

Stage 3 is listed as “bridging”. There is a picture of simple bridges built where there are two blocks and one block spanning them. In this stage, children lay a base block, place an upright block at both ends of it, then attempt to bridge the structure with a block the same length as the base block.

Stage 4 is listed as “enclosures”. There is a picture of a square made out of straight blocks. This stage occurs soon after a child begins to use blocks regularly. They need cognitive understanding of spatial orientation, or knowing which direction to turn the blocks. They may continue to place blocks end to end, which ends up creating roads. They begin with 4 blocks (i.e., to make a square) and evetually move to circle/ovals and joined enclosures.

Stage 5 is listed as “Patterns and Symmetry”. There is a picture of a structure that looks more like a castle or elaborate building made of the blocks. If a child has good fine motor skills, that allows this stage to happen faster. Children can become more imaginative, use more blocks, be more intentional in their selection of kinds of blocks, incorporate patterns and balance, and they may or may not name the building they have built.

Stage 6 is listed as “early representation”. There is a picture of a very specific building of blocks. In this stage, children name the structure, and the name reflects the purpose of the building, with names relating to the function of the building. Dramatic play often begins alongside this stage, because the block building basics have been mastered and now they begin to use their blocks as a tool for dramatic play.

Stage 7 is listed as “later representation”. There is another picture of a specific diorama built out of blocks. In this stage, the blocks represent actual structures children know from real life or stories. Naming the structures becomes more common. Buildings are created to symbolize familiar structures. The design elements become more intricate and represent actual details. They will create their own accessories to support their play.