It is important for children to play. In light of the growing
disunity and violence raging with the minds of the nations adolescent
youth, researchers are investigating various methods for dealing with
the problem. However, those who are experienced in teaching our
youngsters conflict resolutions and behavior management, have discovered
that good old fashioned play is a viable used to combat disruptive
behavior.
Play as a therapeutic tool will be one of the central components of our program, which modifies behavior in disruptive youngsters. Play is as vital as love, good nutrition, care, and hope. It is very important in the learning and emotional development of all children. Play is multi-faceted; it is how children experience fun and joy, combating depression. Through play children develop personalities and a positive sense of self, realize their potential, and experience success. Play unlocks children's creativity and imagination, and develops reading, thinking, and problem solving skills as well as further develops motor skills. Through play, children process and manage emotions, and understand and interpret the world around them. Play helps children learn relationship and social skills develop values and ethics. Play is a brain food to help brains develop in ways critical to school success. It provides the foundation for learning including language development, reading, thinking and reasoning skills.
Structured play supervised by an adult provides important opportunities for children to learn to trust and bond with adults. It gives them enforces respect for adults and others in authority. Adults are an adolescent child's most important learning resource. It allows children the chance to connect with adults in a positive manner, which will in fact build their confidence in authority figures in a relaxed and enjoyable setting. This trust and confidence will carry over into the classroom and school environment, then ultimately outside our school walls causing a transformation in the behavior of our students. The playful, creative child who comes to love learning is more likely to achieve and succeed than the anxious pressured adolescent who gets the impression that only grades and test scores are important. Play should be unstructured at times to allow for children to learn social skills needed to negotiate compromise, persuade, and cooperate.
Thus play is a useful yet simple tool which needs to be reinstituted in homes, schools, and communities. Children have lost the art of play. For various reasons, including the advancement of the technological age, seeing children play in our neighborhoods is rare. Children are outside are not as creative in their play as in the past. Adults complain that children stomp the grass, or pull down leaves and branches, and even make too much noise. The scriptures say seek the old ways, there was far less violence in our communities when the days of children playing in the streets was common.
This is a call to action. Our children need to go outside, breathe God's almost-fresh air, and be allowed to run, jump, scream, holler, and shout! Let the children play!
Play as a therapeutic tool will be one of the central components of our program, which modifies behavior in disruptive youngsters. Play is as vital as love, good nutrition, care, and hope. It is very important in the learning and emotional development of all children. Play is multi-faceted; it is how children experience fun and joy, combating depression. Through play children develop personalities and a positive sense of self, realize their potential, and experience success. Play unlocks children's creativity and imagination, and develops reading, thinking, and problem solving skills as well as further develops motor skills. Through play, children process and manage emotions, and understand and interpret the world around them. Play helps children learn relationship and social skills develop values and ethics. Play is a brain food to help brains develop in ways critical to school success. It provides the foundation for learning including language development, reading, thinking and reasoning skills.
Structured play supervised by an adult provides important opportunities for children to learn to trust and bond with adults. It gives them enforces respect for adults and others in authority. Adults are an adolescent child's most important learning resource. It allows children the chance to connect with adults in a positive manner, which will in fact build their confidence in authority figures in a relaxed and enjoyable setting. This trust and confidence will carry over into the classroom and school environment, then ultimately outside our school walls causing a transformation in the behavior of our students. The playful, creative child who comes to love learning is more likely to achieve and succeed than the anxious pressured adolescent who gets the impression that only grades and test scores are important. Play should be unstructured at times to allow for children to learn social skills needed to negotiate compromise, persuade, and cooperate.
Thus play is a useful yet simple tool which needs to be reinstituted in homes, schools, and communities. Children have lost the art of play. For various reasons, including the advancement of the technological age, seeing children play in our neighborhoods is rare. Children are outside are not as creative in their play as in the past. Adults complain that children stomp the grass, or pull down leaves and branches, and even make too much noise. The scriptures say seek the old ways, there was far less violence in our communities when the days of children playing in the streets was common.
This is a call to action. Our children need to go outside, breathe God's almost-fresh air, and be allowed to run, jump, scream, holler, and shout! Let the children play!
Written by Michelle R. Yisrael
My name is Michelle R. Yisrael, my friends call me Amirah. In the spirit of Frances E. W. Harper, I am enthusiastic about my mission to empower children. Though unpublished I have writing experience in various genres. I am author of multi-cultural Life Skills Curriculum developed for both at-risk youngsters who live in high risk areas. My curriculum can be viewed at http://www.empowerachild.com
During my tenure as mother of 5 and educator of many, I have created innovative curriculum designs for families who homeschool their children. I have written over 150 poems, 25 children's plays, 30 short stories, and have a novel in progress. I am no stranger to the written word nor issues concerning the family, especially women and children. I have over 25 years of experience in education, curriculum design, and independent school administration.
To add to my writing repertoire, I have both a Bachelor's and Master's degree in English from Chicago State University as well as a Soul degree in Love. Putting my pen to paper calms my spirit.
My name is Michelle R. Yisrael, my friends call me Amirah. In the spirit of Frances E. W. Harper, I am enthusiastic about my mission to empower children. Though unpublished I have writing experience in various genres. I am author of multi-cultural Life Skills Curriculum developed for both at-risk youngsters who live in high risk areas. My curriculum can be viewed at http://www.empowerachild.com
During my tenure as mother of 5 and educator of many, I have created innovative curriculum designs for families who homeschool their children. I have written over 150 poems, 25 children's plays, 30 short stories, and have a novel in progress. I am no stranger to the written word nor issues concerning the family, especially women and children. I have over 25 years of experience in education, curriculum design, and independent school administration.
To add to my writing repertoire, I have both a Bachelor's and Master's degree in English from Chicago State University as well as a Soul degree in Love. Putting my pen to paper calms my spirit.
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