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Try the Play Workshop Structure","publishDate":1716890456,"format":"standard","headTitle":"Want to Incorporate More Play in Learning? Try the Play Workshop Structure | KQED","labelTerm":{"term":21847,"site":"mindshift"},"content":"\u003cp>\u003cspan style=\"font-weight: 400\">“Too often we refer to play as \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">just play\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">,” said \u003c/span>\u003ca href=\"https://x.com/MrazKristine\">\u003cspan style=\"font-weight: 400\">Kristine Mraz\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, adding that the “just” implies that it has no purpose or value. As an early childhood educator, instructional coach and coauthor of\u003c/span>\u003ca href=\"https://www.heinemann.com/products/e07788.aspx\">\u003ci>\u003cspan style=\"font-weight: 400\"> Purposeful Play\u003c/span>\u003c/i>\u003c/a>\u003cspan style=\"font-weight: 400\">, Mraz advocates for incorporating guided play as a central aspect of the classroom rather than an activity reserved for \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/60253/play-is-crucial-for-middle-schoolers-too\">\u003cspan style=\"font-weight: 400\">recess\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. According to Mraz, guided play broadly refers to educational activities that are gently steered by an adult using open ended questions and prompts, while still giving children the freedom to explore a learning goal in their own way. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The \u003c/span>\u003ca href=\"https://srcd.onlinelibrary.wiley.com/doi/10.1111/cdev.13730\">\u003cspan style=\"font-weight: 400\">benefits of guided play\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> are well-documented. “Teaching children through guided play \u003c/span>\u003ca href=\"https://www.sciencedaily.com/releases/2022/01/220112094006.htm\">\u003cspan style=\"font-weight: 400\">supports key aspects of their learning and development\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> at least as well, and sometimes better than the traditional direct instruction they usually receive at school,” noted Mraz. \u003c/span>\u003ca href=\"https://hechingerreport.org/twenty-six-studies-point-to-more-play-for-young-children/\">\u003cspan style=\"font-weight: 400\">Studies indicate\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> that children who engage in \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/60255/in-elementary-classrooms-demand-grows-for-play-based-learning\">\u003cspan style=\"font-weight: 400\">play-based learning\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> often outperform their peers academically and socially. Additionally, children who attended play-based early childhood centers were \u003c/span>\u003ca href=\"https://deyproject.wordpress.com/wp-content/uploads/2015/01/readinginkindergarten_online-1.pdf\">\u003cspan style=\"font-weight: 400\">less likely to be referred for services\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> for their social-emotional needs. \u003c/span>\u003c/p>\n\u003cp style=\"text-align: left\">\u003cspan style=\"font-weight: 400\">But the misconception that play detracts from learning can prevent schools and teachers from integrating it more. Schools often limit play to recess or the end of the day, thus missing its potential as a robust instructional method. “Play is the journey that brings us to standards,” Mraz said “It’s not a time of day. It is a method.” During a talk at The \u003c/span>\u003ca href=\"https://gathering.theeducatorcollaborative.com/\">\u003cspan style=\"font-weight: 400\">Educator Collaborative 2023 Gathering\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, Mraz outlined an approach known as the play workshop structure that can help teachers incorporate play into subjects like reading, writing and math. This approach includes three main components: choosing, gathering and clean-up.\u003c/span>\u003c/p>\n\u003cp>\u003ciframe loading=\"lazy\" title=\"S2 W4 - Beyond Pen and Paper: Play as a Tool for Standards Based Learning\" width=\"500\" height=\"281\" src=\"https://www.youtube.com/embed/MvYyOdva10E?feature=oembed\" frameborder=\"0\" allow=\"accelerometer; autoplay; clipboard-write; encrypted-media; gyroscope; picture-in-picture; web-share\" referrerpolicy=\"strict-origin-when-cross-origin\" allowfullscreen>\u003c/iframe>\u003c/p>\n\u003ch2>\u003cb>Choosing: Pick your play\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">In the \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/52421/what-giving-students-choice-looks-like-in-the-classroom\">\u003cspan style=\"font-weight: 400\">choosing step\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> of the play workshop structure, students are given the \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/52424/why-choice-matters-to-student-learning\">\u003cspan style=\"font-weight: 400\">autonomy to select the activity\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> they’d like to do. “We can invoke a playful spirit any time we bring up choice. The more choice, the more it feels like play,” said Mraz. Many teachers find it effective to use centers or stations to offer activity choices in the classroom.\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">For example, if a teacher is focused on guiding students through creating a story using a sequence of events, they may offer students the option to draw their story, use a variety of materials to construct it or engage in dramatic play to act it out. “These all bring us to the standards, but they bring us there in a way that leverages kids’ natural inclinations to play,” said Mraz. She recommended Susan Harris MacKay’s book \u003c/span>\u003ca href=\"https://www.heinemann.com/products/e12034.aspx\">\u003ci>\u003cspan style=\"font-weight: 400\">Story Workshop\u003c/span>\u003c/i>\u003c/a>\u003cspan style=\"font-weight: 400\"> as a resource for using play to meet learning standards related to storytelling\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Mraz also encouraged teachers to be flexible. Initially, she required students to select a path and stick with it. However, she has since realized that being adaptable can improve student engagement and creativity. “Some days [students] just might need to move around, or sometimes doing something in one area actually inspires [them] in another area,” she said.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Gathering: Construct ideas \u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">After students have played, the gathering phase provides time for students to share their thoughts, reflect on their experiences and collaboratively build knowledge. Mraz suggested that students sit in a circle for this phase. Teachers may guide students to explore various content areas, reflect on themes from the play, address problems that came up or discuss the materials being used. “In order to construct knowledge, you have to have opportunities to process it with people,” Mraz said. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In one class, Mraz used gathering time to talk about different ways to share materials. Students identified different sharing strategies they used during their play, such as taking turns, splitting items or finding additional materials. Mraz created a chart with these strategies and asked if any students had experiences that could be addressed with those ideas. The activity built on students’ reading and problem-solving skills, Mraz said. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">To help teachers build their facilitation skills, Mraz recommended \u003c/span>\u003ca href=\"https://www.routledge.com/Hands-Down-Speak-Out-Listening-and-Talking-Across-Literacy-and-Math/Wedekind-HermannThompson/p/book/9781625312693\">\u003ci>\u003cspan style=\"font-weight: 400\">Hands Down, Speak Out: Listening and Talking Across Literacy and Math\u003c/span>\u003c/i>\u003c/a>\u003cspan style=\"font-weight: 400\"> by Kassia Omohundro Wedekind and Christy Hermann Thompson. “[It’s] a brilliant text on how to develop these circle conversations in your classroom with tons of practical strategy,” said Mraz.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Clean up: Collaborate toward a shared goal\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">The clean-up phase of the play workshop structure is not merely about tidying up but about instilling a sense of responsibility and cooperation. While the usual approach might have each child cleaning up their own play area, Mraz suggested organizing clean-up to reflect how it works in the real world. For example, in a family, clean-up tasks are often shared: One person might clear the table, another might wash the dishes and another might dry them. Students can follow a similar structure.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Instead of “clean up your own mess,” Mraz uses the message, “our community works to make our space clean.” She assigns specific roles to small groups of students, such as table wipers, block cleaners and a timer setter. “Every child is able to contribute to clean up in a way that plays to their strengths,” she explained.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Mraz acknowledged that while play-based learning is familiar to many early childhood educators, incorporating these strategies can be daunting for teachers who rely on traditional methods. Even small shifts can make a significant difference, she said. “Is there one small movement you can make that brings us closer to a world that values children in their natural state, so that children grow to be the people who value one another in their natural state?”\u003c/span>\u003c/p>\n\n","blocks":[],"excerpt":"The play workshop structure uses guided activities, reflection and cooperative clean up to foster academic and social-emotional growth.","status":"publish","parent":0,"modified":1716597625,"stats":{"hasAudio":false,"hasVideo":true,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":14,"wordCount":955},"headData":{"title":"Want to Incorporate More Play in Learning? Try the Play Workshop Structure | KQED","description":"The play workshop structure uses guided activities, reflection and cooperative clean up to foster academic and social-emotional growth.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","socialDescription":"The play workshop structure uses guided activities, reflection and cooperative clean up to foster academic and social-emotional growth.","schema":{"@context":"http://schema.org","@type":"Article","headline":"Want to Incorporate More Play in Learning? Try the Play Workshop Structure","datePublished":"2024-05-28T03:00:56-07:00","dateModified":"2024-05-24T17:40:25-07:00","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"sticky":false,"excludeFromSiteSearch":"Include","articleAge":"0","path":"/mindshift/63891/want-to-incorporate-more-play-in-learning-try-the-play-workshop-structure","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">“Too often we refer to play as \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">just play\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">,” said \u003c/span>\u003ca href=\"https://x.com/MrazKristine\">\u003cspan style=\"font-weight: 400\">Kristine Mraz\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, adding that the “just” implies that it has no purpose or value. As an early childhood educator, instructional coach and coauthor of\u003c/span>\u003ca href=\"https://www.heinemann.com/products/e07788.aspx\">\u003ci>\u003cspan style=\"font-weight: 400\"> Purposeful Play\u003c/span>\u003c/i>\u003c/a>\u003cspan style=\"font-weight: 400\">, Mraz advocates for incorporating guided play as a central aspect of the classroom rather than an activity reserved for \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/60253/play-is-crucial-for-middle-schoolers-too\">\u003cspan style=\"font-weight: 400\">recess\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. According to Mraz, guided play broadly refers to educational activities that are gently steered by an adult using open ended questions and prompts, while still giving children the freedom to explore a learning goal in their own way. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The \u003c/span>\u003ca href=\"https://srcd.onlinelibrary.wiley.com/doi/10.1111/cdev.13730\">\u003cspan style=\"font-weight: 400\">benefits of guided play\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> are well-documented. “Teaching children through guided play \u003c/span>\u003ca href=\"https://www.sciencedaily.com/releases/2022/01/220112094006.htm\">\u003cspan style=\"font-weight: 400\">supports key aspects of their learning and development\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> at least as well, and sometimes better than the traditional direct instruction they usually receive at school,” noted Mraz. \u003c/span>\u003ca href=\"https://hechingerreport.org/twenty-six-studies-point-to-more-play-for-young-children/\">\u003cspan style=\"font-weight: 400\">Studies indicate\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> that children who engage in \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/60255/in-elementary-classrooms-demand-grows-for-play-based-learning\">\u003cspan style=\"font-weight: 400\">play-based learning\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> often outperform their peers academically and socially. Additionally, children who attended play-based early childhood centers were \u003c/span>\u003ca href=\"https://deyproject.wordpress.com/wp-content/uploads/2015/01/readinginkindergarten_online-1.pdf\">\u003cspan style=\"font-weight: 400\">less likely to be referred for services\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> for their social-emotional needs. \u003c/span>\u003c/p>\n\u003cp style=\"text-align: left\">\u003cspan style=\"font-weight: 400\">But the misconception that play detracts from learning can prevent schools and teachers from integrating it more. Schools often limit play to recess or the end of the day, thus missing its potential as a robust instructional method. “Play is the journey that brings us to standards,” Mraz said “It’s not a time of day. It is a method.” During a talk at The \u003c/span>\u003ca href=\"https://gathering.theeducatorcollaborative.com/\">\u003cspan style=\"font-weight: 400\">Educator Collaborative 2023 Gathering\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, Mraz outlined an approach known as the play workshop structure that can help teachers incorporate play into subjects like reading, writing and math. This approach includes three main components: choosing, gathering and clean-up.\u003c/span>\u003c/p>\n\u003cp>\u003ciframe loading=\"lazy\" title=\"S2 W4 - Beyond Pen and Paper: Play as a Tool for Standards Based Learning\" width=\"500\" height=\"281\" src=\"https://www.youtube.com/embed/MvYyOdva10E?feature=oembed\" frameborder=\"0\" allow=\"accelerometer; autoplay; clipboard-write; encrypted-media; gyroscope; picture-in-picture; web-share\" referrerpolicy=\"strict-origin-when-cross-origin\" allowfullscreen>\u003c/iframe>\u003c/p>\n\u003ch2>\u003cb>Choosing: Pick your play\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">In the \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/52421/what-giving-students-choice-looks-like-in-the-classroom\">\u003cspan style=\"font-weight: 400\">choosing step\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> of the play workshop structure, students are given the \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/52424/why-choice-matters-to-student-learning\">\u003cspan style=\"font-weight: 400\">autonomy to select the activity\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> they’d like to do. “We can invoke a playful spirit any time we bring up choice. The more choice, the more it feels like play,” said Mraz. Many teachers find it effective to use centers or stations to offer activity choices in the classroom.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">For example, if a teacher is focused on guiding students through creating a story using a sequence of events, they may offer students the option to draw their story, use a variety of materials to construct it or engage in dramatic play to act it out. “These all bring us to the standards, but they bring us there in a way that leverages kids’ natural inclinations to play,” said Mraz. She recommended Susan Harris MacKay’s book \u003c/span>\u003ca href=\"https://www.heinemann.com/products/e12034.aspx\">\u003ci>\u003cspan style=\"font-weight: 400\">Story Workshop\u003c/span>\u003c/i>\u003c/a>\u003cspan style=\"font-weight: 400\"> as a resource for using play to meet learning standards related to storytelling\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Mraz also encouraged teachers to be flexible. Initially, she required students to select a path and stick with it. However, she has since realized that being adaptable can improve student engagement and creativity. “Some days [students] just might need to move around, or sometimes doing something in one area actually inspires [them] in another area,” she said.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Gathering: Construct ideas \u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">After students have played, the gathering phase provides time for students to share their thoughts, reflect on their experiences and collaboratively build knowledge. Mraz suggested that students sit in a circle for this phase. Teachers may guide students to explore various content areas, reflect on themes from the play, address problems that came up or discuss the materials being used. “In order to construct knowledge, you have to have opportunities to process it with people,” Mraz said. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In one class, Mraz used gathering time to talk about different ways to share materials. Students identified different sharing strategies they used during their play, such as taking turns, splitting items or finding additional materials. Mraz created a chart with these strategies and asked if any students had experiences that could be addressed with those ideas. The activity built on students’ reading and problem-solving skills, Mraz said. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">To help teachers build their facilitation skills, Mraz recommended \u003c/span>\u003ca href=\"https://www.routledge.com/Hands-Down-Speak-Out-Listening-and-Talking-Across-Literacy-and-Math/Wedekind-HermannThompson/p/book/9781625312693\">\u003ci>\u003cspan style=\"font-weight: 400\">Hands Down, Speak Out: Listening and Talking Across Literacy and Math\u003c/span>\u003c/i>\u003c/a>\u003cspan style=\"font-weight: 400\"> by Kassia Omohundro Wedekind and Christy Hermann Thompson. “[It’s] a brilliant text on how to develop these circle conversations in your classroom with tons of practical strategy,” said Mraz.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Clean up: Collaborate toward a shared goal\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">The clean-up phase of the play workshop structure is not merely about tidying up but about instilling a sense of responsibility and cooperation. While the usual approach might have each child cleaning up their own play area, Mraz suggested organizing clean-up to reflect how it works in the real world. For example, in a family, clean-up tasks are often shared: One person might clear the table, another might wash the dishes and another might dry them. Students can follow a similar structure.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Instead of “clean up your own mess,” Mraz uses the message, “our community works to make our space clean.” She assigns specific roles to small groups of students, such as table wipers, block cleaners and a timer setter. “Every child is able to contribute to clean up in a way that plays to their strengths,” she explained.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Mraz acknowledged that while play-based learning is familiar to many early childhood educators, incorporating these strategies can be daunting for teachers who rely on traditional methods. Even small shifts can make a significant difference, she said. “Is there one small movement you can make that brings us closer to a world that values children in their natural state, so that children grow to be the people who value one another in their natural state?”\u003c/span>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/63891/want-to-incorporate-more-play-in-learning-try-the-play-workshop-structure","authors":["11721"],"programs":["mindshift_21847"],"categories":["mindshift_193"],"tags":["mindshift_21260","mindshift_498","mindshift_943","mindshift_91","mindshift_21166"],"featImg":"mindshift_63892","label":"mindshift_21847"},"mindshift_63556":{"type":"posts","id":"mindshift_63556","meta":{"index":"posts_1716263798","site":"mindshift","id":"63556","score":null,"sort":[1715043647000]},"parent":0,"labelTerm":{"site":"mindshift"},"blocks":[],"publishDate":1715043647,"format":"standard","title":"High School Math Can Be Playful, Too","headTitle":"High School Math Can Be Playful, Too | KQED","content":"\u003cp>\u003cspan style=\"font-weight: 400\">When students reach high school math, play typically disappears from the curriculum. But \u003c/span>\u003ca href=\"https://www.scu.edu/ecp/faculty/educationfaculty/kathy-liu-sun-phd/sun.html\">\u003cspan style=\"font-weight: 400\">Kathy Sun\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> is discovering new ways to bring play into high school math. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">A \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/62436/how-listening-to-students-stories-can-improve-math-class\">\u003cspan style=\"font-weight: 400\">student’s math identity\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> is usually focused on procedural proficiency rather than a broader view of mathematical contributions and community, said Sun, a researcher and professor at Santa Clara University. Playfully engaging students in math concepts is not just \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/55961/how-sidewalk-math-cultivates-a-playful-curious-attitude-towards-math\">\u003cspan style=\"font-weight: 400\">a fun teaching strategy\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, but gets at the core of deepening mathematical understanding and connections, she continued.\u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://twitter.com/MathforLove\">\u003cspan style=\"font-weight: 400\">Dan Finkel\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, a math curriculum writer and former math teacher, associates play in math with rigor, even at the highest level. “Mathematics has always been \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/59291/after-a-texas-teacher-saw-his-students-struggling-with-math-he-turned-to-rap-music\">\u003cspan style=\"font-weight: 400\">animated by the sense of play\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, and the deepest mathematicians and deepest thinkers are the ones who can play with very technical things.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">When high school students are allowed to play through mathematical concepts they are able to go beyond rote memorization. According to Sun, there are three elements that make up play in a math classroom: exploration, creativity and collaboration. When math activities inspire those elements, students who don’t usually speak up during class tend to make more frequent contributions. “They’re feeling more validated,” which increases belonging and persistence in mathematics, Sun explained.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Exploration\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Play-based approaches to math are about teachers figuring out “how to invite [their] students to take ownership of the material,” Finkel said. “What you usually get from a play-based approach is a much deeper and more powerful understanding and a greater sense of ownership over time”. \u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">To embed exploration into high school math, Sun advocated for an approach that increases cognitive demand. Rote memorization and procedural tasks require low cognitive demand for students, she said during a recent conference session at \u003c/span>\u003ca href=\"https://www.learningandthebrain.com/\">\u003cspan style=\"font-weight: 400\">Learning and The Brain: Teaching Engaged Brains\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Approaches like making creative connections, and understanding why something works are explorative ways for students to reach higher cognitive demand in math.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">During her conference session, Sun recommended reworking math problems that take a procedural approach like asking students to follow the PEMDAS order of operations, to include more open-ended exploration. For example, math teachers can ask students to create expressions equivalent to integers 0-20 using only three numbers such as 3, 4 and 1 using one mathematical symbol or operation. This allows students to look beyond the memorization of a procedure and apply their own thinking to explore the same basic concepts. For take-home work, having students explore open-ended mathematical concepts through a technology like \u003c/span>\u003ca href=\"https://www.desmos.com/\">\u003cspan style=\"font-weight: 400\">Desmos\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> or upping the demand of a simpler math task can foster further discussion in class the next day, Sun said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Finkel said offering students choices – even if small – in how they approach a problem is what makes playful math rigorous. The student who plays “is much more likely to figure out a way to keep the game going,” he said. He also encouraged teachers to get students talking as part of their exploration. \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/56136/talking-math-with-tweens-how-to-bring-math-into-daily-life-with-middle-schoolers\">\u003cspan style=\"font-weight: 400\">Inviting students into the mathematical conversation\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> can take one or two minutes of engaged conversation with students during a class period. One popular teaching strategy that Finkel pointed to is the notice and wonder technique, where teachers ask students to notice and wonder about something that came up during a class lesson.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">According to Finkel, when students have ownership over their own math exploration, they question less whether something is mathematically allowed and become more curious about what’s possible. This also makes them more likely to want to \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/54986/how-black-girls-benefit-when-math-has-social-interaction-and-ways-to-learn-together\">\u003cspan style=\"font-weight: 400\">include others in their mathematical exploration\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, said Finkel.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Creativity\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Finkel has seen an entire class of students get a problem wrong on a test because of a slight variation in wording that they were not used to seeing. “That to me is the sign of a very fragile understanding,” he said. According to Finkel, math is too big of a subject and too difficult to understand if students are only given memorization tools.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">A creative approach to high school math guides students in \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/53524/how-revising-math-exams-turns-students-into-learners-not-processors\">\u003cspan style=\"font-weight: 400\">making sense of mathematical concepts\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> on their own, said Sun. When creativity is brought to students’ explorations in a math classroom, they discover mathematical rules in unconventional ways. Sun pointed to an example from a teacher that she observed during her research. The teacher set up the math problem by stating, “zero percent of 500 is zero, and one hundred percent of 500 is 500.” Then she asked her students to work in groups to find any 10 other percentage points of 500.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">From her observation of the percentages classroom exercise, Sun found that the students were able to make up their own rules and successfully found 35 to 40 other percentage points on their own without the use of a plug-in formula. One group discovered, through their creative collaboration, that one percent of 500 was 5. Then as a class they discovered together that if they knew what one percent of 500 was, then they could find all the other percentage points. “There was excitement happening because kids were actually in the groups finding different percentages,” and by the end of the exercise, the students understood that a percent is part of a whole and that there are many ways to find percentages, said Sun.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">A play-based approach to high school level math is not just reserved for reinforcing concepts that have already been taught. Play can also be successfully applied at the introductory level of math concepts, Sun said in an interview. Rather than introducing a math concept or activity with vocabulary or formulaic memorization, frontloading with creative exploration gives students the opportunity to “make sense of the math themselves,” she continued. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>Collaboration\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Teacher modeling followed by independent practice is the norm for high school math instruction, but according to Sun, \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/54486/how-collaboration-unlocks-learning-and-lessens-student-isolation\">\u003cspan style=\"font-weight: 400\">collaboration among students\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> allows them to reach deeper mathematical understanding.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In upper division high school math classes, Sun suggested incorporating activities like \u003c/span>\u003ca href=\"https://iste.org/blog/using-card-sort-activities-in-the-math-classroom#:~:text=Card%20sorts%20provide%20structure%20for,card%20into%20the%20appropriate%20category.\">\u003cspan style=\"font-weight: 400\">card sorting\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. These activities not only help students identify patterns, and find solutions creatively, but they allow for students to collaborate to have a greater conceptual understanding of the material. For example, one of Sun’s student teachers recently did a card sorting activity with his pre-calculus students. He asked them to find derivatives of sine and cosine using card sorting, but then asked them a more difficult question: What would the 55th derivative look like? \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">According to Sun, the students worked in groups, some standing up, and got to work guessing and checking to find possible solutions. Students creatively engaged in the more challenging problem by playing with ideas that they were familiar with, said Sun. This was one question out of ten that the teacher presented to class. The other questions were more traditional in nature, but taking the extra five minutes to incorporate an element of collaborative play in the class went a long way. “I think the understanding was much deeper, and the conversation was much deeper,” said Sun.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Putting it into practice\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">It can be daunting to introduce play within the bounds of a mathematical teaching system that hasn’t been designed for play. So, Sun suggested that math teachers slowly infuse little moments of play into their class periods. Sun has seen that 10 to 15 minute bursts of play are more manageable than overhauling an entire 55- or 90-minute class period. When it comes to math homework, Finkel said that the amount of creativity teachers should incorporate depends on student needs. If more traditional practice is needed, even one question that stretches students’ creativity can strengthen engagement, but the problem should have multiple entry points for students.\u003c/span>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Sun recommended online resources like \u003c/span>\u003ca href=\"https://mathequalslove.net/\">\u003cspan style=\"font-weight: 400\">Math Equals Love\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and \u003c/span>\u003ca href=\"https://www.youcubed.org/\">\u003cspan style=\"font-weight: 400\">Stanford Graduate School of Education’s YouCubed\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, which offers creative activity ideas like \u003c/span>\u003ca href=\"https://www.youcubed.org/resources/number-talks-all-ages-video/\">\u003cspan style=\"font-weight: 400\">number talks\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and \u003c/span>\u003ca href=\"https://www.youcubed.org/resource/data-talks/\">\u003cspan style=\"font-weight: 400\">data talks.\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> Sun and her colleagues have also developed their own \u003c/span>\u003ca href=\"https://sites.google.com/scu.edu/growth-mindset-in-stem/home\">\u003cspan style=\"font-weight: 400\">website with resources for math teachers\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> looking to engage in more play based practices in their classrooms.\u003c/span>\u003c/p>\n\n","stats":{"hasVideo":false,"hasChartOrMap":false,"hasAudio":false,"hasPolis":false,"wordCount":1356,"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"iframeSrcs":[],"paragraphCount":20},"modified":1714999862,"excerpt":"When students reach high school math, play typically disappears from the curriculum. It doesn't have to.","headData":{"twImgId":"","twTitle":"","ogTitle":"","ogImgId":"","twDescription":"","description":"When students reach high school math, play typically disappears from the curriculum. It doesn't have to.","socialDescription":"When students reach high school math, play typically disappears from the curriculum. It doesn't have to.","title":"High School Math Can Be Playful, Too | KQED","ogDescription":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"High School Math Can Be Playful, Too","datePublished":"2024-05-06T18:00:47-07:00","dateModified":"2024-05-06T05:51:02-07:00","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"guestAuthors":[],"slug":"high-school-math-can-be-playful-too","status":"publish","excludeFromSiteSearch":"Include","sticky":false,"articleAge":"0","path":"/mindshift/63556/high-school-math-can-be-playful-too","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">When students reach high school math, play typically disappears from the curriculum. But \u003c/span>\u003ca href=\"https://www.scu.edu/ecp/faculty/educationfaculty/kathy-liu-sun-phd/sun.html\">\u003cspan style=\"font-weight: 400\">Kathy Sun\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> is discovering new ways to bring play into high school math. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">A \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/62436/how-listening-to-students-stories-can-improve-math-class\">\u003cspan style=\"font-weight: 400\">student’s math identity\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> is usually focused on procedural proficiency rather than a broader view of mathematical contributions and community, said Sun, a researcher and professor at Santa Clara University. Playfully engaging students in math concepts is not just \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/55961/how-sidewalk-math-cultivates-a-playful-curious-attitude-towards-math\">\u003cspan style=\"font-weight: 400\">a fun teaching strategy\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, but gets at the core of deepening mathematical understanding and connections, she continued.\u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://twitter.com/MathforLove\">\u003cspan style=\"font-weight: 400\">Dan Finkel\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, a math curriculum writer and former math teacher, associates play in math with rigor, even at the highest level. “Mathematics has always been \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/59291/after-a-texas-teacher-saw-his-students-struggling-with-math-he-turned-to-rap-music\">\u003cspan style=\"font-weight: 400\">animated by the sense of play\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, and the deepest mathematicians and deepest thinkers are the ones who can play with very technical things.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">When high school students are allowed to play through mathematical concepts they are able to go beyond rote memorization. According to Sun, there are three elements that make up play in a math classroom: exploration, creativity and collaboration. When math activities inspire those elements, students who don’t usually speak up during class tend to make more frequent contributions. “They’re feeling more validated,” which increases belonging and persistence in mathematics, Sun explained.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Exploration\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Play-based approaches to math are about teachers figuring out “how to invite [their] students to take ownership of the material,” Finkel said. “What you usually get from a play-based approach is a much deeper and more powerful understanding and a greater sense of ownership over time”. \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">To embed exploration into high school math, Sun advocated for an approach that increases cognitive demand. Rote memorization and procedural tasks require low cognitive demand for students, she said during a recent conference session at \u003c/span>\u003ca href=\"https://www.learningandthebrain.com/\">\u003cspan style=\"font-weight: 400\">Learning and The Brain: Teaching Engaged Brains\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Approaches like making creative connections, and understanding why something works are explorative ways for students to reach higher cognitive demand in math.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">During her conference session, Sun recommended reworking math problems that take a procedural approach like asking students to follow the PEMDAS order of operations, to include more open-ended exploration. For example, math teachers can ask students to create expressions equivalent to integers 0-20 using only three numbers such as 3, 4 and 1 using one mathematical symbol or operation. This allows students to look beyond the memorization of a procedure and apply their own thinking to explore the same basic concepts. For take-home work, having students explore open-ended mathematical concepts through a technology like \u003c/span>\u003ca href=\"https://www.desmos.com/\">\u003cspan style=\"font-weight: 400\">Desmos\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> or upping the demand of a simpler math task can foster further discussion in class the next day, Sun said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Finkel said offering students choices – even if small – in how they approach a problem is what makes playful math rigorous. The student who plays “is much more likely to figure out a way to keep the game going,” he said. He also encouraged teachers to get students talking as part of their exploration. \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/56136/talking-math-with-tweens-how-to-bring-math-into-daily-life-with-middle-schoolers\">\u003cspan style=\"font-weight: 400\">Inviting students into the mathematical conversation\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> can take one or two minutes of engaged conversation with students during a class period. One popular teaching strategy that Finkel pointed to is the notice and wonder technique, where teachers ask students to notice and wonder about something that came up during a class lesson.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">According to Finkel, when students have ownership over their own math exploration, they question less whether something is mathematically allowed and become more curious about what’s possible. This also makes them more likely to want to \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/54986/how-black-girls-benefit-when-math-has-social-interaction-and-ways-to-learn-together\">\u003cspan style=\"font-weight: 400\">include others in their mathematical exploration\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, said Finkel.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Creativity\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Finkel has seen an entire class of students get a problem wrong on a test because of a slight variation in wording that they were not used to seeing. “That to me is the sign of a very fragile understanding,” he said. According to Finkel, math is too big of a subject and too difficult to understand if students are only given memorization tools.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">A creative approach to high school math guides students in \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/53524/how-revising-math-exams-turns-students-into-learners-not-processors\">\u003cspan style=\"font-weight: 400\">making sense of mathematical concepts\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> on their own, said Sun. When creativity is brought to students’ explorations in a math classroom, they discover mathematical rules in unconventional ways. Sun pointed to an example from a teacher that she observed during her research. The teacher set up the math problem by stating, “zero percent of 500 is zero, and one hundred percent of 500 is 500.” Then she asked her students to work in groups to find any 10 other percentage points of 500.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">From her observation of the percentages classroom exercise, Sun found that the students were able to make up their own rules and successfully found 35 to 40 other percentage points on their own without the use of a plug-in formula. One group discovered, through their creative collaboration, that one percent of 500 was 5. Then as a class they discovered together that if they knew what one percent of 500 was, then they could find all the other percentage points. “There was excitement happening because kids were actually in the groups finding different percentages,” and by the end of the exercise, the students understood that a percent is part of a whole and that there are many ways to find percentages, said Sun.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">A play-based approach to high school level math is not just reserved for reinforcing concepts that have already been taught. Play can also be successfully applied at the introductory level of math concepts, Sun said in an interview. Rather than introducing a math concept or activity with vocabulary or formulaic memorization, frontloading with creative exploration gives students the opportunity to “make sense of the math themselves,” she continued. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>Collaboration\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Teacher modeling followed by independent practice is the norm for high school math instruction, but according to Sun, \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/54486/how-collaboration-unlocks-learning-and-lessens-student-isolation\">\u003cspan style=\"font-weight: 400\">collaboration among students\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> allows them to reach deeper mathematical understanding.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In upper division high school math classes, Sun suggested incorporating activities like \u003c/span>\u003ca href=\"https://iste.org/blog/using-card-sort-activities-in-the-math-classroom#:~:text=Card%20sorts%20provide%20structure%20for,card%20into%20the%20appropriate%20category.\">\u003cspan style=\"font-weight: 400\">card sorting\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. These activities not only help students identify patterns, and find solutions creatively, but they allow for students to collaborate to have a greater conceptual understanding of the material. For example, one of Sun’s student teachers recently did a card sorting activity with his pre-calculus students. He asked them to find derivatives of sine and cosine using card sorting, but then asked them a more difficult question: What would the 55th derivative look like? \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">According to Sun, the students worked in groups, some standing up, and got to work guessing and checking to find possible solutions. Students creatively engaged in the more challenging problem by playing with ideas that they were familiar with, said Sun. This was one question out of ten that the teacher presented to class. The other questions were more traditional in nature, but taking the extra five minutes to incorporate an element of collaborative play in the class went a long way. “I think the understanding was much deeper, and the conversation was much deeper,” said Sun.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Putting it into practice\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">It can be daunting to introduce play within the bounds of a mathematical teaching system that hasn’t been designed for play. So, Sun suggested that math teachers slowly infuse little moments of play into their class periods. Sun has seen that 10 to 15 minute bursts of play are more manageable than overhauling an entire 55- or 90-minute class period. When it comes to math homework, Finkel said that the amount of creativity teachers should incorporate depends on student needs. If more traditional practice is needed, even one question that stretches students’ creativity can strengthen engagement, but the problem should have multiple entry points for students.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Sun recommended online resources like \u003c/span>\u003ca href=\"https://mathequalslove.net/\">\u003cspan style=\"font-weight: 400\">Math Equals Love\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and \u003c/span>\u003ca href=\"https://www.youcubed.org/\">\u003cspan style=\"font-weight: 400\">Stanford Graduate School of Education’s YouCubed\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, which offers creative activity ideas like \u003c/span>\u003ca href=\"https://www.youcubed.org/resources/number-talks-all-ages-video/\">\u003cspan style=\"font-weight: 400\">number talks\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and \u003c/span>\u003ca href=\"https://www.youcubed.org/resource/data-talks/\">\u003cspan style=\"font-weight: 400\">data talks.\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> Sun and her colleagues have also developed their own \u003c/span>\u003ca href=\"https://sites.google.com/scu.edu/growth-mindset-in-stem/home\">\u003cspan style=\"font-weight: 400\">website with resources for math teachers\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> looking to engage in more play based practices in their classrooms.\u003c/span>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/63556/high-school-math-can-be-playful-too","authors":["11759"],"categories":["mindshift_192","mindshift_193"],"tags":["mindshift_392","mindshift_498"],"featImg":"mindshift_63562","label":"mindshift"},"mindshift_63406":{"type":"posts","id":"mindshift_63406","meta":{"index":"posts_1716263798","site":"mindshift","id":"63406","score":null,"sort":[1711425005000]},"parent":0,"labelTerm":{"site":"mindshift"},"blocks":[],"publishDate":1711425005,"format":"standard","title":"What Do Truly Accessible and Inclusive Playgrounds Look Like?","headTitle":"What Do Truly Accessible and Inclusive Playgrounds Look Like? | KQED","content":"\u003cp>\u003cspan style=\"font-weight: 400\">When Natalie Mackay toured her son’s elementary school, she asked how he might be included on the playground. The school suggested that her son, who used a wheelchair, could lay down a blanket on a graveled area to play. This kind of “solution,” in which children with disabilities are left to watch other children play in schools, tells all students that excluding some peers is OK, said Mackay. As a mom, she wanted to see her son and all children have exciting opportunities for \u003ca href=\"https://www.kqed.org/mindshift/60251/want-resilient-and-well-adjusted-kids-let-them-play\">play\u003c/a> and \u003ca href=\"https://www.kqed.org/mindshift/63184/when-parents-know-these-4-phases-of-friendship-they-can-help-their-child-make-friends-more-easily\">socialization\u003c/a>. So she founded \u003ca href=\"https://unlimitedplay.org/\">Unlimited Play\u003c/a>, a nonprofit dedicated to accessible and \u003ca href=\"https://www.kqed.org/mindshift/61143/playground\">inclusive playground design\u003c/a>. Inclusive playgrounds “were the vehicle that I thought would allow kids to get to know my son,” she said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Playgrounds are a child’s “first outdoor classroom,” and where “they learn they belong to the community,” said Olenka Villarreal, CEO and founder of \u003ca href=\"https://www.magicalbridge.org/\">Magical Bridge Foundation\u003c/a>, a nonprofit dedicated to universal, community and inclusive design. Playgrounds set the foundation for belonging and social inclusion for kids and adults of all abilities. But according to both Mackay and Villareal, accessibility standards for playgrounds laid out by the Americans with Disabilities Act (ADA) alone don’t encompass the specificities and expansiveness needed to create true inclusion on the playground. Mackay and Villarreal have made it their mission to redefine what it means for a playground to be truly accessible and inclusive of the full spectrum of ability and disability in the communities that the playgrounds serve. To them, playgrounds that are inclusive to all types of play can help to create a sense of belonging for everyone.\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_63412\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-63412\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/LT_2018_MO_JakesFieldOfDreams_198-UnlimitedPlay-800x600.jpg\" alt=\"\" width=\"800\" height=\"600\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/LT_2018_MO_JakesFieldOfDreams_198-UnlimitedPlay-800x600.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/LT_2018_MO_JakesFieldOfDreams_198-UnlimitedPlay-1020x765.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/LT_2018_MO_JakesFieldOfDreams_198-UnlimitedPlay-160x120.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/LT_2018_MO_JakesFieldOfDreams_198-UnlimitedPlay-768x576.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/LT_2018_MO_JakesFieldOfDreams_198-UnlimitedPlay-1536x1152.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/LT_2018_MO_JakesFieldOfDreams_198-UnlimitedPlay-2048x1536.jpg 2048w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/LT_2018_MO_JakesFieldOfDreams_198-UnlimitedPlay-1920x1440.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Unlimited Play’s Jake’s Field of Dreams Playground in Wentzville, Missouri opened in 2018. \u003ccite>(Unlimited Play)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cb>What does full accessibility look like?\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">For Villarreal, Magical Bridge Foundation was born organically to meet her own family’s needs. “I had one daughter with disabilities and one without, and I was looking for a place to take them both,” she said. Villarreal also acknowledged that abilities may change over time. “I want to be included in the body I live in today and the one I’m going to live in in 30 years,” she said. “When our spaces aren’t welcoming to us in whatever way we show up, it really creates divisions among everyone.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">According to Mackay, accessibility on playgrounds means removing barriers to play. She said that one of the first suggestions from parents that influenced her understanding of inclusion was to include fencing around play spaces for the safety of children who might \u003c/span>\u003ca href=\"https://www.kennedykrieger.org/patient-care/conditions/elopement\">\u003cspan style=\"font-weight: 400\">elope\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Inclusivity on the playground doesn’t begin and end with ramp access to the lower level of a structure or accessible pathways to a gated entrance. There are many more abilities to consider, like vision and hearing loss, sensory needs, and mobility and physical support needs. Social inclusion is also a big part of accessibility on a playground, said Mackay.\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">To make playgrounds accessible and inclusive for children and adults with visual impairments, Unlimited Play has used high contrasting colors in their designs. Mackay also emphasized the importance of situating public playgrounds in an area that has visual and auditory landmarks and direct access to public transportation. Villarreal said that it is important for “typically” developing children to play in these inclusive spaces because it exposes them to many different types of people and abilities.\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_63415\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-63415\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/Palo-Alto-Carosuel-Wheelchairs_MBF-800x600.jpeg\" alt=\"\" width=\"800\" height=\"600\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/Palo-Alto-Carosuel-Wheelchairs_MBF-800x600.jpeg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/Palo-Alto-Carosuel-Wheelchairs_MBF-1020x765.jpeg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/Palo-Alto-Carosuel-Wheelchairs_MBF-160x120.jpeg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/Palo-Alto-Carosuel-Wheelchairs_MBF-768x576.jpeg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/Palo-Alto-Carosuel-Wheelchairs_MBF.jpeg 1280w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Magical Bridge Playground at Mitchell Park in Palo Alto, California opened in 2015. \u003ccite>(Magical Bridge Foundation)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">When it comes to safety on accessible playgrounds, Mackay suggested taking into consideration children who have difficulty with balance. For these children, inclusivity might take the form of tunnel slides instead of open ones, or choosing well thought out handholds throughout a structure.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Making sure that playgrounds are accessible and inclusive to parents and caregivers who have disabilities is also important. Children might miss out on opportunities to play if a playground or play space is not accessible to a parent with disabilities.\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_63416\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-63416\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/Redwood-City-Laser-Harp-Wheelchair-Kids_MBF-800x533.jpeg\" alt=\"\" width=\"800\" height=\"533\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/Redwood-City-Laser-Harp-Wheelchair-Kids_MBF-800x533.jpeg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/Redwood-City-Laser-Harp-Wheelchair-Kids_MBF-1020x680.jpeg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/Redwood-City-Laser-Harp-Wheelchair-Kids_MBF-160x107.jpeg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/Redwood-City-Laser-Harp-Wheelchair-Kids_MBF-768x512.jpeg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/Redwood-City-Laser-Harp-Wheelchair-Kids_MBF-1536x1024.jpeg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/Redwood-City-Laser-Harp-Wheelchair-Kids_MBF-2048x1365.jpeg 2048w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/Redwood-City-Laser-Harp-Wheelchair-Kids_MBF-1920x1280.jpeg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Magical Bridge Playground at Red Morton Park in Redwood City, California opened in 2021. \u003ccite>(Magical Bridge Foundation)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">At school playgrounds, most common structures like stairs, slides and swings aren’t designed with inclusion in mind, according to Villarreal. Regardless of ability, there need to be more movement options on playgrounds, she said. This could mean diversifying movement options to include more swinging and spinning elements, which can \u003c/span>\u003ca href=\"https://extension.psu.edu/programs/betterkidcare/news/spinning-rolling-and-swinging-oh-my#:~:text=These%20important%20movement%20experiences%20help,and%20swing%20indoors%20and%20outdoors.\">\u003cspan style=\"font-weight: 400\">help children develop and stimulate their nervous systems\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Villarreal also stressed the importance of removing the stigma around what may or may not be seen as age appropriate in a playground because developmental age is not always linked to physical age. \u003c/span>\u003c/p>\n\u003cp>\u003cb>Funding barriers and low-cost solutions\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Funding is one of the biggest hurdles for schools to create accessible playgrounds. For example, Mackay pointed to a recent school project that her organization designed that included three separate accessible and inclusive playgrounds for a total cost of about $900,000, paid for through a school bond. Each individual playground ranged in price from $150,000 to $450,000. Often, when schools have come up with funding to pay for more accessible playgrounds, it doesn’t cover the cost of a full design and installation, said Mackay. Often it means picking pieces that will contribute to more accessibility and inclusivity to an existing space, said Mackay. In Palo Alto, where The Magical Bridge Foundation is based, the Santa Clara County Board of Supervisors has \u003c/span>\u003ca href=\"https://d5.santaclaracounty.gov/press-releases/county-funds-more-all-inclusive-playgrounds#:~:text=Recognizing%20the%20high%20demand%20and,inclusive%20playgrounds%20throughout%20the%20County.\">\u003cspan style=\"font-weight: 400\">offered grants\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to public agencies and nonprofits seeking to build inclusive playgrounds.\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_63411\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-63411\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/El-Carmelo-School-Slide-Swing_MBF-800x533.jpeg\" alt=\"\" width=\"800\" height=\"533\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/El-Carmelo-School-Slide-Swing_MBF-800x533.jpeg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/El-Carmelo-School-Slide-Swing_MBF-1020x680.jpeg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/El-Carmelo-School-Slide-Swing_MBF-160x107.jpeg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/El-Carmelo-School-Slide-Swing_MBF-768x512.jpeg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/El-Carmelo-School-Slide-Swing_MBF-1536x1024.jpeg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/El-Carmelo-School-Slide-Swing_MBF-2048x1365.jpeg 2048w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/El-Carmelo-School-Slide-Swing_MBF-1920x1280.jpeg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Magical Bridge Playground at El Carmelo Elementary School in Palo Alto, California opened in 2023. \u003ccite>(Magical Bridge Foundation)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">When looking for low-barrier and low-cost solutions to an otherwise inaccessible playground, Mackay recommended creating more \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/62349/why-schoolyards-are-a-critical-space-for-teaching-about-and-fighting-extreme-heat-and-climate-change\">\u003cspan style=\"font-weight: 400\">shaded spaces\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, “even if it’s a tree with a bench.” And “if it’s a bench, put a space where somebody in a wheelchair can be there,” she said. According to Mackay, vertical panels with open ended activities like spinning pieces or a steering wheel cost around $1,200 each and can provide an interactive and socially inviting play space for all children. She suggested placing panel pieces in creative ways around the playground to provide more opportunities for different types of play and movement. Adding an adaptive swing with a high back and harness, designed for children with a variety of disabilities, also contributes to a more inclusive environment on the playground.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The playground at school is one of the places where students can learn about inclusive practices, even when a total playground overhaul isn’t in the current plans. If educators “teach [students] about inclusion in their classroom and then take them out to the playground and let them experience what that looks like,” then students might have a better understanding of how they might be able to be more inclusive in their own play, said Mackay. Unlimited Play offers partnerships with educators and schools to develop classroom curriculum to encourage inclusive play, including lesson plans on social awareness and effective communication. The Magical Bridge Foundation also offers learning materials for \u003c/span>\u003ca href=\"https://www.magicalbridge.org/students\">\u003cspan style=\"font-weight: 400\">students\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, \u003c/span>\u003ca href=\"https://www.magicalbridge.org/parents\">\u003cspan style=\"font-weight: 400\">parents\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and \u003c/span>\u003ca href=\"https://www.magicalbridge.org/educators\">\u003cspan style=\"font-weight: 400\">educators\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> online.\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_63414\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-63414\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/Palo-Alto-Sway-Boat_MBF-800x533.jpeg\" alt=\"\" width=\"800\" height=\"533\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/Palo-Alto-Sway-Boat_MBF-800x533.jpeg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/Palo-Alto-Sway-Boat_MBF-1020x680.jpeg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/Palo-Alto-Sway-Boat_MBF-160x107.jpeg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/Palo-Alto-Sway-Boat_MBF-768x512.jpeg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/Palo-Alto-Sway-Boat_MBF-1536x1024.jpeg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/Palo-Alto-Sway-Boat_MBF-2048x1365.jpeg 2048w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/Palo-Alto-Sway-Boat_MBF-1920x1280.jpeg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Magical Bridge Playground at Mitchell Park in Palo Alto, California opened in 2015. \u003ccite>(Magical Bridge Foundation)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Connecting with community partners about providing services can help a project along, said Mackay, who is most often contacted by families looking for inclusive solutions to playgrounds in their areas. She works with those families to establish community connections who might want to be involved in the process of creating an inclusive playground. Some of Mackay’s most successful partnerships have been with other nonprofits that serve children with disabilities. The Magical Bridge Foundation also trains volunteers or \u003c/span>\u003ca href=\"https://www.magicalbridge.org/kindness-ambassadors\">\u003cspan style=\"font-weight: 400\">Kindness Ambassadors\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, who then offer read-aloud sessions, musical performances and art education at their playgrounds. These volunteers and employees also have varying abilities and disabilities, so that children can experience the diversity that already exists in their community.\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_63413\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-63413\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/New-Zealand-Aerial-Slide-Zone-Playhouse_MBF-800x442.jpeg\" alt=\"\" width=\"800\" height=\"442\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/New-Zealand-Aerial-Slide-Zone-Playhouse_MBF-800x442.jpeg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/New-Zealand-Aerial-Slide-Zone-Playhouse_MBF-1020x564.jpeg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/New-Zealand-Aerial-Slide-Zone-Playhouse_MBF-160x88.jpeg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/New-Zealand-Aerial-Slide-Zone-Playhouse_MBF-768x425.jpeg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/New-Zealand-Aerial-Slide-Zone-Playhouse_MBF-1536x849.jpeg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/New-Zealand-Aerial-Slide-Zone-Playhouse_MBF-2048x1132.jpeg 2048w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/New-Zealand-Aerial-Slide-Zone-Playhouse_MBF-672x372.jpeg 672w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/New-Zealand-Aerial-Slide-Zone-Playhouse_MBF-1920x1062.jpeg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Magical Bridge Playground at Claudelands Park in Hamilton, New Zealand opened in 2023. \u003ccite>(Magical Bridge Foundation)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\n","stats":{"hasVideo":false,"hasChartOrMap":false,"hasAudio":false,"hasPolis":false,"wordCount":1368,"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"iframeSrcs":[],"paragraphCount":16},"modified":1711426216,"excerpt":"Playgrounds set the foundation for belonging and social inclusion for kids and adults of all abilities.","headData":{"twImgId":"mindshift_63415","twTitle":"","ogTitle":"","ogImgId":"mindshift_63415","twDescription":"","description":"Playgrounds set the foundation for belonging and social inclusion for kids and adults of all abilities.","socialDescription":"Playgrounds set the foundation for belonging and social inclusion for kids and adults of all abilities.","title":"What Do Truly Accessible and Inclusive Playgrounds Look Like? | KQED","ogDescription":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"What Do Truly Accessible and Inclusive Playgrounds Look Like?","datePublished":"2024-03-25T20:50:05-07:00","dateModified":"2024-03-25T21:10:16-07:00","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"guestAuthors":[],"slug":"what-do-truly-accessible-and-inclusive-playgrounds-look-like","status":"publish","excludeFromSiteSearch":"Include","sticky":false,"articleAge":"0","path":"/mindshift/63406/what-do-truly-accessible-and-inclusive-playgrounds-look-like","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">When Natalie Mackay toured her son’s elementary school, she asked how he might be included on the playground. The school suggested that her son, who used a wheelchair, could lay down a blanket on a graveled area to play. This kind of “solution,” in which children with disabilities are left to watch other children play in schools, tells all students that excluding some peers is OK, said Mackay. As a mom, she wanted to see her son and all children have exciting opportunities for \u003ca href=\"https://www.kqed.org/mindshift/60251/want-resilient-and-well-adjusted-kids-let-them-play\">play\u003c/a> and \u003ca href=\"https://www.kqed.org/mindshift/63184/when-parents-know-these-4-phases-of-friendship-they-can-help-their-child-make-friends-more-easily\">socialization\u003c/a>. So she founded \u003ca href=\"https://unlimitedplay.org/\">Unlimited Play\u003c/a>, a nonprofit dedicated to accessible and \u003ca href=\"https://www.kqed.org/mindshift/61143/playground\">inclusive playground design\u003c/a>. Inclusive playgrounds “were the vehicle that I thought would allow kids to get to know my son,” she said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Playgrounds are a child’s “first outdoor classroom,” and where “they learn they belong to the community,” said Olenka Villarreal, CEO and founder of \u003ca href=\"https://www.magicalbridge.org/\">Magical Bridge Foundation\u003c/a>, a nonprofit dedicated to universal, community and inclusive design. Playgrounds set the foundation for belonging and social inclusion for kids and adults of all abilities. But according to both Mackay and Villareal, accessibility standards for playgrounds laid out by the Americans with Disabilities Act (ADA) alone don’t encompass the specificities and expansiveness needed to create true inclusion on the playground. Mackay and Villarreal have made it their mission to redefine what it means for a playground to be truly accessible and inclusive of the full spectrum of ability and disability in the communities that the playgrounds serve. To them, playgrounds that are inclusive to all types of play can help to create a sense of belonging for everyone.\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_63412\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-63412\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/LT_2018_MO_JakesFieldOfDreams_198-UnlimitedPlay-800x600.jpg\" alt=\"\" width=\"800\" height=\"600\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/LT_2018_MO_JakesFieldOfDreams_198-UnlimitedPlay-800x600.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/LT_2018_MO_JakesFieldOfDreams_198-UnlimitedPlay-1020x765.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/LT_2018_MO_JakesFieldOfDreams_198-UnlimitedPlay-160x120.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/LT_2018_MO_JakesFieldOfDreams_198-UnlimitedPlay-768x576.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/LT_2018_MO_JakesFieldOfDreams_198-UnlimitedPlay-1536x1152.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/LT_2018_MO_JakesFieldOfDreams_198-UnlimitedPlay-2048x1536.jpg 2048w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/LT_2018_MO_JakesFieldOfDreams_198-UnlimitedPlay-1920x1440.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Unlimited Play’s Jake’s Field of Dreams Playground in Wentzville, Missouri opened in 2018. \u003ccite>(Unlimited Play)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cb>What does full accessibility look like?\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">For Villarreal, Magical Bridge Foundation was born organically to meet her own family’s needs. “I had one daughter with disabilities and one without, and I was looking for a place to take them both,” she said. Villarreal also acknowledged that abilities may change over time. “I want to be included in the body I live in today and the one I’m going to live in in 30 years,” she said. “When our spaces aren’t welcoming to us in whatever way we show up, it really creates divisions among everyone.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">According to Mackay, accessibility on playgrounds means removing barriers to play. She said that one of the first suggestions from parents that influenced her understanding of inclusion was to include fencing around play spaces for the safety of children who might \u003c/span>\u003ca href=\"https://www.kennedykrieger.org/patient-care/conditions/elopement\">\u003cspan style=\"font-weight: 400\">elope\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Inclusivity on the playground doesn’t begin and end with ramp access to the lower level of a structure or accessible pathways to a gated entrance. There are many more abilities to consider, like vision and hearing loss, sensory needs, and mobility and physical support needs. Social inclusion is also a big part of accessibility on a playground, said Mackay.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">To make playgrounds accessible and inclusive for children and adults with visual impairments, Unlimited Play has used high contrasting colors in their designs. Mackay also emphasized the importance of situating public playgrounds in an area that has visual and auditory landmarks and direct access to public transportation. Villarreal said that it is important for “typically” developing children to play in these inclusive spaces because it exposes them to many different types of people and abilities.\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_63415\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-63415\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/Palo-Alto-Carosuel-Wheelchairs_MBF-800x600.jpeg\" alt=\"\" width=\"800\" height=\"600\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/Palo-Alto-Carosuel-Wheelchairs_MBF-800x600.jpeg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/Palo-Alto-Carosuel-Wheelchairs_MBF-1020x765.jpeg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/Palo-Alto-Carosuel-Wheelchairs_MBF-160x120.jpeg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/Palo-Alto-Carosuel-Wheelchairs_MBF-768x576.jpeg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/Palo-Alto-Carosuel-Wheelchairs_MBF.jpeg 1280w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Magical Bridge Playground at Mitchell Park in Palo Alto, California opened in 2015. \u003ccite>(Magical Bridge Foundation)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">When it comes to safety on accessible playgrounds, Mackay suggested taking into consideration children who have difficulty with balance. For these children, inclusivity might take the form of tunnel slides instead of open ones, or choosing well thought out handholds throughout a structure.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Making sure that playgrounds are accessible and inclusive to parents and caregivers who have disabilities is also important. Children might miss out on opportunities to play if a playground or play space is not accessible to a parent with disabilities.\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_63416\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-63416\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/Redwood-City-Laser-Harp-Wheelchair-Kids_MBF-800x533.jpeg\" alt=\"\" width=\"800\" height=\"533\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/Redwood-City-Laser-Harp-Wheelchair-Kids_MBF-800x533.jpeg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/Redwood-City-Laser-Harp-Wheelchair-Kids_MBF-1020x680.jpeg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/Redwood-City-Laser-Harp-Wheelchair-Kids_MBF-160x107.jpeg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/Redwood-City-Laser-Harp-Wheelchair-Kids_MBF-768x512.jpeg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/Redwood-City-Laser-Harp-Wheelchair-Kids_MBF-1536x1024.jpeg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/Redwood-City-Laser-Harp-Wheelchair-Kids_MBF-2048x1365.jpeg 2048w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/Redwood-City-Laser-Harp-Wheelchair-Kids_MBF-1920x1280.jpeg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Magical Bridge Playground at Red Morton Park in Redwood City, California opened in 2021. \u003ccite>(Magical Bridge Foundation)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">At school playgrounds, most common structures like stairs, slides and swings aren’t designed with inclusion in mind, according to Villarreal. Regardless of ability, there need to be more movement options on playgrounds, she said. This could mean diversifying movement options to include more swinging and spinning elements, which can \u003c/span>\u003ca href=\"https://extension.psu.edu/programs/betterkidcare/news/spinning-rolling-and-swinging-oh-my#:~:text=These%20important%20movement%20experiences%20help,and%20swing%20indoors%20and%20outdoors.\">\u003cspan style=\"font-weight: 400\">help children develop and stimulate their nervous systems\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Villarreal also stressed the importance of removing the stigma around what may or may not be seen as age appropriate in a playground because developmental age is not always linked to physical age. \u003c/span>\u003c/p>\n\u003cp>\u003cb>Funding barriers and low-cost solutions\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Funding is one of the biggest hurdles for schools to create accessible playgrounds. For example, Mackay pointed to a recent school project that her organization designed that included three separate accessible and inclusive playgrounds for a total cost of about $900,000, paid for through a school bond. Each individual playground ranged in price from $150,000 to $450,000. Often, when schools have come up with funding to pay for more accessible playgrounds, it doesn’t cover the cost of a full design and installation, said Mackay. Often it means picking pieces that will contribute to more accessibility and inclusivity to an existing space, said Mackay. In Palo Alto, where The Magical Bridge Foundation is based, the Santa Clara County Board of Supervisors has \u003c/span>\u003ca href=\"https://d5.santaclaracounty.gov/press-releases/county-funds-more-all-inclusive-playgrounds#:~:text=Recognizing%20the%20high%20demand%20and,inclusive%20playgrounds%20throughout%20the%20County.\">\u003cspan style=\"font-weight: 400\">offered grants\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to public agencies and nonprofits seeking to build inclusive playgrounds.\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_63411\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-63411\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/El-Carmelo-School-Slide-Swing_MBF-800x533.jpeg\" alt=\"\" width=\"800\" height=\"533\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/El-Carmelo-School-Slide-Swing_MBF-800x533.jpeg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/El-Carmelo-School-Slide-Swing_MBF-1020x680.jpeg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/El-Carmelo-School-Slide-Swing_MBF-160x107.jpeg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/El-Carmelo-School-Slide-Swing_MBF-768x512.jpeg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/El-Carmelo-School-Slide-Swing_MBF-1536x1024.jpeg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/El-Carmelo-School-Slide-Swing_MBF-2048x1365.jpeg 2048w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/El-Carmelo-School-Slide-Swing_MBF-1920x1280.jpeg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Magical Bridge Playground at El Carmelo Elementary School in Palo Alto, California opened in 2023. \u003ccite>(Magical Bridge Foundation)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">When looking for low-barrier and low-cost solutions to an otherwise inaccessible playground, Mackay recommended creating more \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/62349/why-schoolyards-are-a-critical-space-for-teaching-about-and-fighting-extreme-heat-and-climate-change\">\u003cspan style=\"font-weight: 400\">shaded spaces\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, “even if it’s a tree with a bench.” And “if it’s a bench, put a space where somebody in a wheelchair can be there,” she said. According to Mackay, vertical panels with open ended activities like spinning pieces or a steering wheel cost around $1,200 each and can provide an interactive and socially inviting play space for all children. She suggested placing panel pieces in creative ways around the playground to provide more opportunities for different types of play and movement. Adding an adaptive swing with a high back and harness, designed for children with a variety of disabilities, also contributes to a more inclusive environment on the playground.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The playground at school is one of the places where students can learn about inclusive practices, even when a total playground overhaul isn’t in the current plans. If educators “teach [students] about inclusion in their classroom and then take them out to the playground and let them experience what that looks like,” then students might have a better understanding of how they might be able to be more inclusive in their own play, said Mackay. Unlimited Play offers partnerships with educators and schools to develop classroom curriculum to encourage inclusive play, including lesson plans on social awareness and effective communication. The Magical Bridge Foundation also offers learning materials for \u003c/span>\u003ca href=\"https://www.magicalbridge.org/students\">\u003cspan style=\"font-weight: 400\">students\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, \u003c/span>\u003ca href=\"https://www.magicalbridge.org/parents\">\u003cspan style=\"font-weight: 400\">parents\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and \u003c/span>\u003ca href=\"https://www.magicalbridge.org/educators\">\u003cspan style=\"font-weight: 400\">educators\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> online.\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_63414\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-63414\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/Palo-Alto-Sway-Boat_MBF-800x533.jpeg\" alt=\"\" width=\"800\" height=\"533\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/Palo-Alto-Sway-Boat_MBF-800x533.jpeg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/Palo-Alto-Sway-Boat_MBF-1020x680.jpeg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/Palo-Alto-Sway-Boat_MBF-160x107.jpeg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/Palo-Alto-Sway-Boat_MBF-768x512.jpeg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/Palo-Alto-Sway-Boat_MBF-1536x1024.jpeg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/Palo-Alto-Sway-Boat_MBF-2048x1365.jpeg 2048w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/Palo-Alto-Sway-Boat_MBF-1920x1280.jpeg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Magical Bridge Playground at Mitchell Park in Palo Alto, California opened in 2015. \u003ccite>(Magical Bridge Foundation)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Connecting with community partners about providing services can help a project along, said Mackay, who is most often contacted by families looking for inclusive solutions to playgrounds in their areas. She works with those families to establish community connections who might want to be involved in the process of creating an inclusive playground. Some of Mackay’s most successful partnerships have been with other nonprofits that serve children with disabilities. The Magical Bridge Foundation also trains volunteers or \u003c/span>\u003ca href=\"https://www.magicalbridge.org/kindness-ambassadors\">\u003cspan style=\"font-weight: 400\">Kindness Ambassadors\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, who then offer read-aloud sessions, musical performances and art education at their playgrounds. These volunteers and employees also have varying abilities and disabilities, so that children can experience the diversity that already exists in their community.\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_63413\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-63413\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/New-Zealand-Aerial-Slide-Zone-Playhouse_MBF-800x442.jpeg\" alt=\"\" width=\"800\" height=\"442\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/New-Zealand-Aerial-Slide-Zone-Playhouse_MBF-800x442.jpeg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/New-Zealand-Aerial-Slide-Zone-Playhouse_MBF-1020x564.jpeg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/New-Zealand-Aerial-Slide-Zone-Playhouse_MBF-160x88.jpeg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/New-Zealand-Aerial-Slide-Zone-Playhouse_MBF-768x425.jpeg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/New-Zealand-Aerial-Slide-Zone-Playhouse_MBF-1536x849.jpeg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/New-Zealand-Aerial-Slide-Zone-Playhouse_MBF-2048x1132.jpeg 2048w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/New-Zealand-Aerial-Slide-Zone-Playhouse_MBF-672x372.jpeg 672w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/New-Zealand-Aerial-Slide-Zone-Playhouse_MBF-1920x1062.jpeg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Magical Bridge Playground at Claudelands Park in Hamilton, New Zealand opened in 2023. \u003ccite>(Magical Bridge Foundation)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/63406/what-do-truly-accessible-and-inclusive-playgrounds-look-like","authors":["11759"],"categories":["mindshift_194","mindshift_20523"],"tags":["mindshift_388","mindshift_21409","mindshift_21718","mindshift_21117","mindshift_498","mindshift_21565"],"featImg":"mindshift_63417","label":"mindshift"},"mindshift_63184":{"type":"posts","id":"mindshift_63184","meta":{"index":"posts_1716263798","site":"mindshift","id":"63184","score":null,"sort":[1709636433000]},"parent":0,"labelTerm":{"site":"mindshift"},"blocks":[],"publishDate":1709636433,"format":"standard","title":"When Parents Know These 4 phases of Friendship, They Can Help Their Child Make Friends More Easily","headTitle":"When Parents Know These 4 phases of Friendship, They Can Help Their Child Make Friends More Easily | KQED","content":"\u003cp>\u003cem>Excerpted from \u003ca href=\"https://www.hachettebookgroup.com/titles/dr-stephen-nowicki/raising-a-socially-successful-child/9780316516471/\">Raising a Socially Successful Child\u003c/a> by Stephen Nowicki. Copyright © 2024 by Stephen Nowicki. Used with permission of Little, Brown Spark, an imprint of Little, Brown and Company. New York, NY. All rights reserved.\u003c/em>\u003c/p>\n\u003cp>When your child is younger, you as a parent have a lot of control over his social life, selecting whom he should interact with, the length of the interaction and where the interaction takes place. That changes when your child reaches school age. Suddenly, these decisions — with whom to be friends, how much time to spend with a friend and how to spend that time together — are made largely on his own (though teachers may also play an important role). School is a place where children \u003ca href=\"https://www.kqed.org/mindshift/56979/what-the-research-says-about-the-academic-power-of-friendship\">can begin to form rewarding friendships\u003c/a>, but it is also a place where children \u003ca href=\"https://www.kqed.org/mindshift/57010/how-understanding-middle-school-friendships-can-help-students\">can experience rejection and isolation\u003c/a>, often because of nonverbal messages they are unwittingly sending and erroneously reading.\u003c/p>\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-63188 alignleft\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/KyizpEjm-800x1238.jpg\" alt=\"\" width=\"230\" height=\"356\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/KyizpEjm-800x1238.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/KyizpEjm-1020x1579.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/KyizpEjm-160x248.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/KyizpEjm-768x1189.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/KyizpEjm-992x1536.jpg 992w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/KyizpEjm-1323x2048.jpg 1323w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/KyizpEjm-scaled.jpg 1654w\" sizes=\"(max-width: 230px) 100vw, 230px\">\u003c/p>\n\u003cp>From the late childhood phase on, any friendship a child forms follows a pattern. And this sequence, which my colleague Marshall Duke and I first codified back in the 1980s, provides a template for the relationships those children will form as adults: children \u003cem>choose \u003c/em>a likely candidate for friendship, they \u003cem>initiate\u003c/em> the relationship, they \u003cem>deepen \u003c/em>the relationship and lastly, they go through a relationship \u003cem>transition \u003c/em>when the social occasion, school day, week, semester or year ends. Each of these phases of the relationship requires the use of nonverbal and verbal language skills — but some skills play a more important role in certain phases than in others. Understanding the patterns by which late childhood friendships form and develop can help you identify where your child is doing well and where he may need to learn more in order to connect meaningfully with others.\u003cstrong> \u003c/strong>\u003c/p>\n\u003ch2>\u003cstrong>1. Choosing\u003c/strong>\u003c/h2>\n\u003cp>The choice phase is where every relationship begins. Research shows that a child’s decision about whom he’s going to befriend usually takes place in a matter of seconds. This means that children are using information gathered from nonverbal cues in clothing, facial expressions and posture to decide to approach another child.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Ideally, when parents of very young children make these choices for them, they will share the reasons for their choices with their children. For example, when \u003ca href=\"https://www.kqed.org/mindshift/61966/how-parents-can-help-children-with-adhd-thrive-in-friendships\">inviting a child for a playdate\u003c/a>, the parent could say something like, “I think you are going to have a good time with Ravi. She always listens to me and shares her playthings with you.” Not only does this sharing of information help children understand their parents’ choices, but it also tells the children what is expected of them.\u003c/p>\n\u003cp>By the time your child reaches school age, then, he should already have some sense of how to choose a friend. You can imagine him faced with a schoolyard filled with children he doesn’t know on the first day of school. He wants to find someone to play with. Over to his left, a few boys are playing ball and a ball comes loose and rolls toward him. A boy in a Green Bay Packers cap runs after the ball, picks it up and smiles. In that friendly smile, your child senses an invitation. He smiles back and begins walking toward the boy wearing the Packers cap. He has chosen to make a new friend.\u003c/p>\n\u003ch2>\u003cstrong>2. Initiating\u003c/strong>\u003c/h2>\n\u003cp>The initiation phase is what happens next. Your child follows his new friend as he joins the three other boys playing ball. He waits until there’s a break in what is going on. “Hi,” he says with a smile. “Can I join in?” The other boys introduce themselves quickly and your child says, “I’m a Packer Backer too. I’ve got a Packers cap at home. I’ll wear it tomorrow.”\u003c/p>\n\u003cp>The boy with the Packers cap says, “Remember when they won that game when it was a million degrees below zero?” Your child excitedly comments about how the field was like ice, and soon there are five boys happily playing.\u003c/p>\n\u003cp>For a five-year-old meeting new peers for the first time on a playground, even a seemingly simple interaction like this one is a difficult task involving both nonverbal and verbal behaviors: Your child waited patiently and, sensing the rhythm of the game, chose the right moment to cut in. He didn’t intrude on their game, showing his respect for their personal space. When he did introduce himself, he smiled warmly and made eye contact. Then he made “small talk” before he asked to join in. I think we all can imagine many ways that the interaction could have gone much less successfully than it did.\u003c/p>\n\u003cp>The initiation phase is when the real give-and-take of social information through nonverbal and verbal channels gets under way. Your child is in uncharted relationship waters now. For the first time, he is running his own show and it is up to him to get this potential relationship off to a successful start.\u003c/p>\n\u003ch2>\u003cstrong>3. Deepening\u003c/strong>\u003c/h2>\n\u003cp>Over time, if all goes well, your child’s friendships will deepen in ways that would have been all but impossible in the earlier phases of development, in which friendships are usually fleeting and revolve around a shared activity. Hallmarks of a deepening relationship include trust, self- disclosure, acceptance and mutual understanding. As C. S. Lewis put it: Friendship is born at that moment when one person says to another, “What! You too? I thought I was the only one.”\u003c/p>\n\u003cp>The process of deepening a friendship involves a lot of give- and- take, much of it nonverbal; when one person speaks, the other responds not only through their words but through facial expressions, body language and tone of voice as well. Your child will disclose something about himself, then look to his friend to gauge the reaction. If the friend nods, smiles or makes encouraging gestures, your child will know to keep going. As children spend more and more time together, they become increasingly attuned to the nonverbal cues that communicate what the other is thinking or feeling. They begin to inhabit the same physical space and share the same rhythms and can often be seen hugging or walking arm in arm, with smiles on their faces.\u003c/p>\n\u003ch2>\u003cstrong>4. Transitioning\u003c/strong>\u003c/h2>\n\u003cp>While deepening a relationship can be hard work for some kids, virtually all children will struggle with \u003ca href=\"https://www.kqed.org/mindshift/61082/how-grown-ups-can-help-kids-transition-to-post-pandemic-school-life\">handling relationship transitions positively\u003c/a>. In late childhood, these transitions happen more often than you may be aware: at the end of the school day or a playdate, for example. Sometimes the transition is more intense, such as the end of the school year or the Little League season or the last day of camp. Other times a transition in a friendship happens when a child has to move to a new town or school. And of course, there are times when one or both children actively decide not to continue the friendship, whether it’s over some fight or disagreement or the friendship simply having run its course.\u003c/p>\n\u003cp>Although transitions can sometimes be painful, it’s important to remember that each transition can also be a new beginning. Even as adults, transitions can make us uncomfortable, so we often rush through them as quickly as possible, without considering the unique information the experience can offer us.\u003c/p>\n\u003cp>Picture two ten-year-old girls, Gina and Ilana, on the last day of school. These friends sat next to each other during class for the whole school year because their last names both begin with \u003cem>M. \u003c/em>While not “best-best friends,” their bond has deepened over the course of the school year, and they are sad they probably won’t see much of each other over the summer. As they clean out their desks, they talk about the past school year. They remember how they were so shy with each other at first. They reminisce about the science fair, field day and other memorable events leading up to this the final day of school. Not all the times were fun, though, they admit. There were disagreements, and they both remember a particularly bad one during field day, when Ilana didn’t choose Gina for her team.\u003c/p>\n\u003cp>When their desks are cleaned out and have passed the teacher’s inspection, it’s time to leave. Each girl reaches sheepishly into her book bag and retrieves the present that they bought for the other. They hold hands as they walk out to their separate school buses. It’s time to part ways. Usually, their exchanges with each other are lively, but today they are much quieter and more subdued, which makes their goodbye hugs more meaningful. In hushed tones, they tell each other to \u003ca href=\"https://www.kqed.org/mindshift/61888/4-parenting-priorities-to-prevent-mental-health-summer-slide\">have a good summer\u003c/a>. Transitioning is the point in the life of a relationship when you can help your child look back and see discernable patterns in how the relationship developed. Reflecting how she chose, began and deepened her ties with another person can yield valuable lessons that can be applied to the next set of relationships. And the more complex and important the relationship, the more she can learn from it.\u003c/p>\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignright size-thumbnail wp-image-63187\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/fcB04_7m-160x240.jpg\" alt=\"\" width=\"160\" height=\"240\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/fcB04_7m-160x240.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/fcB04_7m.jpg 576w\" sizes=\"(max-width: 160px) 100vw, 160px\">\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp style=\"text-align: left\">\u003cem>Stephen Nowicki is the Charles Howard Candler Professor of Psychology Emeritus at Emory University, where he has served as director of clinical training, head of the psychological center and head of the counseling center. Nowicki maintains an active clinical practice as a diplomate in psychology.\u003c/em>\u003c/p>\n\n","stats":{"hasVideo":false,"hasChartOrMap":false,"hasAudio":false,"hasPolis":false,"wordCount":1606,"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"iframeSrcs":[],"paragraphCount":20},"modified":1712104667,"excerpt":"Childhood friendships involve four distinct phases: choosing, initiating, deepening and transitioning. Each phase plays a role in the development of social connections.","headData":{"twImgId":"","twTitle":"","ogTitle":"","ogImgId":"","twDescription":"","description":"Choosing, initiating, deepening and transitioning — each of these phases plays a role in the development of social connections.","socialDescription":"Choosing, initiating, deepening and transitioning — each of these phases plays a role in the development of social connections.","title":"When Parents Know These 4 phases of Friendship, They Can Help Their Child Make Friends More Easily | KQED","ogDescription":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"When Parents Know These 4 phases of Friendship, They Can Help Their Child Make Friends More Easily","datePublished":"2024-03-05T03:00:33-08:00","dateModified":"2024-04-02T17:37:47-07:00","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"guestAuthors":[],"slug":"when-parents-know-these-4-phases-of-friendship-they-can-help-their-child-make-friends-more-easily","status":"publish","excludeFromSiteSearch":"Include","sticky":false,"articleAge":"0","path":"/mindshift/63184/when-parents-know-these-4-phases-of-friendship-they-can-help-their-child-make-friends-more-easily","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cem>Excerpted from \u003ca href=\"https://www.hachettebookgroup.com/titles/dr-stephen-nowicki/raising-a-socially-successful-child/9780316516471/\">Raising a Socially Successful Child\u003c/a> by Stephen Nowicki. Copyright © 2024 by Stephen Nowicki. Used with permission of Little, Brown Spark, an imprint of Little, Brown and Company. New York, NY. All rights reserved.\u003c/em>\u003c/p>\n\u003cp>When your child is younger, you as a parent have a lot of control over his social life, selecting whom he should interact with, the length of the interaction and where the interaction takes place. That changes when your child reaches school age. Suddenly, these decisions — with whom to be friends, how much time to spend with a friend and how to spend that time together — are made largely on his own (though teachers may also play an important role). School is a place where children \u003ca href=\"https://www.kqed.org/mindshift/56979/what-the-research-says-about-the-academic-power-of-friendship\">can begin to form rewarding friendships\u003c/a>, but it is also a place where children \u003ca href=\"https://www.kqed.org/mindshift/57010/how-understanding-middle-school-friendships-can-help-students\">can experience rejection and isolation\u003c/a>, often because of nonverbal messages they are unwittingly sending and erroneously reading.\u003c/p>\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-63188 alignleft\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/KyizpEjm-800x1238.jpg\" alt=\"\" width=\"230\" height=\"356\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/KyizpEjm-800x1238.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/KyizpEjm-1020x1579.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/KyizpEjm-160x248.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/KyizpEjm-768x1189.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/KyizpEjm-992x1536.jpg 992w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/KyizpEjm-1323x2048.jpg 1323w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/KyizpEjm-scaled.jpg 1654w\" sizes=\"(max-width: 230px) 100vw, 230px\">\u003c/p>\n\u003cp>From the late childhood phase on, any friendship a child forms follows a pattern. And this sequence, which my colleague Marshall Duke and I first codified back in the 1980s, provides a template for the relationships those children will form as adults: children \u003cem>choose \u003c/em>a likely candidate for friendship, they \u003cem>initiate\u003c/em> the relationship, they \u003cem>deepen \u003c/em>the relationship and lastly, they go through a relationship \u003cem>transition \u003c/em>when the social occasion, school day, week, semester or year ends. Each of these phases of the relationship requires the use of nonverbal and verbal language skills — but some skills play a more important role in certain phases than in others. Understanding the patterns by which late childhood friendships form and develop can help you identify where your child is doing well and where he may need to learn more in order to connect meaningfully with others.\u003cstrong> \u003c/strong>\u003c/p>\n\u003ch2>\u003cstrong>1. Choosing\u003c/strong>\u003c/h2>\n\u003cp>The choice phase is where every relationship begins. Research shows that a child’s decision about whom he’s going to befriend usually takes place in a matter of seconds. This means that children are using information gathered from nonverbal cues in clothing, facial expressions and posture to decide to approach another child.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Ideally, when parents of very young children make these choices for them, they will share the reasons for their choices with their children. For example, when \u003ca href=\"https://www.kqed.org/mindshift/61966/how-parents-can-help-children-with-adhd-thrive-in-friendships\">inviting a child for a playdate\u003c/a>, the parent could say something like, “I think you are going to have a good time with Ravi. She always listens to me and shares her playthings with you.” Not only does this sharing of information help children understand their parents’ choices, but it also tells the children what is expected of them.\u003c/p>\n\u003cp>By the time your child reaches school age, then, he should already have some sense of how to choose a friend. You can imagine him faced with a schoolyard filled with children he doesn’t know on the first day of school. He wants to find someone to play with. Over to his left, a few boys are playing ball and a ball comes loose and rolls toward him. A boy in a Green Bay Packers cap runs after the ball, picks it up and smiles. In that friendly smile, your child senses an invitation. He smiles back and begins walking toward the boy wearing the Packers cap. He has chosen to make a new friend.\u003c/p>\n\u003ch2>\u003cstrong>2. Initiating\u003c/strong>\u003c/h2>\n\u003cp>The initiation phase is what happens next. Your child follows his new friend as he joins the three other boys playing ball. He waits until there’s a break in what is going on. “Hi,” he says with a smile. “Can I join in?” The other boys introduce themselves quickly and your child says, “I’m a Packer Backer too. I’ve got a Packers cap at home. I’ll wear it tomorrow.”\u003c/p>\n\u003cp>The boy with the Packers cap says, “Remember when they won that game when it was a million degrees below zero?” Your child excitedly comments about how the field was like ice, and soon there are five boys happily playing.\u003c/p>\n\u003cp>For a five-year-old meeting new peers for the first time on a playground, even a seemingly simple interaction like this one is a difficult task involving both nonverbal and verbal behaviors: Your child waited patiently and, sensing the rhythm of the game, chose the right moment to cut in. He didn’t intrude on their game, showing his respect for their personal space. When he did introduce himself, he smiled warmly and made eye contact. Then he made “small talk” before he asked to join in. I think we all can imagine many ways that the interaction could have gone much less successfully than it did.\u003c/p>\n\u003cp>The initiation phase is when the real give-and-take of social information through nonverbal and verbal channels gets under way. Your child is in uncharted relationship waters now. For the first time, he is running his own show and it is up to him to get this potential relationship off to a successful start.\u003c/p>\n\u003ch2>\u003cstrong>3. Deepening\u003c/strong>\u003c/h2>\n\u003cp>Over time, if all goes well, your child’s friendships will deepen in ways that would have been all but impossible in the earlier phases of development, in which friendships are usually fleeting and revolve around a shared activity. Hallmarks of a deepening relationship include trust, self- disclosure, acceptance and mutual understanding. As C. S. Lewis put it: Friendship is born at that moment when one person says to another, “What! You too? I thought I was the only one.”\u003c/p>\n\u003cp>The process of deepening a friendship involves a lot of give- and- take, much of it nonverbal; when one person speaks, the other responds not only through their words but through facial expressions, body language and tone of voice as well. Your child will disclose something about himself, then look to his friend to gauge the reaction. If the friend nods, smiles or makes encouraging gestures, your child will know to keep going. As children spend more and more time together, they become increasingly attuned to the nonverbal cues that communicate what the other is thinking or feeling. They begin to inhabit the same physical space and share the same rhythms and can often be seen hugging or walking arm in arm, with smiles on their faces.\u003c/p>\n\u003ch2>\u003cstrong>4. Transitioning\u003c/strong>\u003c/h2>\n\u003cp>While deepening a relationship can be hard work for some kids, virtually all children will struggle with \u003ca href=\"https://www.kqed.org/mindshift/61082/how-grown-ups-can-help-kids-transition-to-post-pandemic-school-life\">handling relationship transitions positively\u003c/a>. In late childhood, these transitions happen more often than you may be aware: at the end of the school day or a playdate, for example. Sometimes the transition is more intense, such as the end of the school year or the Little League season or the last day of camp. Other times a transition in a friendship happens when a child has to move to a new town or school. And of course, there are times when one or both children actively decide not to continue the friendship, whether it’s over some fight or disagreement or the friendship simply having run its course.\u003c/p>\n\u003cp>Although transitions can sometimes be painful, it’s important to remember that each transition can also be a new beginning. Even as adults, transitions can make us uncomfortable, so we often rush through them as quickly as possible, without considering the unique information the experience can offer us.\u003c/p>\n\u003cp>Picture two ten-year-old girls, Gina and Ilana, on the last day of school. These friends sat next to each other during class for the whole school year because their last names both begin with \u003cem>M. \u003c/em>While not “best-best friends,” their bond has deepened over the course of the school year, and they are sad they probably won’t see much of each other over the summer. As they clean out their desks, they talk about the past school year. They remember how they were so shy with each other at first. They reminisce about the science fair, field day and other memorable events leading up to this the final day of school. Not all the times were fun, though, they admit. There were disagreements, and they both remember a particularly bad one during field day, when Ilana didn’t choose Gina for her team.\u003c/p>\n\u003cp>When their desks are cleaned out and have passed the teacher’s inspection, it’s time to leave. Each girl reaches sheepishly into her book bag and retrieves the present that they bought for the other. They hold hands as they walk out to their separate school buses. It’s time to part ways. Usually, their exchanges with each other are lively, but today they are much quieter and more subdued, which makes their goodbye hugs more meaningful. In hushed tones, they tell each other to \u003ca href=\"https://www.kqed.org/mindshift/61888/4-parenting-priorities-to-prevent-mental-health-summer-slide\">have a good summer\u003c/a>. Transitioning is the point in the life of a relationship when you can help your child look back and see discernable patterns in how the relationship developed. Reflecting how she chose, began and deepened her ties with another person can yield valuable lessons that can be applied to the next set of relationships. And the more complex and important the relationship, the more she can learn from it.\u003c/p>\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignright size-thumbnail wp-image-63187\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/fcB04_7m-160x240.jpg\" alt=\"\" width=\"160\" height=\"240\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/fcB04_7m-160x240.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/fcB04_7m.jpg 576w\" sizes=\"(max-width: 160px) 100vw, 160px\">\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp style=\"text-align: left\">\u003cem>Stephen Nowicki is the Charles Howard Candler Professor of Psychology Emeritus at Emory University, where he has served as director of clinical training, head of the psychological center and head of the counseling center. Nowicki maintains an active clinical practice as a diplomate in psychology.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/63184/when-parents-know-these-4-phases-of-friendship-they-can-help-their-child-make-friends-more-easily","authors":["4354"],"categories":["mindshift_21512","mindshift_21385"],"tags":["mindshift_21250","mindshift_21488","mindshift_21036","mindshift_21336","mindshift_20568","mindshift_290","mindshift_498","mindshift_21565","mindshift_21134","mindshift_21213","mindshift_943","mindshift_20719"],"featImg":"mindshift_63186","label":"mindshift"},"mindshift_62588":{"type":"posts","id":"mindshift_62588","meta":{"index":"posts_1716263798","site":"mindshift","id":"62588","score":null,"sort":[1698019208000]},"parent":0,"labelTerm":{"site":"mindshift"},"blocks":[],"publishDate":1698019208,"format":"standard","title":"How Two Teachers Spark a Love of History with Their Wardrobes","headTitle":"How Two Teachers Spark a Love of History with Their Wardrobes | KQED","content":"\u003cp>\u003cspan style=\"font-weight: 400\">On a February morning in 2012, \u003c/span>\u003ca href=\"https://www.instagram.com/goodeteaching/\">\u003cspan style=\"font-weight: 400\">Jazzi Goode\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, an elementary and middle school STEM educator in North Carolina, was having a hard time getting ready for work. With a closet that seemed devoid of suitable school attire, she surveyed her options: sweatshirts, button downs and lots of jeans. Rather than resigning herself to the ordinary, Goode was struck by an idea that would transform her approach to teaching. “I should dress up as Rosa Parks today,” she thought. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Goode put on a button down white shirt, a gray skirt and even a makeshift “prison tag” number to step into the persona of the iconic civil rights activist. After seeing how her spontaneous decision delighted her students, who listened attentively as they read books and learned about Parks’ role in history, Goode started to dress up as prominent figures more often. “It became an everyday thing,” said Goode, who transitioned out of the classroom to work at an education nonprofit this year. “I started to put more energy into it the following year and it just kept going.” Some years she dressed up every day for the month of February, while other years she dressed up three times a week. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Goode eventually inspired third grade teacher \u003c/span>\u003ca href=\"https://www.instagram.com/learningwithlafayette\">\u003cspan style=\"font-weight: 400\">Tracey-Ann Lafayette\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to do the same. “I started [dressing up] because I saw Jazzi do it on Instagram,” said Lafayette, who teaches in Connecticut. She began to dress up once a week so her students could guess who she was and read a relevant book. She continues to dress up for the entirety of Black History and Women’s History Month and use it as a springboard for getting students interested in independent reading and exploring iconic figures in more depth. At the University at Buffalo’s \u003c/span>\u003ca href=\"https://ed.buffalo.edu/black-history-ed/programs/conference.html\">\u003cspan style=\"font-weight: 400\">Teaching Black History Conference\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> last summer, Goode and Lafayette shared how teachers can use this powerful blend of education and theatricality to make learning come alive for their students. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>Engage students with current events and books \u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">For Goode and Lafayette, dressing up has been a surefire way to spark their students’ fascination with historical figures. “Third graders are just interested in the fact that I’m at school in an astronaut costume,” said Lafayette about when she dresses up as Mae Jemison, the first Black woman to travel into space. The anticipation of who she’s going to dress up as next and their historical significance excites her students. \u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_62625\" class=\"wp-caption alignleft\" style=\"max-width: 206px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\" wp-image-62625\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/10/IMG_2002-scaled-e1697568818544-800x1067.jpeg\" alt=\"\" width=\"206\" height=\"275\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2023/10/IMG_2002-scaled-e1697568818544-800x1067.jpeg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/10/IMG_2002-scaled-e1697568818544-1020x1360.jpeg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/10/IMG_2002-scaled-e1697568818544-160x213.jpeg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/10/IMG_2002-scaled-e1697568818544-768x1024.jpeg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/10/IMG_2002-scaled-e1697568818544-1152x1536.jpeg 1152w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/10/IMG_2002-scaled-e1697568818544-1536x2048.jpeg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/10/IMG_2002-scaled-e1697568818544.jpeg 1920w\" sizes=\"(max-width: 206px) 100vw, 206px\">\u003cfigcaption class=\"wp-caption-text\">Teacher Jazzi Goode reads \u003cem>When the Beat Was Born: DJ Kool Herc and the Creation of Hip Hop\u003c/em> by Laban Carrick Hill and Theodore Taylor III while dressed as Clive “Herc” Campbell.\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">Soon after she started, students began putting in requests. Lafayette told them that she couldn’t fulfill every request, but she tried to incorporate more modern luminaries to make learning more relatable. “It doesn’t all need to be people from Martin Luther King’s time and before,” said Lafayette. “As different things popped up throughout the year last year, I would just write down the person’s name.” For example, one year she had a lot of students who were interested in football, so she came to school dressed up as Autumn Lockwood, the first Black woman to \u003ca href=\"https://billypenn.com/2023/02/09/autumn-lockwood-first-black-woman-coach/\">coach in the NFL Super Bowl\u003c/a>. When Goode came to school dressed as Misty Copeland, the first African American female principal dancer with the American Ballet Theatre, a student that she had been struggling to build a relationship with danced with her in the hallway. \u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Coupled with costumes, Goode and Lafayette said books provide more context about the stories and accomplishments of current and historical figures. When Goode dressed as Ann Cole Lowe, the first \u003ca href=\"https://www.newyorker.com/magazine/2021/03/29/ann-lowes-barrier-breaking-mid-century-couture\">noted Black fashion designer\u003c/a>, she read \u003c/span>\u003ca href=\"https://www.simonandschuster.com/books/Fancy-Party-Gowns/Deborah-Blumenthal/9781499802399\">\u003ci>\u003cspan style=\"font-weight: 400\">Fancy Party Gowns\u003c/span>\u003c/i>\u003c/a> \u003cspan style=\"font-weight: 400\">by Deborah Blumenthal and Laura Freeman to her students. \u003c/span>\u003ca href=\"https://www.penguinrandomhouse.com/books/722322/all-rise-the-story-of-ketanji-brown-jackson-by-carole-boston-weatherford-illustrated-by-ashley-evans/\">\u003ci>\u003cspan style=\"font-weight: 400\">All Rise: The Story of Ketanji Brown Jackson\u003c/span>\u003c/i>\u003c/a>\u003cspan style=\"font-weight: 400\"> by Carole Boston Weatherford and Ashley Evans paired perfectly with Lafayette dressing as the first Black Supreme Court justice last year.\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_62623\" class=\"wp-caption alignright\" style=\"max-width: 242px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\" wp-image-62623\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/10/image2-800x800.jpg\" alt=\"Lafayette holds up Patricia's Vision: The Doctor Who Saved Sight while she is dressed as Dr. Patricia Bath, a groundbreaking ophthalmologist who pioneered laser surgery.\" width=\"242\" height=\"242\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2023/10/image2-800x800.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/10/image2-1020x1020.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/10/image2-160x160.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/10/image2-768x768.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/10/image2.jpg 1440w\" sizes=\"(max-width: 242px) 100vw, 242px\">\u003cfigcaption class=\"wp-caption-text\">Teacher Tracey-Ann Lafayette displays Patricia’s Vision: The Doctor Who Saved Sight by Michelle Lord and Alleanna Harris while dressed as Dr. Patricia Bath, a groundbreaking ophthalmologist who pioneered laser surgery.\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">Lafayette recommended using anthologies like \u003c/span>\u003ca href=\"https://www.rebelgirls.com/products/good-night-stories-for-rebel-girls\">\u003cspan style=\"font-weight: 400\">\u003cem>Goodnight Stories for Rebel Girls\u003c/em>\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> as a source of ideas and a way to quickly share biographies. Additionally, she uses a program called Flip (formerly Flipgrid) to record videos of herself reading picture books about famous figures while dressed up so that students can engage with the stories at home, too.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Keep costs low with planning\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Goode and Lafayette try not to spend too much money putting together their outfits. Goode was able to keep costs low by involving students in creating her outfits, which also increased their engagement. “My students were in the classroom during their lunchtime and recess time, helping me actually physically build and make these costumes,” said Goode. When her students learned about George Crum, who popularized the potato chip, Goode dressed as a chip bag. Her students spent a week collecting chip bags and used them to create a floor length skirt that Goode wore all day. Parents and colleagues, who see how the outfits captivated students, are similarly invested. They lend objects whenever a specific item is needed, such as a tennis racket for Serena Williams or a hot comb to complete a look as Madam C.J. Walker or Annie Turnbo Malone.\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_62622\" class=\"wp-caption alignright\" style=\"max-width: 184px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\" wp-image-62622\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/10/IMG_3875-scaled-e1697567666313-800x1067.jpeg\" alt=\"\" width=\"184\" height=\"246\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2023/10/IMG_3875-scaled-e1697567666313-800x1067.jpeg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/10/IMG_3875-scaled-e1697567666313-1020x1360.jpeg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/10/IMG_3875-scaled-e1697567666313-160x213.jpeg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/10/IMG_3875-scaled-e1697567666313-768x1024.jpeg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/10/IMG_3875-scaled-e1697567666313-1152x1536.jpeg 1152w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/10/IMG_3875-scaled-e1697567666313-1536x2048.jpeg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/10/IMG_3875-scaled-e1697567666313.jpeg 1920w\" sizes=\"(max-width: 184px) 100vw, 184px\">\u003cfigcaption class=\"wp-caption-text\">When her students learned about George Crum, who popularized the potato chip, Goode dressed as a chip bag. Her students spent a week collecting chip bags and used them to create a floor length skirt that Goode wore all day.\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">Additionally, Goode used an Amazon wishlist so community members, colleagues and friends could help her purchase more expensive items. That’s how she got her Mae Jemison astronaut jumpsuit and her Jackie Robinson jersey. “Now I have them in my trunk at my house for me to be able to use for the future,” she said. Lafayette accepts donations. She got a lab coat from a friend who didn’t need it after she completed a college chemistry class and used it to be Kizzmekia Corbett, a Black immunologist who worked on the coronavirus vaccine.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“My outfits a lot of times are things that I just have in my closet that I arrange in very strategic ways,” Lafayette added. For instance, a blazer, button down shirt and a name tag can be used to embody numerous historical men. She uses her Cricut machine to add small flourishes like Autumn Lockwood’s NFL pass. “If I buy something, I make sure it’s something that could be applicable to multiple people and think about all the different ways that I could use a particular item to get the best bang for my buck,” Lafayette said. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>Start small and stay in your lane\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">For teachers who want to engage their students by dressing up, Goode and Lafayette recommended starting small. “The internet, especially ‘teacher-gram,’ can be such an intimidating place for educators, especially new educators,” said Goode, referring to instagram accounts where teachers post about how they are innovating in the classroom. Each teacher has different capacity and different needs in their classroom, she said. “You are the secret sauce to making whatever you want to happen in your classroom.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Lafayette advised teachers to set realistic expectations for themselves by dressing up once a month or once a week. Honing in on a specific category can make things easier too. For example, if a teacher wants to focus on STEM they may dress up as inventions or renowned inventors. \u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_62626\" class=\"wp-caption alignleft\" style=\"max-width: 227px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\" wp-image-62626\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/10/image0-800x1067.jpg\" alt=\"\" width=\"227\" height=\"303\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2023/10/image0-800x1067.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/10/image0-1020x1360.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/10/image0-160x213.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/10/image0-768x1024.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/10/image0-1152x1536.jpg 1152w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/10/image0-1536x2048.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/10/image0-scaled.jpg 1920w\" sizes=\"(max-width: 227px) 100vw, 227px\">\u003cfigcaption class=\"wp-caption-text\">Lafayette dressed as André Leon Talley, a fashion journalist and the first Black male creative director for Vogue magazine.\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">They caution against being too reductive or wearing people’s culture as a costume. A good rule of thumb is if a teacher feels any uncertainty, don’t do it. There are ways to highlight diverse people without being offensive. “I’m not going to come to school in a hijab,” said Lafayette. “But I can make those books available for my kids and have conversations with them all throughout the year.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Goode said wearing t-shirts with figures on them is a low-stress way to introduce certain figures without dressing up. “I had a Tupac shirt. I had a Nina Simone shirt,” said Goode, who wore these when she wasn’t feeling up to creating an entire themed outfit. \u003c/span>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">For Goode and Lafayette, students’ curiosity about historical and current figures continues beyond the days that they dress up. Lafayette typically packs away her outfits after Black History Month and Women’s History Month. “April 1st is the first time, after a solid eight weeks of wearing all these different outfits, that I come to school dressed like myself again,” she said. Students are usually surprised and disappointed to see her more typical garb. Their reactions tell her that they really care about this activity. She often goes into the next month thinking, “This really made an impact on them.”\u003c/span>\u003c/p>\n\n","stats":{"hasVideo":false,"hasChartOrMap":false,"hasAudio":false,"hasPolis":false,"wordCount":1579,"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"iframeSrcs":[],"paragraphCount":17},"modified":1713291361,"excerpt":"Two teachers demonstrate the impact of dressing up play in the classroom. Explore their creative teaching methods and tips for making learning come alive.","headData":{"twImgId":"","twTitle":"","ogTitle":"","ogImgId":"","twDescription":"","description":"For Jazzi Goode and Tracey-Ann Lafayette, dressing up has been a surefire way to spark their students’ fascination with historical figures.","socialDescription":"For Jazzi Goode and Tracey-Ann Lafayette, dressing up has been a surefire way to spark their students’ fascination with historical figures.","title":"How Two Teachers Spark a Love of History with Their Wardrobes | KQED","ogDescription":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"How Two Teachers Spark a Love of History with Their Wardrobes","datePublished":"2023-10-22T17:00:08-07:00","dateModified":"2024-04-16T11:16:01-07:00","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"guestAuthors":[],"slug":"how-two-teachers-spark-a-love-of-history-with-their-wardrobes","status":"publish","excludeFromSiteSearch":"Include","sticky":false,"articleAge":"0","path":"/mindshift/62588/how-two-teachers-spark-a-love-of-history-with-their-wardrobes","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">On a February morning in 2012, \u003c/span>\u003ca href=\"https://www.instagram.com/goodeteaching/\">\u003cspan style=\"font-weight: 400\">Jazzi Goode\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, an elementary and middle school STEM educator in North Carolina, was having a hard time getting ready for work. With a closet that seemed devoid of suitable school attire, she surveyed her options: sweatshirts, button downs and lots of jeans. Rather than resigning herself to the ordinary, Goode was struck by an idea that would transform her approach to teaching. “I should dress up as Rosa Parks today,” she thought. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Goode put on a button down white shirt, a gray skirt and even a makeshift “prison tag” number to step into the persona of the iconic civil rights activist. After seeing how her spontaneous decision delighted her students, who listened attentively as they read books and learned about Parks’ role in history, Goode started to dress up as prominent figures more often. “It became an everyday thing,” said Goode, who transitioned out of the classroom to work at an education nonprofit this year. “I started to put more energy into it the following year and it just kept going.” Some years she dressed up every day for the month of February, while other years she dressed up three times a week. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Goode eventually inspired third grade teacher \u003c/span>\u003ca href=\"https://www.instagram.com/learningwithlafayette\">\u003cspan style=\"font-weight: 400\">Tracey-Ann Lafayette\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to do the same. “I started [dressing up] because I saw Jazzi do it on Instagram,” said Lafayette, who teaches in Connecticut. She began to dress up once a week so her students could guess who she was and read a relevant book. She continues to dress up for the entirety of Black History and Women’s History Month and use it as a springboard for getting students interested in independent reading and exploring iconic figures in more depth. At the University at Buffalo’s \u003c/span>\u003ca href=\"https://ed.buffalo.edu/black-history-ed/programs/conference.html\">\u003cspan style=\"font-weight: 400\">Teaching Black History Conference\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> last summer, Goode and Lafayette shared how teachers can use this powerful blend of education and theatricality to make learning come alive for their students. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>Engage students with current events and books \u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">For Goode and Lafayette, dressing up has been a surefire way to spark their students’ fascination with historical figures. “Third graders are just interested in the fact that I’m at school in an astronaut costume,” said Lafayette about when she dresses up as Mae Jemison, the first Black woman to travel into space. The anticipation of who she’s going to dress up as next and their historical significance excites her students. \u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_62625\" class=\"wp-caption alignleft\" style=\"max-width: 206px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\" wp-image-62625\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/10/IMG_2002-scaled-e1697568818544-800x1067.jpeg\" alt=\"\" width=\"206\" height=\"275\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2023/10/IMG_2002-scaled-e1697568818544-800x1067.jpeg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/10/IMG_2002-scaled-e1697568818544-1020x1360.jpeg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/10/IMG_2002-scaled-e1697568818544-160x213.jpeg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/10/IMG_2002-scaled-e1697568818544-768x1024.jpeg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/10/IMG_2002-scaled-e1697568818544-1152x1536.jpeg 1152w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/10/IMG_2002-scaled-e1697568818544-1536x2048.jpeg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/10/IMG_2002-scaled-e1697568818544.jpeg 1920w\" sizes=\"(max-width: 206px) 100vw, 206px\">\u003cfigcaption class=\"wp-caption-text\">Teacher Jazzi Goode reads \u003cem>When the Beat Was Born: DJ Kool Herc and the Creation of Hip Hop\u003c/em> by Laban Carrick Hill and Theodore Taylor III while dressed as Clive “Herc” Campbell.\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">Soon after she started, students began putting in requests. Lafayette told them that she couldn’t fulfill every request, but she tried to incorporate more modern luminaries to make learning more relatable. “It doesn’t all need to be people from Martin Luther King’s time and before,” said Lafayette. “As different things popped up throughout the year last year, I would just write down the person’s name.” For example, one year she had a lot of students who were interested in football, so she came to school dressed up as Autumn Lockwood, the first Black woman to \u003ca href=\"https://billypenn.com/2023/02/09/autumn-lockwood-first-black-woman-coach/\">coach in the NFL Super Bowl\u003c/a>. When Goode came to school dressed as Misty Copeland, the first African American female principal dancer with the American Ballet Theatre, a student that she had been struggling to build a relationship with danced with her in the hallway. \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Coupled with costumes, Goode and Lafayette said books provide more context about the stories and accomplishments of current and historical figures. When Goode dressed as Ann Cole Lowe, the first \u003ca href=\"https://www.newyorker.com/magazine/2021/03/29/ann-lowes-barrier-breaking-mid-century-couture\">noted Black fashion designer\u003c/a>, she read \u003c/span>\u003ca href=\"https://www.simonandschuster.com/books/Fancy-Party-Gowns/Deborah-Blumenthal/9781499802399\">\u003ci>\u003cspan style=\"font-weight: 400\">Fancy Party Gowns\u003c/span>\u003c/i>\u003c/a> \u003cspan style=\"font-weight: 400\">by Deborah Blumenthal and Laura Freeman to her students. \u003c/span>\u003ca href=\"https://www.penguinrandomhouse.com/books/722322/all-rise-the-story-of-ketanji-brown-jackson-by-carole-boston-weatherford-illustrated-by-ashley-evans/\">\u003ci>\u003cspan style=\"font-weight: 400\">All Rise: The Story of Ketanji Brown Jackson\u003c/span>\u003c/i>\u003c/a>\u003cspan style=\"font-weight: 400\"> by Carole Boston Weatherford and Ashley Evans paired perfectly with Lafayette dressing as the first Black Supreme Court justice last year.\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_62623\" class=\"wp-caption alignright\" style=\"max-width: 242px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\" wp-image-62623\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/10/image2-800x800.jpg\" alt=\"Lafayette holds up Patricia's Vision: The Doctor Who Saved Sight while she is dressed as Dr. Patricia Bath, a groundbreaking ophthalmologist who pioneered laser surgery.\" width=\"242\" height=\"242\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2023/10/image2-800x800.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/10/image2-1020x1020.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/10/image2-160x160.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/10/image2-768x768.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/10/image2.jpg 1440w\" sizes=\"(max-width: 242px) 100vw, 242px\">\u003cfigcaption class=\"wp-caption-text\">Teacher Tracey-Ann Lafayette displays Patricia’s Vision: The Doctor Who Saved Sight by Michelle Lord and Alleanna Harris while dressed as Dr. Patricia Bath, a groundbreaking ophthalmologist who pioneered laser surgery.\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">Lafayette recommended using anthologies like \u003c/span>\u003ca href=\"https://www.rebelgirls.com/products/good-night-stories-for-rebel-girls\">\u003cspan style=\"font-weight: 400\">\u003cem>Goodnight Stories for Rebel Girls\u003c/em>\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> as a source of ideas and a way to quickly share biographies. Additionally, she uses a program called Flip (formerly Flipgrid) to record videos of herself reading picture books about famous figures while dressed up so that students can engage with the stories at home, too.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Keep costs low with planning\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Goode and Lafayette try not to spend too much money putting together their outfits. Goode was able to keep costs low by involving students in creating her outfits, which also increased their engagement. “My students were in the classroom during their lunchtime and recess time, helping me actually physically build and make these costumes,” said Goode. When her students learned about George Crum, who popularized the potato chip, Goode dressed as a chip bag. Her students spent a week collecting chip bags and used them to create a floor length skirt that Goode wore all day. Parents and colleagues, who see how the outfits captivated students, are similarly invested. They lend objects whenever a specific item is needed, such as a tennis racket for Serena Williams or a hot comb to complete a look as Madam C.J. Walker or Annie Turnbo Malone.\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_62622\" class=\"wp-caption alignright\" style=\"max-width: 184px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\" wp-image-62622\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/10/IMG_3875-scaled-e1697567666313-800x1067.jpeg\" alt=\"\" width=\"184\" height=\"246\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2023/10/IMG_3875-scaled-e1697567666313-800x1067.jpeg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/10/IMG_3875-scaled-e1697567666313-1020x1360.jpeg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/10/IMG_3875-scaled-e1697567666313-160x213.jpeg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/10/IMG_3875-scaled-e1697567666313-768x1024.jpeg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/10/IMG_3875-scaled-e1697567666313-1152x1536.jpeg 1152w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/10/IMG_3875-scaled-e1697567666313-1536x2048.jpeg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/10/IMG_3875-scaled-e1697567666313.jpeg 1920w\" sizes=\"(max-width: 184px) 100vw, 184px\">\u003cfigcaption class=\"wp-caption-text\">When her students learned about George Crum, who popularized the potato chip, Goode dressed as a chip bag. Her students spent a week collecting chip bags and used them to create a floor length skirt that Goode wore all day.\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">Additionally, Goode used an Amazon wishlist so community members, colleagues and friends could help her purchase more expensive items. That’s how she got her Mae Jemison astronaut jumpsuit and her Jackie Robinson jersey. “Now I have them in my trunk at my house for me to be able to use for the future,” she said. Lafayette accepts donations. She got a lab coat from a friend who didn’t need it after she completed a college chemistry class and used it to be Kizzmekia Corbett, a Black immunologist who worked on the coronavirus vaccine.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“My outfits a lot of times are things that I just have in my closet that I arrange in very strategic ways,” Lafayette added. For instance, a blazer, button down shirt and a name tag can be used to embody numerous historical men. She uses her Cricut machine to add small flourishes like Autumn Lockwood’s NFL pass. “If I buy something, I make sure it’s something that could be applicable to multiple people and think about all the different ways that I could use a particular item to get the best bang for my buck,” Lafayette said. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>Start small and stay in your lane\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">For teachers who want to engage their students by dressing up, Goode and Lafayette recommended starting small. “The internet, especially ‘teacher-gram,’ can be such an intimidating place for educators, especially new educators,” said Goode, referring to instagram accounts where teachers post about how they are innovating in the classroom. Each teacher has different capacity and different needs in their classroom, she said. “You are the secret sauce to making whatever you want to happen in your classroom.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Lafayette advised teachers to set realistic expectations for themselves by dressing up once a month or once a week. Honing in on a specific category can make things easier too. For example, if a teacher wants to focus on STEM they may dress up as inventions or renowned inventors. \u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_62626\" class=\"wp-caption alignleft\" style=\"max-width: 227px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\" wp-image-62626\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/10/image0-800x1067.jpg\" alt=\"\" width=\"227\" height=\"303\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2023/10/image0-800x1067.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/10/image0-1020x1360.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/10/image0-160x213.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/10/image0-768x1024.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/10/image0-1152x1536.jpg 1152w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/10/image0-1536x2048.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/10/image0-scaled.jpg 1920w\" sizes=\"(max-width: 227px) 100vw, 227px\">\u003cfigcaption class=\"wp-caption-text\">Lafayette dressed as André Leon Talley, a fashion journalist and the first Black male creative director for Vogue magazine.\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">They caution against being too reductive or wearing people’s culture as a costume. A good rule of thumb is if a teacher feels any uncertainty, don’t do it. There are ways to highlight diverse people without being offensive. “I’m not going to come to school in a hijab,” said Lafayette. “But I can make those books available for my kids and have conversations with them all throughout the year.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Goode said wearing t-shirts with figures on them is a low-stress way to introduce certain figures without dressing up. “I had a Tupac shirt. I had a Nina Simone shirt,” said Goode, who wore these when she wasn’t feeling up to creating an entire themed outfit. \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">For Goode and Lafayette, students’ curiosity about historical and current figures continues beyond the days that they dress up. Lafayette typically packs away her outfits after Black History Month and Women’s History Month. “April 1st is the first time, after a solid eight weeks of wearing all these different outfits, that I come to school dressed like myself again,” she said. Students are usually surprised and disappointed to see her more typical garb. Their reactions tell her that they really care about this activity. She often goes into the next month thinking, “This really made an impact on them.”\u003c/span>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/62588/how-two-teachers-spark-a-love-of-history-with-their-wardrobes","authors":["11721"],"categories":["mindshift_21357","mindshift_20579","mindshift_194","mindshift_193"],"tags":["mindshift_21534","mindshift_999","mindshift_21479","mindshift_21371","mindshift_1013","mindshift_21423","mindshift_498","mindshift_20616","mindshift_20557","mindshift_21007"],"featImg":"mindshift_62621","label":"mindshift"},"mindshift_61966":{"type":"posts","id":"mindshift_61966","meta":{"index":"posts_1716263798","site":"mindshift","id":"61966","score":null,"sort":[1689040845000]},"parent":0,"labelTerm":{"site":"mindshift"},"blocks":[],"publishDate":1689040845,"format":"standard","title":"How Parents Can Help Children with ADHD Thrive in Friendships","headTitle":"How Parents Can Help Children with ADHD Thrive in Friendships | KQED","content":"\u003cp>\u003cspan style=\"font-weight: 400\">“Vibrant” is how Caroline Poisson describes her seven-year-old son. “He’s incredible, enthusiastic and curious,” she said. “And then there’s a side of what we call kryptonite and we talk about his ADHD brain, where there are some things that are just really hard for him.” \u003c/span>\u003ca href=\"https://childmind.org/article/helping-kids-who-struggle-with-executive-functions/\">\u003cspan style=\"font-weight: 400\">Like many kids with ADHD\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, Poisson’s son struggles with executive function skills – the cognitive abilities that help people plan, stay organized, pay attention, control emotions and make decisions. Without a good grasp on these skills \u003c/span>\u003ca href=\"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC2827258/\">\u003cspan style=\"font-weight: 400\">it can be hard to make friends and strengthen the social skills\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> needed to navigate adulthood. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Parents of kids with ADHD often say their kids miss social cues, such as when peers are bored, hurt or offended, according to \u003c/span>\u003ca href=\"https://psych.ubc.ca/profile/amori-mikami/\">\u003cspan style=\"font-weight: 400\">Amori Mikami\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, a psychology professor at the University of British Columbia in Canada. “It can lead to a lot of outbursts or temper tantrums or whining and complaining or arguing with the friend,” she said. Mikami researches peer relationships, specifically focusing on children with ADHD. Additionally, she developed a \u003c/span>\u003ca href=\"https://www.taylorfrancis.com/books/mono/10.4324/9781003221715/parents-friendship-coaches-children-adhd-amori-yee-mikami-s%C3%A9bastien-normand\">\u003cspan style=\"font-weight: 400\">parental friendship coaching (PFC) model\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> where parents of elementary school-age kids can learn to support their child in \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/56979/what-the-research-says-about-the-academic-power-of-friendship\">\u003cspan style=\"font-weight: 400\">making friends\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">PFC programs can be found in participating mental health centers or specialized ADHD treatment centers. If a PFC program is not offered nearby, Mikami recommended sharing\u003ca href=\"https://www.routledge.com/Parents-as-Friendship-Coaches-for-Children-with-ADHD-A-Clinical-Guide/Mikami-Normand/p/book/9781032118284?gclid=CjwKCAjwzJmlBhBBEiwAEJyLu0horPV7Yoz2ngrgzlivLBHna-o6JZHExhSlDDcRd6Qti5XHj7KltxoCEHAQAvD_BwE\"> a link\u003c/a> to the treatment manual with a local provider who has experience providing behavioral parent training for families of kids with ADHD and can work with the family to implement the treatment.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Participants meet with mental health professionals and other parents of kids with ADHD for 10 sessions over several weeks to practice strategies to improve their child’s social behavior. While the parental friendship coaching model can be used individually, a group format lends itself to community and collaboration among parents. \u003c/span>\u003ca href=\"https://www.tandfonline.com/doi/abs/10.1080/15374416.2017.1390757?journalCode=hcap20\">\u003cspan style=\"font-weight: 400\">Research trials\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> of PFC\u003c/span>\u003cspan style=\"font-weight: 400\"> have shown improvement in children’s \u003c/span>\u003cspan style=\"font-weight: 400\">social behaviors such as taking turns, sharing and negotiating. A key goal for many parents who use this approach is to help their child have successful playdates and — ideally — deepen their friendships.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Poisson, who found a PFC program online, had been in counseling herself after her son’s diagnosis and felt the program was a way that she could build on that support to help her son. Families where kids have started to be excluded from social activities with peers, are the ones who usually benefit from this program, according to Mikami. “The whole idea is that if your child doesn’t have any friends right now and really just doesn’t have the social skills to make friends, then throwing them in there on their own is too much and they need more scaffolding,” she said. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>Building a strong parent-child relationship\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">When parents start PFC, the first things they focus on are strategies to strengthen their bond with their child. The parental friendship coaching model encourages parents like Poisson to spend special time connecting with their child so they’re more likely to be receptive to feedback. Examples of \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/60032/the-5-minute-daily-playtime-ritual-that-can-get-your-kids-to-listen-better\">\u003cspan style=\"font-weight: 400\">special time\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> may include sitting with their child as they draw and narrating the process or letting the child teach the parent a game.\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">At times, Poisson’s son resisted her feedback when she tried to help him develop better friendship behaviors. “Many parents, especially parents of kids with ADHD, have had the experience where they tell their child something – and maybe it’s even really good advice – but it’s like the brick wall goes up. The child gets very defensive,” said Mikami. “That defensiveness often comes from kids just anticipating that they’re going to do something wrong and they’re going to get a lot of corrective feedback, even if in the parent’s mind it is very well meaning.” Poisson noticed that when she spent special time with her son, his oppositional behavior decreased. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Liubov Delegan, who immigrated from Ukraine to Vancouver, Canada around the time of her eight-year-old son’s ADHD diagnosis, said the parental friendship coaching program taught her to use \u003c/span>\u003ca href=\"https://www.cdc.gov/parents/essentials/toddlersandpreschoolers/communication/activelistening.html\">\u003cspan style=\"font-weight: 400\">active listening\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to strengthen her relationship with her child. Active listening means listening without jumping in with advice or criticism. When Delegan did that, she noticed that she asked her child more questions. “It gave more connection. It’s like ‘I can hear you. I hear what you’re saying and I’m interested in your opinion,’” she said. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>Nurturing children’s friendship skills \u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Once the parent-child relationship is strong and secure, the PFC program guides parents in nurturing their child’s friendship skills, including negotiation, conflict resolution and perspective taking. Parents are uniquely positioned to be friendship coaches because they have a deep understanding of their child’s strengths, challenges and individual needs. While a child’s therapist can provide tips and strategies, parents have access to real time situations and can provide in-the-moment support. “It can be really hard for the child to learn the skills in therapy and then remember to apply them when they’re with their peers in a totally different situation outside of therapy,” said Mikami. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">At a family game night, for example, parents may help their child improve social skills by incorporating breaks if the child gets worked up or praising the child when they are able to stay calm. Additionally, a parent might talk with a child about social cues to look for in playmates that show they might be bored.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">To build her son’s friendship skills, Poisson used PFC’s corrective feedback strategies. When her son interacted with his peers she’d put emphasis on the behavior she’d like to see in the moment instead of focusing on what her son was doing wrong. “When you have kids with ADHD, it’s not intrinsic to them. They’re not able to necessarily pick up on all those social cues,” said Poisson. Before playdates, Poisson now ”frontloads” her son by talking to him about what it means to be a good friend and how a good friend might act.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Setting up successful playdates\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Lastly, the PFC model helps parents learn how to structure successful playdates for their child. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“If you know your child is only likely to behave well in a certain situation for 30 minutes, set your first playdate for 30 minutes,” suggested Mikami. Other factors that are helpful include picking an appropriate friend for the playdate — a peer who has similar interests and encourages good behavior. A parent of a child with ADHD may initially choose to host playdates because they have more control over the environment than if their child is a guest at a peer’s house. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Although parents may feel the need to check in frequently during playdates, they learn in the PFC program that it’s important to make sure that their child experiences quality one-on-one time with their friend. \u003c/span>\u003cspan style=\"font-weight: 400\">Mikami said that there are ways for parents to monitor without being intrusive, such as doing laundry during the playdate, which requires walking in and out of the child’s room a few times.\u003c/span>\u003cspan style=\"font-weight: 400\"> “Hopefully a lot of the coaching can be done before or after the playdate, not in front of the peer or not pulling the child out in the middle in a way that would look weird to the peer. That’s compromising autonomy.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Instead of trying to stop things from happening, Poisson accepted the occasional bad playdate as part of the process. “And then we just reflect. ‘What were you doing?’ and ‘What were they doing’ and ‘What could you do?’” she said. Poisson found that when she let go of her own anxieties about how the playdates were going, she got better outcomes. Ultimately Poisson felt that her son’s playdates got better as she used the parental friendship coaching approach. “The biggest thing was for me to just kind of back off a little bit, trust him, use what they had given us, and then just see how it played out,” she said. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Parents aren’t supposed to be their child’s friendship coach forever, according to Mikami. “It’s meant to be an investment in the early stages of a relationship. And so once your child gains more of these friendship skills and hits it off with a peer, then parents should have a plan to back off,” she said.\u003c/span>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Parental friendship coaching is one of many ways to \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/61615/understanding-and-supporting-girls-with-adhd?fbclid=IwAR3pLgnT2LVLSuCPf1X-ks7tYFbXH0qB5FhcFVJ1zMt-YP1BNHFn130fGEs\">\u003cspan style=\"font-weight: 400\">improve social outcomes for kids with ADHD\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Mikami encouraged parents to be kind to themselves as they try to meet their child’s needs. “Your child is a different, independent and sentient living being and is not going to do everything the way that you hope and everything is not going to work the way that you hope, whether your child has ADHD or is neurotypical,” said Mikami. \u003c/span>\u003c/p>\n\n","stats":{"hasVideo":false,"hasChartOrMap":false,"hasAudio":false,"hasPolis":false,"wordCount":1572,"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"iframeSrcs":[],"paragraphCount":19},"modified":1712104556,"excerpt":"Parental friendship coaching, a treatment model developed by psychologist Amori Mikami, can strengthen parent-child bonds and foster social skills for kids with ADHD.","headData":{"twImgId":"","twTitle":"","ogTitle":"","ogImgId":"","twDescription":"","description":"Parental friendship coaching, a model developed by psychologist Amori Mikami, can strengthen parent-child bonds and foster social skills for kids with ADHD.","socialDescription":"Parental friendship coaching, a model developed by psychologist Amori Mikami, can strengthen parent-child bonds and foster social skills for kids with ADHD.","title":"How Parents Can Help Children with ADHD Thrive in Friendships | KQED","ogDescription":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"How Parents Can Help Children with ADHD Thrive in Friendships","datePublished":"2023-07-10T19:00:45-07:00","dateModified":"2024-04-02T17:35:56-07:00","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"guestAuthors":[],"slug":"how-parents-can-help-children-with-adhd-thrive-in-friendships","status":"publish","excludeFromSiteSearch":"Include","sticky":false,"articleAge":"0","path":"/mindshift/61966/how-parents-can-help-children-with-adhd-thrive-in-friendships","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">“Vibrant” is how Caroline Poisson describes her seven-year-old son. “He’s incredible, enthusiastic and curious,” she said. “And then there’s a side of what we call kryptonite and we talk about his ADHD brain, where there are some things that are just really hard for him.” \u003c/span>\u003ca href=\"https://childmind.org/article/helping-kids-who-struggle-with-executive-functions/\">\u003cspan style=\"font-weight: 400\">Like many kids with ADHD\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, Poisson’s son struggles with executive function skills – the cognitive abilities that help people plan, stay organized, pay attention, control emotions and make decisions. Without a good grasp on these skills \u003c/span>\u003ca href=\"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC2827258/\">\u003cspan style=\"font-weight: 400\">it can be hard to make friends and strengthen the social skills\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> needed to navigate adulthood. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Parents of kids with ADHD often say their kids miss social cues, such as when peers are bored, hurt or offended, according to \u003c/span>\u003ca href=\"https://psych.ubc.ca/profile/amori-mikami/\">\u003cspan style=\"font-weight: 400\">Amori Mikami\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, a psychology professor at the University of British Columbia in Canada. “It can lead to a lot of outbursts or temper tantrums or whining and complaining or arguing with the friend,” she said. Mikami researches peer relationships, specifically focusing on children with ADHD. Additionally, she developed a \u003c/span>\u003ca href=\"https://www.taylorfrancis.com/books/mono/10.4324/9781003221715/parents-friendship-coaches-children-adhd-amori-yee-mikami-s%C3%A9bastien-normand\">\u003cspan style=\"font-weight: 400\">parental friendship coaching (PFC) model\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> where parents of elementary school-age kids can learn to support their child in \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/56979/what-the-research-says-about-the-academic-power-of-friendship\">\u003cspan style=\"font-weight: 400\">making friends\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">PFC programs can be found in participating mental health centers or specialized ADHD treatment centers. If a PFC program is not offered nearby, Mikami recommended sharing\u003ca href=\"https://www.routledge.com/Parents-as-Friendship-Coaches-for-Children-with-ADHD-A-Clinical-Guide/Mikami-Normand/p/book/9781032118284?gclid=CjwKCAjwzJmlBhBBEiwAEJyLu0horPV7Yoz2ngrgzlivLBHna-o6JZHExhSlDDcRd6Qti5XHj7KltxoCEHAQAvD_BwE\"> a link\u003c/a> to the treatment manual with a local provider who has experience providing behavioral parent training for families of kids with ADHD and can work with the family to implement the treatment.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Participants meet with mental health professionals and other parents of kids with ADHD for 10 sessions over several weeks to practice strategies to improve their child’s social behavior. While the parental friendship coaching model can be used individually, a group format lends itself to community and collaboration among parents. \u003c/span>\u003ca href=\"https://www.tandfonline.com/doi/abs/10.1080/15374416.2017.1390757?journalCode=hcap20\">\u003cspan style=\"font-weight: 400\">Research trials\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> of PFC\u003c/span>\u003cspan style=\"font-weight: 400\"> have shown improvement in children’s \u003c/span>\u003cspan style=\"font-weight: 400\">social behaviors such as taking turns, sharing and negotiating. A key goal for many parents who use this approach is to help their child have successful playdates and — ideally — deepen their friendships.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Poisson, who found a PFC program online, had been in counseling herself after her son’s diagnosis and felt the program was a way that she could build on that support to help her son. Families where kids have started to be excluded from social activities with peers, are the ones who usually benefit from this program, according to Mikami. “The whole idea is that if your child doesn’t have any friends right now and really just doesn’t have the social skills to make friends, then throwing them in there on their own is too much and they need more scaffolding,” she said. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>Building a strong parent-child relationship\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">When parents start PFC, the first things they focus on are strategies to strengthen their bond with their child. The parental friendship coaching model encourages parents like Poisson to spend special time connecting with their child so they’re more likely to be receptive to feedback. Examples of \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/60032/the-5-minute-daily-playtime-ritual-that-can-get-your-kids-to-listen-better\">\u003cspan style=\"font-weight: 400\">special time\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> may include sitting with their child as they draw and narrating the process or letting the child teach the parent a game.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">At times, Poisson’s son resisted her feedback when she tried to help him develop better friendship behaviors. “Many parents, especially parents of kids with ADHD, have had the experience where they tell their child something – and maybe it’s even really good advice – but it’s like the brick wall goes up. The child gets very defensive,” said Mikami. “That defensiveness often comes from kids just anticipating that they’re going to do something wrong and they’re going to get a lot of corrective feedback, even if in the parent’s mind it is very well meaning.” Poisson noticed that when she spent special time with her son, his oppositional behavior decreased. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Liubov Delegan, who immigrated from Ukraine to Vancouver, Canada around the time of her eight-year-old son’s ADHD diagnosis, said the parental friendship coaching program taught her to use \u003c/span>\u003ca href=\"https://www.cdc.gov/parents/essentials/toddlersandpreschoolers/communication/activelistening.html\">\u003cspan style=\"font-weight: 400\">active listening\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to strengthen her relationship with her child. Active listening means listening without jumping in with advice or criticism. When Delegan did that, she noticed that she asked her child more questions. “It gave more connection. It’s like ‘I can hear you. I hear what you’re saying and I’m interested in your opinion,’” she said. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>Nurturing children’s friendship skills \u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Once the parent-child relationship is strong and secure, the PFC program guides parents in nurturing their child’s friendship skills, including negotiation, conflict resolution and perspective taking. Parents are uniquely positioned to be friendship coaches because they have a deep understanding of their child’s strengths, challenges and individual needs. While a child’s therapist can provide tips and strategies, parents have access to real time situations and can provide in-the-moment support. “It can be really hard for the child to learn the skills in therapy and then remember to apply them when they’re with their peers in a totally different situation outside of therapy,” said Mikami. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">At a family game night, for example, parents may help their child improve social skills by incorporating breaks if the child gets worked up or praising the child when they are able to stay calm. Additionally, a parent might talk with a child about social cues to look for in playmates that show they might be bored.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">To build her son’s friendship skills, Poisson used PFC’s corrective feedback strategies. When her son interacted with his peers she’d put emphasis on the behavior she’d like to see in the moment instead of focusing on what her son was doing wrong. “When you have kids with ADHD, it’s not intrinsic to them. They’re not able to necessarily pick up on all those social cues,” said Poisson. Before playdates, Poisson now ”frontloads” her son by talking to him about what it means to be a good friend and how a good friend might act.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Setting up successful playdates\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Lastly, the PFC model helps parents learn how to structure successful playdates for their child. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“If you know your child is only likely to behave well in a certain situation for 30 minutes, set your first playdate for 30 minutes,” suggested Mikami. Other factors that are helpful include picking an appropriate friend for the playdate — a peer who has similar interests and encourages good behavior. A parent of a child with ADHD may initially choose to host playdates because they have more control over the environment than if their child is a guest at a peer’s house. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Although parents may feel the need to check in frequently during playdates, they learn in the PFC program that it’s important to make sure that their child experiences quality one-on-one time with their friend. \u003c/span>\u003cspan style=\"font-weight: 400\">Mikami said that there are ways for parents to monitor without being intrusive, such as doing laundry during the playdate, which requires walking in and out of the child’s room a few times.\u003c/span>\u003cspan style=\"font-weight: 400\"> “Hopefully a lot of the coaching can be done before or after the playdate, not in front of the peer or not pulling the child out in the middle in a way that would look weird to the peer. That’s compromising autonomy.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Instead of trying to stop things from happening, Poisson accepted the occasional bad playdate as part of the process. “And then we just reflect. ‘What were you doing?’ and ‘What were they doing’ and ‘What could you do?’” she said. Poisson found that when she let go of her own anxieties about how the playdates were going, she got better outcomes. Ultimately Poisson felt that her son’s playdates got better as she used the parental friendship coaching approach. “The biggest thing was for me to just kind of back off a little bit, trust him, use what they had given us, and then just see how it played out,” she said. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Parents aren’t supposed to be their child’s friendship coach forever, according to Mikami. “It’s meant to be an investment in the early stages of a relationship. And so once your child gains more of these friendship skills and hits it off with a peer, then parents should have a plan to back off,” she said.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Parental friendship coaching is one of many ways to \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/61615/understanding-and-supporting-girls-with-adhd?fbclid=IwAR3pLgnT2LVLSuCPf1X-ks7tYFbXH0qB5FhcFVJ1zMt-YP1BNHFn130fGEs\">\u003cspan style=\"font-weight: 400\">improve social outcomes for kids with ADHD\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Mikami encouraged parents to be kind to themselves as they try to meet their child’s needs. “Your child is a different, independent and sentient living being and is not going to do everything the way that you hope and everything is not going to work the way that you hope, whether your child has ADHD or is neurotypical,” said Mikami. \u003c/span>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/61966/how-parents-can-help-children-with-adhd-thrive-in-friendships","authors":["11721"],"categories":["mindshift_21280","mindshift_21385"],"tags":["mindshift_20862","mindshift_20882","mindshift_20955","mindshift_21074","mindshift_21336","mindshift_20870","mindshift_20568","mindshift_290","mindshift_498","mindshift_20774","mindshift_943"],"featImg":"mindshift_61968","label":"mindshift"},"mindshift_60436":{"type":"posts","id":"mindshift_60436","meta":{"index":"posts_1716263798","site":"mindshift","id":"60436","score":null,"sort":[1678845043000]},"parent":0,"labelTerm":{"site":"mindshift"},"blocks":[],"publishDate":1678845043,"format":"standard","title":"When parents practice good screen habits, it rubs off on the whole family","headTitle":"MindShift | KQED News","content":"\u003cp>\u003cem>Excerpted from “\u003ca href=\"https://www.penguinrandomhouse.com/books/647334/generation-sleepless-by-heather-turgeon-mft-and-julie-wright-mft-foreword-by-daniel-j-siegel/\" target=\"_blank\" rel=\"noopener noreferrer\">Generation Sleepless”\u003c/a> (Penguin, 2022) by Heather Turgeon and Julie Wright.\u003c/em>\u003c/p>\n\u003cp>Little kids and teenagers model their behaviors (often subconsciously) after their parents, so if your phone is an appendage and your attention is continually drawn to it, this behavior pattern is more likely to be adopted by your kids. When you practice basic boundaries and good screen habits, this also rubs off on the whole family. Not only that, it signifies to your teen that your own sleep and well-being are a priority.\u003c/p>\n\u003cp>\u003cimg decoding=\"async\" loading=\"lazy\" class=\"wp-image-60810 size-thumbnail alignright\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/12/gen-sleepless-160x242.png\" alt=\"\" width=\"160\" height=\"242\">Parents have room for improvement in this arena: the majority of parents say they sleep with a mobile device next to their bed, and about 1 in 4 say they wake up to check their phone in the night. If you ask children about their parents’ screen behaviors, many will express disdain for the phone and say their mom or dad is always on it, and it’s hard to get their attention. Half of adolescents say their parent or caregiver is distracted by their cell phone when they’re trying to have a conversation with them.\u003c/p>\n\u003cp>Most parents are aware that babies and little kids need our attention, but we don’t appreciate how much teenagers do, too. They pick up on signs of distraction, like when our eyes are glued to a screen, when it takes many attempts to get our attention, or when we pick up our phones in every down moment as if the device is more interesting than the moment in front of us. It’s a huge relief to kids when we watch and listen. It makes them feel seen, validated, and understood. This is not just something we save for a big moment of “Hey, Mom, I need to talk to you.” Rather, teens pick up on our nuanced distraction all the time. In addition, if you regularly talk, text, and type in designations on your phone while you’re driving, your teen won’t take you seriously when you tell him how dangerous distracted driving is.\u003c/p>\n\u003cp>The irony is that parents are much more likely to turn to their phone when a child is acting out or a teen is non-responsive or withdrawn, creating a further breakdown in communication when they need us most. In these difficult moments, it’s easier to retreat to our corners and not to deal with what’s going on under the surface. It makes perfect sense that our instinct is to distract ourselves from the reality of how hard these moments can feel, but as we grow the habit of escaping to our screens, we get rustier and rustier at effective communication with our kids. By not giving up and turning to your own devices, you are refusing to be influenced by a force, created by technology, that is carrying you further and further from your teen.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>The antidote to this powerful pull of technology is two-fold. One, healthy screen habits, and two, the broader family elements that lead to greater well-being, connection, and sleep. We think of these elements like daily vitamin doses that keep everyone F-O-N-D of each other:\u003c/p>\n\u003cp>\u003cstrong>Family rituals:\u003c/strong> Teenagers grow more independent, but they continue to need the primary attachment to family. As kids get older, it’s important to protect the rituals of dinner together, movie night, Sunday morning hikes or throwing a baseball, bedtime routines, and so forth. Rituals are different from spontaneous times together, which are important too, because they are predictable and lead to a feeling of belonging and security. Too often we see families grow disconnected from each other while living under the same roof, and this is accentuated by electronic media. Research has found that kids who spent more time on non-screen activities, like in-person social interactions, sports or exercise, print media, and attending religious services, were less likely to have mental health issues. These real-world routines and rituals have clear benefits and help our kids grow a healthy sense of self, purpose, and connection to our family and community.\u003c/p>\n\u003cp>\u003cstrong>Open play:\u003c/strong> Play is an intrinsic human drive and it’s essential to the brain. \u003ca href=\"https://www.kqed.org/mindshift/60251/want-resilient-and-well-adjusted-kids-let-them-play\" target=\"_blank\" rel=\"noopener noreferrer\">Through play, kids learn to solve problems, stretch creativity, sustain attention, and feel joy, satisfaction, and accomplishment\u003c/a>. The trouble is that play (of the non-digital variety) can easily disappear as kids get older. Most people know that \u003ca href=\"https://www.kqed.org/mindshift/60248/the-complex-world-of-pre-k-play-young-kids-benefit-from-play-but-what-should-it-look-like\" target=\"_blank\" rel=\"noopener noreferrer\">little kids need to play\u003c/a>, but as they mature, \u003ca href=\"https://www.kqed.org/mindshift/60253/play-is-crucial-for-middle-schoolers-too\" target=\"_blank\" rel=\"noopener noreferrer\">we respect this need less and less\u003c/a>. Psychologist Stuart Brown has researched play for decades, finding many connections between play (at all ages) and our happiness and fulfillment as individuals, resilience, flexibility and connection to each other as social beings. And says, “Nothing lights up the brain like play,” says Brown. What constitutes play is that it’s done for enjoyment and exploration (not necessarily an organized sport). Building a model robot, finding random materials to make a hangout spot, climbing a hill and rolling down, or just riding bikes around the neighborhood are examples. “The opposite of play is not work,” says Brown. “It’s depression.” Play is a component of happiness and it leads our kids, teens, and us as adults to feel better regulated, connected, and healthier — it’s basically an antidepressant, and should be protected as kids get older. Play — especially outdoors — improves our sleep. What’s amazing is how natural the drive is to play, so promoting it does not have to be fancy at all. All you need is the opportunity for play: time and space away from screens. When kids are together, without screens, they play together instinctively (as they get older, they just need a little warm up time). Don’t worry about the complaints of being bored or the resistance to getting outside. With time, the drive to play takes over.\u003c/p>\n\u003cp>\u003cstrong>Nature:\u003c/strong> Being in nature has been found to lower levels of stress hormones (which also helps us sleep), increase cognitive abilities, and improve mood. One study found that gardening for thirty minutes significantly reduced stress chemicals, even more than reading for the same amount of time. Another found that walking in nature reduced activity in the part of the brain responsible for rumination (continuously thinking about something that bothers you). Sunlight early in the day stimulates the brain to become alert, increases mood-improving neurochemicals, and deepens our sleep in the forthcoming night.\u003c/p>\n\u003cp>\u003cstrong>Downtime:\u003c/strong> If every moment of your day is accounted for, there is no opportunity to become bored, have a new idea or a spontaneous experience that isn’t pre-scripted. Downtime is easily squeezed by busy family life, but we find it helps everyone feel better when there’s some downtime built into each week. It sounds counterintuitive to schedule downtime, but that’s what most families need to do, and it works well.\u003c/p>\n\u003cp>The combination of healthy screen habits and F-O-N-D family elements improves sleep by feeding family connection, fun, and meaning, as well as keeping us in control of our devices, so we can enjoy their benefits, and then put them away.\u003c/p>\n\u003cfigure id=\"attachment_60437\" class=\"wp-caption alignleft\" style=\"max-width: 160px\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"wp-image-60437 size-thumbnail\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/11/Wright-Turgeon-author-photos-160x114.jpeg\" alt=\"\" width=\"160\" height=\"114\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2022/11/Wright-Turgeon-author-photos-160x114.jpeg 160w, https://ww2.kqed.org/app/uploads/sites/23/2022/11/Wright-Turgeon-author-photos.jpeg 640w\" sizes=\"(max-width: 160px) 100vw, 160px\">\u003cfigcaption class=\"wp-caption-text\">\"Generation Sleepless\" authors Heather Turgeon and Julie Wright\u003c/figcaption>\u003c/figure>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>\u003ca href=\"https://www.thehappysleeper.com/\">Heather Turgeon and Julie Wright\u003c/a> are psychotherapists, sleep specialists and authors of the popular parenting books, \"The Happy Sleeper\" and \"Now Say This.\" Their work has appeared in The New York Times, The Wall Street Journal, The Atlantic, The Washington Post and on several NPR shows. Turgeon lives in Los Angeles and has a (well-rested) tween and teen. Wright is the creator of one of LA’s best known parenting programs, The Wright Mommy and Me. She lives in New York City and has a young adult son.\u003c/em>\u003c/p>\n\n","stats":{"hasVideo":false,"hasChartOrMap":false,"hasAudio":false,"hasPolis":false,"wordCount":1318,"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"iframeSrcs":[],"paragraphCount":14},"modified":1678987452,"excerpt":"Sleep therapists Heather Turgeon and Julie Wright offer strategies caregivers can use to shape family practices around phones, social media, and screen time.","headData":{"twImgId":"","twTitle":"","ogTitle":"","ogImgId":"","twDescription":"","description":"Sleep therapists Heather Turgeon and Julie Wright offer strategies caregivers can use to shape family practices around phones, social media, and screen time.","title":"When parents practice good screen habits, it rubs off on the whole family | KQED","ogDescription":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"When parents practice good screen habits, it rubs off on the whole family","datePublished":"2023-03-14T18:50:43-07:00","dateModified":"2023-03-16T10:24:12-07:00","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"guestAuthors":[],"slug":"when-parents-practice-good-screen-habits-it-rubs-off-on-the-whole-family","status":"publish","excludeFromSiteSearch":"Include","articleAge":"0","path":"/mindshift/60436/when-parents-practice-good-screen-habits-it-rubs-off-on-the-whole-family","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cem>Excerpted from “\u003ca href=\"https://www.penguinrandomhouse.com/books/647334/generation-sleepless-by-heather-turgeon-mft-and-julie-wright-mft-foreword-by-daniel-j-siegel/\" target=\"_blank\" rel=\"noopener noreferrer\">Generation Sleepless”\u003c/a> (Penguin, 2022) by Heather Turgeon and Julie Wright.\u003c/em>\u003c/p>\n\u003cp>Little kids and teenagers model their behaviors (often subconsciously) after their parents, so if your phone is an appendage and your attention is continually drawn to it, this behavior pattern is more likely to be adopted by your kids. When you practice basic boundaries and good screen habits, this also rubs off on the whole family. Not only that, it signifies to your teen that your own sleep and well-being are a priority.\u003c/p>\n\u003cp>\u003cimg decoding=\"async\" loading=\"lazy\" class=\"wp-image-60810 size-thumbnail alignright\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/12/gen-sleepless-160x242.png\" alt=\"\" width=\"160\" height=\"242\">Parents have room for improvement in this arena: the majority of parents say they sleep with a mobile device next to their bed, and about 1 in 4 say they wake up to check their phone in the night. If you ask children about their parents’ screen behaviors, many will express disdain for the phone and say their mom or dad is always on it, and it’s hard to get their attention. Half of adolescents say their parent or caregiver is distracted by their cell phone when they’re trying to have a conversation with them.\u003c/p>\n\u003cp>Most parents are aware that babies and little kids need our attention, but we don’t appreciate how much teenagers do, too. They pick up on signs of distraction, like when our eyes are glued to a screen, when it takes many attempts to get our attention, or when we pick up our phones in every down moment as if the device is more interesting than the moment in front of us. It’s a huge relief to kids when we watch and listen. It makes them feel seen, validated, and understood. This is not just something we save for a big moment of “Hey, Mom, I need to talk to you.” Rather, teens pick up on our nuanced distraction all the time. In addition, if you regularly talk, text, and type in designations on your phone while you’re driving, your teen won’t take you seriously when you tell him how dangerous distracted driving is.\u003c/p>\n\u003cp>The irony is that parents are much more likely to turn to their phone when a child is acting out or a teen is non-responsive or withdrawn, creating a further breakdown in communication when they need us most. In these difficult moments, it’s easier to retreat to our corners and not to deal with what’s going on under the surface. It makes perfect sense that our instinct is to distract ourselves from the reality of how hard these moments can feel, but as we grow the habit of escaping to our screens, we get rustier and rustier at effective communication with our kids. By not giving up and turning to your own devices, you are refusing to be influenced by a force, created by technology, that is carrying you further and further from your teen.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>The antidote to this powerful pull of technology is two-fold. One, healthy screen habits, and two, the broader family elements that lead to greater well-being, connection, and sleep. We think of these elements like daily vitamin doses that keep everyone F-O-N-D of each other:\u003c/p>\n\u003cp>\u003cstrong>Family rituals:\u003c/strong> Teenagers grow more independent, but they continue to need the primary attachment to family. As kids get older, it’s important to protect the rituals of dinner together, movie night, Sunday morning hikes or throwing a baseball, bedtime routines, and so forth. Rituals are different from spontaneous times together, which are important too, because they are predictable and lead to a feeling of belonging and security. Too often we see families grow disconnected from each other while living under the same roof, and this is accentuated by electronic media. Research has found that kids who spent more time on non-screen activities, like in-person social interactions, sports or exercise, print media, and attending religious services, were less likely to have mental health issues. These real-world routines and rituals have clear benefits and help our kids grow a healthy sense of self, purpose, and connection to our family and community.\u003c/p>\n\u003cp>\u003cstrong>Open play:\u003c/strong> Play is an intrinsic human drive and it’s essential to the brain. \u003ca href=\"https://www.kqed.org/mindshift/60251/want-resilient-and-well-adjusted-kids-let-them-play\" target=\"_blank\" rel=\"noopener noreferrer\">Through play, kids learn to solve problems, stretch creativity, sustain attention, and feel joy, satisfaction, and accomplishment\u003c/a>. The trouble is that play (of the non-digital variety) can easily disappear as kids get older. Most people know that \u003ca href=\"https://www.kqed.org/mindshift/60248/the-complex-world-of-pre-k-play-young-kids-benefit-from-play-but-what-should-it-look-like\" target=\"_blank\" rel=\"noopener noreferrer\">little kids need to play\u003c/a>, but as they mature, \u003ca href=\"https://www.kqed.org/mindshift/60253/play-is-crucial-for-middle-schoolers-too\" target=\"_blank\" rel=\"noopener noreferrer\">we respect this need less and less\u003c/a>. Psychologist Stuart Brown has researched play for decades, finding many connections between play (at all ages) and our happiness and fulfillment as individuals, resilience, flexibility and connection to each other as social beings. And says, “Nothing lights up the brain like play,” says Brown. What constitutes play is that it’s done for enjoyment and exploration (not necessarily an organized sport). Building a model robot, finding random materials to make a hangout spot, climbing a hill and rolling down, or just riding bikes around the neighborhood are examples. “The opposite of play is not work,” says Brown. “It’s depression.” Play is a component of happiness and it leads our kids, teens, and us as adults to feel better regulated, connected, and healthier — it’s basically an antidepressant, and should be protected as kids get older. Play — especially outdoors — improves our sleep. What’s amazing is how natural the drive is to play, so promoting it does not have to be fancy at all. All you need is the opportunity for play: time and space away from screens. When kids are together, without screens, they play together instinctively (as they get older, they just need a little warm up time). Don’t worry about the complaints of being bored or the resistance to getting outside. With time, the drive to play takes over.\u003c/p>\n\u003cp>\u003cstrong>Nature:\u003c/strong> Being in nature has been found to lower levels of stress hormones (which also helps us sleep), increase cognitive abilities, and improve mood. One study found that gardening for thirty minutes significantly reduced stress chemicals, even more than reading for the same amount of time. Another found that walking in nature reduced activity in the part of the brain responsible for rumination (continuously thinking about something that bothers you). Sunlight early in the day stimulates the brain to become alert, increases mood-improving neurochemicals, and deepens our sleep in the forthcoming night.\u003c/p>\n\u003cp>\u003cstrong>Downtime:\u003c/strong> If every moment of your day is accounted for, there is no opportunity to become bored, have a new idea or a spontaneous experience that isn’t pre-scripted. Downtime is easily squeezed by busy family life, but we find it helps everyone feel better when there’s some downtime built into each week. It sounds counterintuitive to schedule downtime, but that’s what most families need to do, and it works well.\u003c/p>\n\u003cp>The combination of healthy screen habits and F-O-N-D family elements improves sleep by feeding family connection, fun, and meaning, as well as keeping us in control of our devices, so we can enjoy their benefits, and then put them away.\u003c/p>\n\u003cfigure id=\"attachment_60437\" class=\"wp-caption alignleft\" style=\"max-width: 160px\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"wp-image-60437 size-thumbnail\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/11/Wright-Turgeon-author-photos-160x114.jpeg\" alt=\"\" width=\"160\" height=\"114\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2022/11/Wright-Turgeon-author-photos-160x114.jpeg 160w, https://ww2.kqed.org/app/uploads/sites/23/2022/11/Wright-Turgeon-author-photos.jpeg 640w\" sizes=\"(max-width: 160px) 100vw, 160px\">\u003cfigcaption class=\"wp-caption-text\">\"Generation Sleepless\" authors Heather Turgeon and Julie Wright\u003c/figcaption>\u003c/figure>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>\u003ca href=\"https://www.thehappysleeper.com/\">Heather Turgeon and Julie Wright\u003c/a> are psychotherapists, sleep specialists and authors of the popular parenting books, \"The Happy Sleeper\" and \"Now Say This.\" Their work has appeared in The New York Times, The Wall Street Journal, The Atlantic, The Washington Post and on several NPR shows. Turgeon lives in Los Angeles and has a (well-rested) tween and teen. Wright is the creator of one of LA’s best known parenting programs, The Wright Mommy and Me. She lives in New York City and has a young adult son.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/60436/when-parents-practice-good-screen-habits-it-rubs-off-on-the-whole-family","authors":["4354"],"categories":["mindshift_21445","mindshift_21491","mindshift_21385"],"tags":["mindshift_866","mindshift_21230","mindshift_20568","mindshift_21116","mindshift_498","mindshift_20816","mindshift_991","mindshift_21373","mindshift_166"],"featImg":"mindshift_60440","label":"mindshift"},"mindshift_61143":{"type":"posts","id":"mindshift_61143","meta":{"index":"posts_1716263798","site":"mindshift","id":"61143","score":null,"sort":[1677879974000]},"parent":0,"labelTerm":{"site":"mindshift"},"blocks":[],"publishDate":1677879974,"format":"standard","title":"These students raised thousands to make their playground wheelchair-friendly","headTitle":"MindShift | KQED News","content":"\u003cp>When he'd go outside at recess, John Buettner would dream of learning the monkey-bars. The fifth-grader uses a wheelchair, so they aren't accessible to him—in fact, most of the playground at Glen Lake Elementary School isn't.\u003c/p>\n\u003cp>Meanwhile, Betsy Julien would look out from her classroom window as she ate lunch, at the students in their wheelchairs, and thought, \"Our playground is not set up for everybody in the school to play and have fun.\"\u003c/p>\n\u003cp>Julien's own son is a third-grader at Glen Lake, in the Minneapolis suburb of Hopkins, and he uses a wheelchair, too. \"So, this dream and passion of being able to have an accessible piece of equipment has been with me for a long time.\"\u003c/p>\n\u003cp>Now, thanks to this teacher and her students, that dream is about to come true in a bigger way than she ever imagined.\u003c/p>\n\u003cp>Last fall, Julien and a few of her colleagues applied for, and won, a grant for an accessible swing and merry-go-round. The grant fell $35,000 short of the amount the school needed, and so Julien came up with an idea: She asked her combined fifth- and sixth-grade class to help raise the rest.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Her students jumped at the idea, and took it a step further. \"We were like, 'Why can't we make the whole playground accessible?' \" says sixth-grader Hadley Mangan. \"It was $300,000, which is a lot, but we knew we could do it.\" The next day, \u003ca href=\"https://www.glenlakepto.org/glen-lake-accessibility-project\">they launched a fundraiser online.\u003c/a>\u003c/p>\n\u003cp>Then, the students got to work. They brainstormed ideas on how to raise money: door-knocking, partnering with restaurants, handing out flyers, and even cold-calling local businesses. \"It takes a lot of work,\" says sixth-grader Raqiya Haji, \"because you have to write a script and see if they wanted to donate to us.\"\u003c/p>\n\u003cfigure id=\"attachment_61147\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"wp-image-61147 size-medium\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/03/glenlakeelementary-1_slide-e19d6d830453269804716c6a15ca268c5cdd3789-800x533.jpg\" alt=\"\" width=\"800\" height=\"533\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2023/03/glenlakeelementary-1_slide-e19d6d830453269804716c6a15ca268c5cdd3789-800x533.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2023/03/glenlakeelementary-1_slide-e19d6d830453269804716c6a15ca268c5cdd3789-1020x679.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2023/03/glenlakeelementary-1_slide-e19d6d830453269804716c6a15ca268c5cdd3789-160x107.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2023/03/glenlakeelementary-1_slide-e19d6d830453269804716c6a15ca268c5cdd3789-768x511.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2023/03/glenlakeelementary-1_slide-e19d6d830453269804716c6a15ca268c5cdd3789-1536x1023.jpg 1536w, https://ww2.kqed.org/app/uploads/sites/23/2023/03/glenlakeelementary-1_slide-e19d6d830453269804716c6a15ca268c5cdd3789-2048x1364.jpg 2048w, https://ww2.kqed.org/app/uploads/sites/23/2023/03/glenlakeelementary-1_slide-e19d6d830453269804716c6a15ca268c5cdd3789-1920x1279.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">DELANO, MN - FEB 10, 2023: 5th and 6th grade students from Glen Lake Elementary School in Hopkins, MN, look at sample playground designs made from concrete while on a tour at Landscape Structures in Delano, MN to see how playgrounds are designed and built. The group of elementary school children from Betsy Julien's class worked to raise $300,000 to get a new inclusive and fully accessible playground designed and built at their school. \u003ccite>(Caroline Yang for NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>The students say all that work has been worth it. \"If this never happened,\" Mangan says, the students with disabilities \"wouldn't enjoy recess as much, but I think they're going to be so happy because of our idea.\"\u003c/p>\n\u003cp>Julien's class reached their $300,000 goal in a matter of weeks, and have increased it twice since then. Now, they aim to raise $1 million so they can completely transform their playground. Anything they raise beyond their goal will go towards accessible equipment at neighboring schools, \"because if they see us doing this, they're going to want a playground, too,\" says Haji.\u003c/p>\n\u003cfigure id=\"attachment_61149\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"size-medium wp-image-61149\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/03/glenlakeelementary-15-copy_slide-b1ca838cdc80091d681c0f1dc397c04979dce2c8-800x533.jpg\" alt=\"\" width=\"800\" height=\"533\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2023/03/glenlakeelementary-15-copy_slide-b1ca838cdc80091d681c0f1dc397c04979dce2c8-800x533.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2023/03/glenlakeelementary-15-copy_slide-b1ca838cdc80091d681c0f1dc397c04979dce2c8-1020x679.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2023/03/glenlakeelementary-15-copy_slide-b1ca838cdc80091d681c0f1dc397c04979dce2c8-160x107.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2023/03/glenlakeelementary-15-copy_slide-b1ca838cdc80091d681c0f1dc397c04979dce2c8-768x511.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2023/03/glenlakeelementary-15-copy_slide-b1ca838cdc80091d681c0f1dc397c04979dce2c8-1536x1023.jpg 1536w, https://ww2.kqed.org/app/uploads/sites/23/2023/03/glenlakeelementary-15-copy_slide-b1ca838cdc80091d681c0f1dc397c04979dce2c8-2048x1364.jpg 2048w, https://ww2.kqed.org/app/uploads/sites/23/2023/03/glenlakeelementary-15-copy_slide-b1ca838cdc80091d681c0f1dc397c04979dce2c8-1920x1279.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">DELANO, MN - FEB 10, 2023: John Buettner (center), a 5th grader at Glen Lake Elementary School in Hopkins, MN, speaks to his friends on the bus while visiting Landscape Structures to see how playgrounds are designed and built. Buettner has help lead an effort by students from Betsy Julien's class to raise $300,000 to get a new inclusive and fully accessible playground designed and built at their school. \u003ccite>(Caroline Yang for NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Last week, Julien and Glen Lake Principal Jeff Radel loaded the students into two school buses for a field trip to tour the manufacturing plant that will make their playground a reality. They got to see how the equipment is built and even got to color in a blueprint of the playground design.\u003c/p>\n\u003cp>Fifth grader Caleigh Brace says she's most excited about the wheelchair-accessible zipline. Raqiya Haji can't wait to see the merry-go-round, which will be installed this summer along with a swing.\u003c/p>\n\u003cp>After the field trip, John Buettner says he can hardly believe how quickly an idea turned into reality. \"I feel astonished,\" he says, getting emotional as he talks about the effort his classmates and the entire community have put into this project.\u003c/p>\n\u003cfigure id=\"attachment_61151\" class=\"wp-caption alignright\" style=\"max-width: 250px\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"wp-image-61151\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/03/glenlakeelementary-18_vert-52c8d2c2a341bbaf0fc94892d41ba27bc63648ab-800x1067.jpg\" alt=\"\" width=\"250\" height=\"333\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2023/03/glenlakeelementary-18_vert-52c8d2c2a341bbaf0fc94892d41ba27bc63648ab-800x1067.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2023/03/glenlakeelementary-18_vert-52c8d2c2a341bbaf0fc94892d41ba27bc63648ab-1020x1360.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2023/03/glenlakeelementary-18_vert-52c8d2c2a341bbaf0fc94892d41ba27bc63648ab-160x213.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2023/03/glenlakeelementary-18_vert-52c8d2c2a341bbaf0fc94892d41ba27bc63648ab-768x1024.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2023/03/glenlakeelementary-18_vert-52c8d2c2a341bbaf0fc94892d41ba27bc63648ab-1152x1536.jpg 1152w, https://ww2.kqed.org/app/uploads/sites/23/2023/03/glenlakeelementary-18_vert-52c8d2c2a341bbaf0fc94892d41ba27bc63648ab-1536x2048.jpg 1536w, https://ww2.kqed.org/app/uploads/sites/23/2023/03/glenlakeelementary-18_vert-52c8d2c2a341bbaf0fc94892d41ba27bc63648ab-scaled.jpg 1920w\" sizes=\"(max-width: 250px) 100vw, 250px\">\u003cfigcaption class=\"wp-caption-text\">DELANO, MN - FEB 10, 2023: John Buettner, a 5th grader at Glen Lake Elementary School in Hopkins, MN, poses for a portrait while visiting Landscape Structures to see how playgrounds are designed and built. Buettner has help lead an effort by students from Betsy Julien's class to raise $300,000 to get a new inclusive and fully accessible playground designed and built at their school. \u003ccite>(Caroline Yang for NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>While he may not be able to use the monkey bars, he says the new playground will open up a world of possibilities: \"All of this equipment is big enough for my friends and I to play on. I just feel some sense of capability.\"\u003c/p>\n\u003cp>Betsy Julien speaks through tears, too, when she reflects on the project and thinks about the playground's transformation when the work is done a year from now.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\"As a teacher, and a parent, my heart just swells with pride,\" she says. \"When you have a child who has special needs, you have so many hopes and dreams for their lives. You hope that the world is kind and accepting and inclusive for your child.\"\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2023 NPR. To see more, visit https://www.npr.org.\u003cimg decoding=\"async\" src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=These+students+raised+thousands+to+make+their+playground+wheelchair-friendly&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n","stats":{"hasVideo":false,"hasChartOrMap":false,"hasAudio":false,"hasPolis":false,"wordCount":905,"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"iframeSrcs":[],"paragraphCount":17},"modified":1678055078,"excerpt":"When a grant for accessible playground equipment didn't cover all the costs, the students at a Minnesota elementary school launched a fundraising campaign. ","headData":{"twImgId":"","twTitle":"","ogTitle":"","ogImgId":"","twDescription":"","description":"When a grant for accessible playground equipment didn't cover all the costs, the students at a Minnesota elementary school launched a fundraising campaign.","title":"These students raised thousands to make their playground wheelchair-friendly | KQED","ogDescription":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"These students raised thousands to make their playground wheelchair-friendly","datePublished":"2023-03-03T13:46:14-08:00","dateModified":"2023-03-05T14:24:38-08:00","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"guestAuthors":[],"slug":"playground","status":"publish","nprApiLink":"http://api.npr.org/query?id=1158958194&apiKey=MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004","nprStoryDate":"Fri, 03 Mar 2023 06:01:13 -0500","excludeFromSiteSearch":"Include","nprLastModifiedDate":"Fri, 03 Mar 2023 06:01:13 -0500","nprHtmlLink":"https://www.npr.org/2023/03/03/1158958194/these-students-raised-thousands-to-make-their-playground-wheelchair-friendly?ft=nprml&f=1158958194","nprImageAgency":"Caroline Yang for NPR","nprStoryId":"1158958194","nprByline":"Jonaki Mehta","showOnAuthorArchivePages":"No","WpOldSlug":"__trashed-5","articleAge":"0","nprRetrievedStory":"1","nprPubDate":"Fri, 03 Mar 2023 06:01:00 -0500","path":"/mindshift/61143/playground","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>When he'd go outside at recess, John Buettner would dream of learning the monkey-bars. The fifth-grader uses a wheelchair, so they aren't accessible to him—in fact, most of the playground at Glen Lake Elementary School isn't.\u003c/p>\n\u003cp>Meanwhile, Betsy Julien would look out from her classroom window as she ate lunch, at the students in their wheelchairs, and thought, \"Our playground is not set up for everybody in the school to play and have fun.\"\u003c/p>\n\u003cp>Julien's own son is a third-grader at Glen Lake, in the Minneapolis suburb of Hopkins, and he uses a wheelchair, too. \"So, this dream and passion of being able to have an accessible piece of equipment has been with me for a long time.\"\u003c/p>\n\u003cp>Now, thanks to this teacher and her students, that dream is about to come true in a bigger way than she ever imagined.\u003c/p>\n\u003cp>Last fall, Julien and a few of her colleagues applied for, and won, a grant for an accessible swing and merry-go-round. The grant fell $35,000 short of the amount the school needed, and so Julien came up with an idea: She asked her combined fifth- and sixth-grade class to help raise the rest.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Her students jumped at the idea, and took it a step further. \"We were like, 'Why can't we make the whole playground accessible?' \" says sixth-grader Hadley Mangan. \"It was $300,000, which is a lot, but we knew we could do it.\" The next day, \u003ca href=\"https://www.glenlakepto.org/glen-lake-accessibility-project\">they launched a fundraiser online.\u003c/a>\u003c/p>\n\u003cp>Then, the students got to work. They brainstormed ideas on how to raise money: door-knocking, partnering with restaurants, handing out flyers, and even cold-calling local businesses. \"It takes a lot of work,\" says sixth-grader Raqiya Haji, \"because you have to write a script and see if they wanted to donate to us.\"\u003c/p>\n\u003cfigure id=\"attachment_61147\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"wp-image-61147 size-medium\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/03/glenlakeelementary-1_slide-e19d6d830453269804716c6a15ca268c5cdd3789-800x533.jpg\" alt=\"\" width=\"800\" height=\"533\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2023/03/glenlakeelementary-1_slide-e19d6d830453269804716c6a15ca268c5cdd3789-800x533.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2023/03/glenlakeelementary-1_slide-e19d6d830453269804716c6a15ca268c5cdd3789-1020x679.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2023/03/glenlakeelementary-1_slide-e19d6d830453269804716c6a15ca268c5cdd3789-160x107.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2023/03/glenlakeelementary-1_slide-e19d6d830453269804716c6a15ca268c5cdd3789-768x511.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2023/03/glenlakeelementary-1_slide-e19d6d830453269804716c6a15ca268c5cdd3789-1536x1023.jpg 1536w, https://ww2.kqed.org/app/uploads/sites/23/2023/03/glenlakeelementary-1_slide-e19d6d830453269804716c6a15ca268c5cdd3789-2048x1364.jpg 2048w, https://ww2.kqed.org/app/uploads/sites/23/2023/03/glenlakeelementary-1_slide-e19d6d830453269804716c6a15ca268c5cdd3789-1920x1279.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">DELANO, MN - FEB 10, 2023: 5th and 6th grade students from Glen Lake Elementary School in Hopkins, MN, look at sample playground designs made from concrete while on a tour at Landscape Structures in Delano, MN to see how playgrounds are designed and built. The group of elementary school children from Betsy Julien's class worked to raise $300,000 to get a new inclusive and fully accessible playground designed and built at their school. \u003ccite>(Caroline Yang for NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>The students say all that work has been worth it. \"If this never happened,\" Mangan says, the students with disabilities \"wouldn't enjoy recess as much, but I think they're going to be so happy because of our idea.\"\u003c/p>\n\u003cp>Julien's class reached their $300,000 goal in a matter of weeks, and have increased it twice since then. Now, they aim to raise $1 million so they can completely transform their playground. Anything they raise beyond their goal will go towards accessible equipment at neighboring schools, \"because if they see us doing this, they're going to want a playground, too,\" says Haji.\u003c/p>\n\u003cfigure id=\"attachment_61149\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"size-medium wp-image-61149\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/03/glenlakeelementary-15-copy_slide-b1ca838cdc80091d681c0f1dc397c04979dce2c8-800x533.jpg\" alt=\"\" width=\"800\" height=\"533\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2023/03/glenlakeelementary-15-copy_slide-b1ca838cdc80091d681c0f1dc397c04979dce2c8-800x533.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2023/03/glenlakeelementary-15-copy_slide-b1ca838cdc80091d681c0f1dc397c04979dce2c8-1020x679.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2023/03/glenlakeelementary-15-copy_slide-b1ca838cdc80091d681c0f1dc397c04979dce2c8-160x107.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2023/03/glenlakeelementary-15-copy_slide-b1ca838cdc80091d681c0f1dc397c04979dce2c8-768x511.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2023/03/glenlakeelementary-15-copy_slide-b1ca838cdc80091d681c0f1dc397c04979dce2c8-1536x1023.jpg 1536w, https://ww2.kqed.org/app/uploads/sites/23/2023/03/glenlakeelementary-15-copy_slide-b1ca838cdc80091d681c0f1dc397c04979dce2c8-2048x1364.jpg 2048w, https://ww2.kqed.org/app/uploads/sites/23/2023/03/glenlakeelementary-15-copy_slide-b1ca838cdc80091d681c0f1dc397c04979dce2c8-1920x1279.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">DELANO, MN - FEB 10, 2023: John Buettner (center), a 5th grader at Glen Lake Elementary School in Hopkins, MN, speaks to his friends on the bus while visiting Landscape Structures to see how playgrounds are designed and built. Buettner has help lead an effort by students from Betsy Julien's class to raise $300,000 to get a new inclusive and fully accessible playground designed and built at their school. \u003ccite>(Caroline Yang for NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Last week, Julien and Glen Lake Principal Jeff Radel loaded the students into two school buses for a field trip to tour the manufacturing plant that will make their playground a reality. They got to see how the equipment is built and even got to color in a blueprint of the playground design.\u003c/p>\n\u003cp>Fifth grader Caleigh Brace says she's most excited about the wheelchair-accessible zipline. Raqiya Haji can't wait to see the merry-go-round, which will be installed this summer along with a swing.\u003c/p>\n\u003cp>After the field trip, John Buettner says he can hardly believe how quickly an idea turned into reality. \"I feel astonished,\" he says, getting emotional as he talks about the effort his classmates and the entire community have put into this project.\u003c/p>\n\u003cfigure id=\"attachment_61151\" class=\"wp-caption alignright\" style=\"max-width: 250px\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"wp-image-61151\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/03/glenlakeelementary-18_vert-52c8d2c2a341bbaf0fc94892d41ba27bc63648ab-800x1067.jpg\" alt=\"\" width=\"250\" height=\"333\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2023/03/glenlakeelementary-18_vert-52c8d2c2a341bbaf0fc94892d41ba27bc63648ab-800x1067.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2023/03/glenlakeelementary-18_vert-52c8d2c2a341bbaf0fc94892d41ba27bc63648ab-1020x1360.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2023/03/glenlakeelementary-18_vert-52c8d2c2a341bbaf0fc94892d41ba27bc63648ab-160x213.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2023/03/glenlakeelementary-18_vert-52c8d2c2a341bbaf0fc94892d41ba27bc63648ab-768x1024.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2023/03/glenlakeelementary-18_vert-52c8d2c2a341bbaf0fc94892d41ba27bc63648ab-1152x1536.jpg 1152w, https://ww2.kqed.org/app/uploads/sites/23/2023/03/glenlakeelementary-18_vert-52c8d2c2a341bbaf0fc94892d41ba27bc63648ab-1536x2048.jpg 1536w, https://ww2.kqed.org/app/uploads/sites/23/2023/03/glenlakeelementary-18_vert-52c8d2c2a341bbaf0fc94892d41ba27bc63648ab-scaled.jpg 1920w\" sizes=\"(max-width: 250px) 100vw, 250px\">\u003cfigcaption class=\"wp-caption-text\">DELANO, MN - FEB 10, 2023: John Buettner, a 5th grader at Glen Lake Elementary School in Hopkins, MN, poses for a portrait while visiting Landscape Structures to see how playgrounds are designed and built. Buettner has help lead an effort by students from Betsy Julien's class to raise $300,000 to get a new inclusive and fully accessible playground designed and built at their school. \u003ccite>(Caroline Yang for NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>While he may not be able to use the monkey bars, he says the new playground will open up a world of possibilities: \"All of this equipment is big enough for my friends and I to play on. I just feel some sense of capability.\"\u003c/p>\n\u003cp>Betsy Julien speaks through tears, too, when she reflects on the project and thinks about the playground's transformation when the work is done a year from now.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\"As a teacher, and a parent, my heart just swells with pride,\" she says. \"When you have a child who has special needs, you have so many hopes and dreams for their lives. You hope that the world is kind and accepting and inclusive for your child.\"\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2023 NPR. To see more, visit https://www.npr.org.\u003cimg decoding=\"async\" src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=These+students+raised+thousands+to+make+their+playground+wheelchair-friendly&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/61143/playground","authors":["byline_mindshift_61143"],"categories":["mindshift_21364"],"tags":["mindshift_21471","mindshift_498","mindshift_21565"],"featImg":"mindshift_61146","label":"mindshift"},"mindshift_60253":{"type":"posts","id":"mindshift_60253","meta":{"index":"posts_1716263798","site":"mindshift","id":"60253","score":null,"sort":[1668682818000]},"guestAuthors":[],"slug":"play-is-crucial-for-middle-schoolers-too","title":"Play Is Crucial for Middle Schoolers, Too","publishDate":1668682818,"format":"standard","headTitle":"Play Is Crucial for Middle Schoolers, Too | KQED","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003cspan style=\"font-weight: 400\">CHANTILLY, Va. — In Fairfax County, Virginia, thousands of middle school students experience what most of their peers leave behind in elementary school — recess.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The break is only 15 minutes long. But at Rocky Run Middle School, about 25 miles west of the nation’s capital, the seventh and eighth graders make the most of one of the few stretches of time in school that they can truly call their own. Fairfax County schools, a district of around 181,000 students, has taken an unusual step in mandating recess for all its middle school students.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">On a day in early fall, a large group of students tossed their backpacks in a messy pile and made a beeline towards the school’s blacktop for pickup basketball and soccer games. A kickball game started up on the baseball field, with a teacher handling pitching duties to keep the action moving. Smaller groups of students headed to the school’s gym, while others peeled off towards the cafeteria to play board games, get in some extra study time with their Chromebooks, or just chat with their friends.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“It’s a break after all this other stuff you have to do,” said 12-year-old Colin Bigley, a seventh grader playing the board game Sorry! with three friends. “Playing outside is also nice. You have the option of what you’re going to do.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Aminah Naqvi, a 13-year-old eighth grader, loves the social time. She was hanging out with friends on the blacktop, shooting baskets. “You might not get to see your friends if you don’t have the same lunch,” she said.\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Even the school’s principal, Amy Goodloe, agrees that play is important. “There’s really high value for students and, I will underscore, teachers to have that break in the day,” she said. “We underestimate how important that is as a partner to academic learning.”\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_60298\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-60298\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/11/Samuels-MS-Play4-800x533.jpg\" alt=\"\" width=\"800\" height=\"533\">\u003cfigcaption class=\"wp-caption-text\">Schools in Fairfax County, Virginia, made a 15-minute recess break mandatory for middle school. At Rocky Run Middle School in Chantilly, Virginia, dozens of students took the opportunity to get some fresh air. \u003ccite>(Tom Sandner for The Hechinger Report)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">But Fairfax County is an exception. In most communities, opportunities for play and playful learning tend to recede in middle school, replaced by direct instruction, competitive sports and tightly structured academic time. Educators and researchers say students pay the price. Young adolescents go through profound \u003c/span>\u003ca href=\"https://pubmed.ncbi.nlm.nih.gov/31449373/\">\u003cspan style=\"font-weight: 400\">physical, emotional and physiological changes\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">;\u003c/span>\u003cspan style=\"font-weight: 400\"> play inside and outside the classroom can provide one way \u003c/span>\u003ca href=\"https://cpb-us-e1.wpmucdn.com/sites.ucsc.edu/dist/a/409/files/2017/07/MSBT-Report-8.28.18-19gf2qp.pdf\">\u003cspan style=\"font-weight: 400\">for kids to develop healthy bonds with friends and become more self-confident\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I teach at a K-8 school, and when I look at these seventh and eighth graders, they’re no different than the kindergarteners,” said Robert Lane, a STEM teacher at the Sierra Verde STEAM Academy in Glendale, Arizona. “They get excited when I bring out Play Doh and googly eyes.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Lane’s class is entirely built around playful learning. For example, the modeling clay and other crafts were used as part of a stop-motion animation project in his classroom. Other activities for the school’s older students included creating cardboard roller coasters to be judged by the school’s second graders and building a robot that can move without wheels.\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_60295\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-60295\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/11/Samuels-MS-Play1-800x600.jpg\" alt=\"\" width=\"800\" height=\"600\">\u003cfigcaption class=\"wp-caption-text\">Middle school students in Robert Lane’s STEM class dig through a box of supplies for a class project. Lane, a teacher at Sierra Verde STEAM Academy in Glendale, Arizona, says play is just as popular with older students as it is with the younger ones he works with. \u003ccite>(Image courtesy of Robert Lane)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I break them into groups where they don’t know each other and they just go all in,” said Lane, who also hosts a podcast as “Mr. Lane the STEM Guy.” The activities also give his students a chance to learn how to cooperate, accept failure when it happens, and solve problems as a team, he said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I want these kids to have all these soft skills as they get ready to go to high school and to college,” Lane said. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In addition to developing soft skills, recess is a tool that can get adolescents moving more at a time of life when they become much more sedentary.\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_60296\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-60296\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/11/Samuels-MS-Play2-800x600.jpg\" alt=\"\" width=\"800\" height=\"600\">\u003cfigcaption class=\"wp-caption-text\">In Robert Lane’s STEM class at Sierra Verde STEAM Academy in Glendale, Arizona, playful learning takes the place of lectures and workbooks. Lane says this type of work builds so-called “soft” skills like cooperation and resilience. \u003ccite>(Image courtesy of Robert Lane)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003ca href=\"https://jamanetwork.com/journals/jama/fullarticle/182251\">\u003cspan style=\"font-weight: 400\">A 2008 study in the Journal of the American Medical Association\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> used accelerometers to capture the activity levels of youth from ages 9 to 15. Nine-year-olds, on average, engaged in three hours of moderate to vigorous activity on weekends and weekdays, well above the \u003c/span>\u003ca href=\"https://www.cdc.gov/physicalactivity/basics/children/what_counts.htm\">\u003cspan style=\"font-weight: 400\">recommendation of 60 minutes a day\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> from the Centers for Disease Control and Prevention. The researchers found that activity levels plunged as children reached adolescence. By age 15, they were getting an average of 49 minutes on weekdays and 35 minutes on weekends. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">With benefits that appear so clear, why does middle school seem to mark an end to both unstructured play time and playful learning? There are several competing challenges, both logistical and social.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Middle schools generally have more students than elementary schools, and the students themselves are taller and heavier. It’s challenging for school leaders to find enough space and teacher supervision to manage hundreds of children during a break time. The supervision is particularly important because, while middle schoolers crave time with their friends, unstructured time like recess, lunchtime and passing between classes often offers \u003c/span>\u003ca href=\"https://violence.chop.edu/bullying-schools\">\u003cspan style=\"font-weight: 400\">fertile opportunities for bullying\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_60301\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-60301\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/11/Samuels-MS-Play7-800x533.jpg\" alt=\"\" width=\"800\" height=\"533\">\u003cfigcaption class=\"wp-caption-text\">Unstructured play and playful learning is usually left behind by middle school, but experts say adolescents need opportunities for play just as much as younger students. \u003ccite>(Tom Sandner for The Hechinger Report)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">Fairfax County educators had to come up with new solutions. “The logistics were a little bit hard to figure out,” said Cynthia Conley, the principal of Washington Irving Middle School in Springfield, Virginia. Irving, with about \u003c/span>\u003ca href=\"https://schoolprofiles.fcps.edu/schlprfl/f?p=108:13:::NO::P0_CURRENT_SCHOOL_ID,P0_EDSL:151,0\">\u003cspan style=\"font-weight: 400\">1,200 students\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, is one of the Fairfax County schools that has added recess to its schedule. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“We have four lunch shifts, and we had to figure out how to have four breaks,” said Conley. To accommodate all the students on break at any given time, administrators have opened up several different recess areas for students, including the gym, the blacktop, and the library, which features chess sets, card games, and an exercise bike with a built-in bookstand.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“As soon as their feet hit the outside they are shooting, throwing, whatever they have in mind,” Conley said. “I’ve heard people say, why do they need a break. If you can, find me an adult who doesn’t need a 15-minute break during their work day. Everybody takes a break, to look away from the screen a little bit.” \u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_60304\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-60304\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/11/Samuels-MS-Play10-800x533.jpg\" alt=\"\" width=\"800\" height=\"533\">\u003cfigcaption class=\"wp-caption-text\">Rocky Run Middle School in Chantilly, Virginia, provides several popular games, such as Connect 4, for students who want to play indoors during their 15-minute recess period. \u003ccite>(Tom Sandner for The Hechinger Report)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">An additional challenge is that middle school students don’t think like younger students. Some athletic equipment won’t be enough to engage all, or even most of them. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Rebecca London, a professor of sociology at the University of California, Santa Cruz, has studied what happens when educators add break or recess time for middle school students. In the middle schools she observed, the sports activities were often dominated by older boys. Younger boys and girls, even athletes, tended to spend break times walking and talking unless schools made an extra effort to set up activities that would attract them.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">One powerful way to do that is for adults to play alongside students, even if adolescents sometimes act as if they want to get away from adults.\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_60303\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-60303\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/11/Samuels-MS-Play9-800x533.jpg\" alt=\"\" width=\"800\" height=\"533\">\u003cfigcaption class=\"wp-caption-text\">Adolescents often respond warmly when adults play along with them, and the adult presence often creates a safe space for those who are more shy or less athletic, say researchers. \u003ccite>(Tom Sandner for The Hechinger Report)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">“As soon as the adults start playing, the kids want to play,” London said. “Kids inherently crave that. It’s an opportunity for kids to be seen as an expert or a leader.” A warm adult presence also makes the situation feel safer for students who may not be sports stars. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“For all those reasons, it’s great to have adults out there leading games, connecting with students in different ways,” she said. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Fairfax County piloted a middle school recess break for the 2021-22 school year. Last April, the school board \u003c/span>\u003ca href=\"https://wjla.com/news/local/an-important-break-recess-will-soon-be-required-at-all-fairfax-county-middle-schools\">\u003cspan style=\"font-weight: 400\">voted to make the break mandatory\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> for all the district’s middle schools, starting in 2022-23. \u003c/span>\u003ca href=\"https://go.boarddocs.com/vsba/fairfax/Board.nsf/files/CCLKUS53985E/%24file/P2100.3%20Wellness%20Policy03.24.2022.pdf\">\u003cspan style=\"font-weight: 400\">District policy\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> for elementary students requires at least 30 minutes of recess a day over two segments. There is no recess policy in the district for high school students. \u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_60302\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-60302\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/11/Samuels-MS-Play8-800x533.jpg\" alt=\"\" width=\"800\" height=\"533\">\u003cfigcaption class=\"wp-caption-text\">Students watch a kickball game during recess at Rocky Run Middle School in Chantilly, Virginia. Fairfax County schools implemented a recess period for all of its middle schools, starting in the 2022-23 school year. \u003ccite>(Tom Sandner for The Hechinger Report)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">Advocates for the change say it filled a real need. “All of our students need some time to rejuvenate,” said Ricardy Anderson, one of the champions of the recess policy on the school board and a former middle school principal. “We have middle school students that get into the building at 7:15 in the morning and they don’t leave the building until 2:30.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Anderson said that’s why it’s essential for students “to have a little bit of freedom to do what they’d like to do — to be free of the noise of the cafeteria. just to get some fresh air, just to have a little break in the day. The outdoors component is even more critical.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Parents of elementary school children are often the driving force behind recess policies, but London, the sociology professor, hasn’t seen that same level of energy behind break times for older students. She thinks the isolation kids experienced during the first phase of the pandemic makes break time even more crucial. “It’s going to take a long time before these kids are fully recovered,” she said. “We may need even more play for older kids.”\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_60297\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-60297\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/11/Samuels-MS-Play3-800x600.jpg\" alt=\"\" width=\"800\" height=\"600\">\u003cfigcaption class=\"wp-caption-text\">Two students work on a stop-motion animation project in Robert Lane’s STEM class at Sierra Verde STEAM Academy in Glendale, Arizona. \u003ccite>(Image courtesy of Robert Lane)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">Lane, at the Sierra STEAM Academy, said that another barrier may be parents and school administrators who may not see the importance of playful learning.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Teachers are under so much pressure to get to a certain point,” he said, and they’re also under a microscope. Parents might not understand why class time is spent on playful learning as opposed to more clearly academic pursuits, for example. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Seventh and eighth graders spend a quarter each year engaged in hands-on projects in his classroom, adding up to a semester of active learning. These activities allow students to explore their passions and also understand why failure is part of learning, Lane said. “That’s a K-8 thing, campus-wide. We don’t get frustrated. We come back, we play smarter. And the seventh and eighth graders, they crave it.”\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_60305\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-60305\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/11/Samuels-MS-Play11-800x533.jpg\" alt=\"\" width=\"800\" height=\"533\">\u003cfigcaption class=\"wp-caption-text\">Because Rocky Run Middle has to accommodate hundreds of students during its mandatory recess period, administrators open several spaces, including the gym. \u003ccite>(Tom Sandner for The Hechinger Report)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">Despite the difficulties that may come with figuring out how to squeeze play into upper grades, London said school leaders have the benefit of a set of opinionated experts — the students themselves.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“If you’re going to start a recess, you should ask your students what they want to do in that time,” he said. “You can even create a school climate task force; the students who volunteer to help think about that time can be tapped as leaders. They know what they need.” \u003c/span>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">This story about \u003ca href=\"https://hechingerreport.org/play-is-crucial-for-middle-schoolers-too/\">middle school and play\u003c/a> was produced by \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/\">\u003cspan style=\"font-weight: 400\">The Hechinger Report\u003c/span>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/newsletters/\">\u003ci>\u003cspan style=\"font-weight: 400\">Hechinger Report newsletters\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/i>\u003c/p>\n\n","blocks":[],"excerpt":"Unstructured time and playful learning are as essential for middle school students as they are for younger children, say researchers and educators. Play offers an opportunity for students to bond with their friends and learn “soft skills” that will serve them well in college and beyond. ","status":"publish","parent":0,"modified":1716927358,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":35,"wordCount":2138},"headData":{"title":"Play Is Crucial for Middle Schoolers, Too | KQED","description":"Play for middle school students offers an opportunity for physical activity and learning “soft skills” that will serve them well in college and beyond.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","socialDescription":"Play for middle school students offers an opportunity for physical activity and learning “soft skills” that will serve them well in college and beyond.","schema":{"@context":"http://schema.org","@type":"Article","headline":"Play Is Crucial for Middle Schoolers, Too","datePublished":"2022-11-17T03:00:18-08:00","dateModified":"2024-05-28T13:15:58-07:00","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"sticky":false,"nprByline":"Christina A. Samuels, \u003ca href=\"https://hechingerreport.org/\">The Hechinger Report\u003c/a>","excludeFromSiteSearch":"Include","showOnAuthorArchivePages":"No","articleAge":"0","path":"/mindshift/60253/play-is-crucial-for-middle-schoolers-too","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">CHANTILLY, Va. — In Fairfax County, Virginia, thousands of middle school students experience what most of their peers leave behind in elementary school — recess.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The break is only 15 minutes long. But at Rocky Run Middle School, about 25 miles west of the nation’s capital, the seventh and eighth graders make the most of one of the few stretches of time in school that they can truly call their own. Fairfax County schools, a district of around 181,000 students, has taken an unusual step in mandating recess for all its middle school students.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">On a day in early fall, a large group of students tossed their backpacks in a messy pile and made a beeline towards the school’s blacktop for pickup basketball and soccer games. A kickball game started up on the baseball field, with a teacher handling pitching duties to keep the action moving. Smaller groups of students headed to the school’s gym, while others peeled off towards the cafeteria to play board games, get in some extra study time with their Chromebooks, or just chat with their friends.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“It’s a break after all this other stuff you have to do,” said 12-year-old Colin Bigley, a seventh grader playing the board game Sorry! with three friends. “Playing outside is also nice. You have the option of what you’re going to do.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Aminah Naqvi, a 13-year-old eighth grader, loves the social time. She was hanging out with friends on the blacktop, shooting baskets. “You might not get to see your friends if you don’t have the same lunch,” she said.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Even the school’s principal, Amy Goodloe, agrees that play is important. “There’s really high value for students and, I will underscore, teachers to have that break in the day,” she said. “We underestimate how important that is as a partner to academic learning.”\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_60298\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-60298\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/11/Samuels-MS-Play4-800x533.jpg\" alt=\"\" width=\"800\" height=\"533\">\u003cfigcaption class=\"wp-caption-text\">Schools in Fairfax County, Virginia, made a 15-minute recess break mandatory for middle school. At Rocky Run Middle School in Chantilly, Virginia, dozens of students took the opportunity to get some fresh air. \u003ccite>(Tom Sandner for The Hechinger Report)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">But Fairfax County is an exception. In most communities, opportunities for play and playful learning tend to recede in middle school, replaced by direct instruction, competitive sports and tightly structured academic time. Educators and researchers say students pay the price. Young adolescents go through profound \u003c/span>\u003ca href=\"https://pubmed.ncbi.nlm.nih.gov/31449373/\">\u003cspan style=\"font-weight: 400\">physical, emotional and physiological changes\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">;\u003c/span>\u003cspan style=\"font-weight: 400\"> play inside and outside the classroom can provide one way \u003c/span>\u003ca href=\"https://cpb-us-e1.wpmucdn.com/sites.ucsc.edu/dist/a/409/files/2017/07/MSBT-Report-8.28.18-19gf2qp.pdf\">\u003cspan style=\"font-weight: 400\">for kids to develop healthy bonds with friends and become more self-confident\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I teach at a K-8 school, and when I look at these seventh and eighth graders, they’re no different than the kindergarteners,” said Robert Lane, a STEM teacher at the Sierra Verde STEAM Academy in Glendale, Arizona. “They get excited when I bring out Play Doh and googly eyes.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Lane’s class is entirely built around playful learning. For example, the modeling clay and other crafts were used as part of a stop-motion animation project in his classroom. Other activities for the school’s older students included creating cardboard roller coasters to be judged by the school’s second graders and building a robot that can move without wheels.\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_60295\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-60295\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/11/Samuels-MS-Play1-800x600.jpg\" alt=\"\" width=\"800\" height=\"600\">\u003cfigcaption class=\"wp-caption-text\">Middle school students in Robert Lane’s STEM class dig through a box of supplies for a class project. Lane, a teacher at Sierra Verde STEAM Academy in Glendale, Arizona, says play is just as popular with older students as it is with the younger ones he works with. \u003ccite>(Image courtesy of Robert Lane)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I break them into groups where they don’t know each other and they just go all in,” said Lane, who also hosts a podcast as “Mr. Lane the STEM Guy.” The activities also give his students a chance to learn how to cooperate, accept failure when it happens, and solve problems as a team, he said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I want these kids to have all these soft skills as they get ready to go to high school and to college,” Lane said. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In addition to developing soft skills, recess is a tool that can get adolescents moving more at a time of life when they become much more sedentary.\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_60296\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-60296\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/11/Samuels-MS-Play2-800x600.jpg\" alt=\"\" width=\"800\" height=\"600\">\u003cfigcaption class=\"wp-caption-text\">In Robert Lane’s STEM class at Sierra Verde STEAM Academy in Glendale, Arizona, playful learning takes the place of lectures and workbooks. Lane says this type of work builds so-called “soft” skills like cooperation and resilience. \u003ccite>(Image courtesy of Robert Lane)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003ca href=\"https://jamanetwork.com/journals/jama/fullarticle/182251\">\u003cspan style=\"font-weight: 400\">A 2008 study in the Journal of the American Medical Association\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> used accelerometers to capture the activity levels of youth from ages 9 to 15. Nine-year-olds, on average, engaged in three hours of moderate to vigorous activity on weekends and weekdays, well above the \u003c/span>\u003ca href=\"https://www.cdc.gov/physicalactivity/basics/children/what_counts.htm\">\u003cspan style=\"font-weight: 400\">recommendation of 60 minutes a day\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> from the Centers for Disease Control and Prevention. The researchers found that activity levels plunged as children reached adolescence. By age 15, they were getting an average of 49 minutes on weekdays and 35 minutes on weekends. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">With benefits that appear so clear, why does middle school seem to mark an end to both unstructured play time and playful learning? There are several competing challenges, both logistical and social.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Middle schools generally have more students than elementary schools, and the students themselves are taller and heavier. It’s challenging for school leaders to find enough space and teacher supervision to manage hundreds of children during a break time. The supervision is particularly important because, while middle schoolers crave time with their friends, unstructured time like recess, lunchtime and passing between classes often offers \u003c/span>\u003ca href=\"https://violence.chop.edu/bullying-schools\">\u003cspan style=\"font-weight: 400\">fertile opportunities for bullying\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_60301\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-60301\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/11/Samuels-MS-Play7-800x533.jpg\" alt=\"\" width=\"800\" height=\"533\">\u003cfigcaption class=\"wp-caption-text\">Unstructured play and playful learning is usually left behind by middle school, but experts say adolescents need opportunities for play just as much as younger students. \u003ccite>(Tom Sandner for The Hechinger Report)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">Fairfax County educators had to come up with new solutions. “The logistics were a little bit hard to figure out,” said Cynthia Conley, the principal of Washington Irving Middle School in Springfield, Virginia. Irving, with about \u003c/span>\u003ca href=\"https://schoolprofiles.fcps.edu/schlprfl/f?p=108:13:::NO::P0_CURRENT_SCHOOL_ID,P0_EDSL:151,0\">\u003cspan style=\"font-weight: 400\">1,200 students\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, is one of the Fairfax County schools that has added recess to its schedule. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“We have four lunch shifts, and we had to figure out how to have four breaks,” said Conley. To accommodate all the students on break at any given time, administrators have opened up several different recess areas for students, including the gym, the blacktop, and the library, which features chess sets, card games, and an exercise bike with a built-in bookstand.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“As soon as their feet hit the outside they are shooting, throwing, whatever they have in mind,” Conley said. “I’ve heard people say, why do they need a break. If you can, find me an adult who doesn’t need a 15-minute break during their work day. Everybody takes a break, to look away from the screen a little bit.” \u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_60304\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-60304\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/11/Samuels-MS-Play10-800x533.jpg\" alt=\"\" width=\"800\" height=\"533\">\u003cfigcaption class=\"wp-caption-text\">Rocky Run Middle School in Chantilly, Virginia, provides several popular games, such as Connect 4, for students who want to play indoors during their 15-minute recess period. \u003ccite>(Tom Sandner for The Hechinger Report)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">An additional challenge is that middle school students don’t think like younger students. Some athletic equipment won’t be enough to engage all, or even most of them. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Rebecca London, a professor of sociology at the University of California, Santa Cruz, has studied what happens when educators add break or recess time for middle school students. In the middle schools she observed, the sports activities were often dominated by older boys. Younger boys and girls, even athletes, tended to spend break times walking and talking unless schools made an extra effort to set up activities that would attract them.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">One powerful way to do that is for adults to play alongside students, even if adolescents sometimes act as if they want to get away from adults.\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_60303\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-60303\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/11/Samuels-MS-Play9-800x533.jpg\" alt=\"\" width=\"800\" height=\"533\">\u003cfigcaption class=\"wp-caption-text\">Adolescents often respond warmly when adults play along with them, and the adult presence often creates a safe space for those who are more shy or less athletic, say researchers. \u003ccite>(Tom Sandner for The Hechinger Report)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">“As soon as the adults start playing, the kids want to play,” London said. “Kids inherently crave that. It’s an opportunity for kids to be seen as an expert or a leader.” A warm adult presence also makes the situation feel safer for students who may not be sports stars. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“For all those reasons, it’s great to have adults out there leading games, connecting with students in different ways,” she said. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Fairfax County piloted a middle school recess break for the 2021-22 school year. Last April, the school board \u003c/span>\u003ca href=\"https://wjla.com/news/local/an-important-break-recess-will-soon-be-required-at-all-fairfax-county-middle-schools\">\u003cspan style=\"font-weight: 400\">voted to make the break mandatory\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> for all the district’s middle schools, starting in 2022-23. \u003c/span>\u003ca href=\"https://go.boarddocs.com/vsba/fairfax/Board.nsf/files/CCLKUS53985E/%24file/P2100.3%20Wellness%20Policy03.24.2022.pdf\">\u003cspan style=\"font-weight: 400\">District policy\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> for elementary students requires at least 30 minutes of recess a day over two segments. There is no recess policy in the district for high school students. \u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_60302\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-60302\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/11/Samuels-MS-Play8-800x533.jpg\" alt=\"\" width=\"800\" height=\"533\">\u003cfigcaption class=\"wp-caption-text\">Students watch a kickball game during recess at Rocky Run Middle School in Chantilly, Virginia. Fairfax County schools implemented a recess period for all of its middle schools, starting in the 2022-23 school year. \u003ccite>(Tom Sandner for The Hechinger Report)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">Advocates for the change say it filled a real need. “All of our students need some time to rejuvenate,” said Ricardy Anderson, one of the champions of the recess policy on the school board and a former middle school principal. “We have middle school students that get into the building at 7:15 in the morning and they don’t leave the building until 2:30.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Anderson said that’s why it’s essential for students “to have a little bit of freedom to do what they’d like to do — to be free of the noise of the cafeteria. just to get some fresh air, just to have a little break in the day. The outdoors component is even more critical.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Parents of elementary school children are often the driving force behind recess policies, but London, the sociology professor, hasn’t seen that same level of energy behind break times for older students. She thinks the isolation kids experienced during the first phase of the pandemic makes break time even more crucial. “It’s going to take a long time before these kids are fully recovered,” she said. “We may need even more play for older kids.”\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_60297\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-60297\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/11/Samuels-MS-Play3-800x600.jpg\" alt=\"\" width=\"800\" height=\"600\">\u003cfigcaption class=\"wp-caption-text\">Two students work on a stop-motion animation project in Robert Lane’s STEM class at Sierra Verde STEAM Academy in Glendale, Arizona. \u003ccite>(Image courtesy of Robert Lane)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">Lane, at the Sierra STEAM Academy, said that another barrier may be parents and school administrators who may not see the importance of playful learning.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Teachers are under so much pressure to get to a certain point,” he said, and they’re also under a microscope. Parents might not understand why class time is spent on playful learning as opposed to more clearly academic pursuits, for example. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Seventh and eighth graders spend a quarter each year engaged in hands-on projects in his classroom, adding up to a semester of active learning. These activities allow students to explore their passions and also understand why failure is part of learning, Lane said. “That’s a K-8 thing, campus-wide. We don’t get frustrated. We come back, we play smarter. And the seventh and eighth graders, they crave it.”\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_60305\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-60305\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/11/Samuels-MS-Play11-800x533.jpg\" alt=\"\" width=\"800\" height=\"533\">\u003cfigcaption class=\"wp-caption-text\">Because Rocky Run Middle has to accommodate hundreds of students during its mandatory recess period, administrators open several spaces, including the gym. \u003ccite>(Tom Sandner for The Hechinger Report)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">Despite the difficulties that may come with figuring out how to squeeze play into upper grades, London said school leaders have the benefit of a set of opinionated experts — the students themselves.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“If you’re going to start a recess, you should ask your students what they want to do in that time,” he said. “You can even create a school climate task force; the students who volunteer to help think about that time can be tapped as leaders. They know what they need.” \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">This story about \u003ca href=\"https://hechingerreport.org/play-is-crucial-for-middle-schoolers-too/\">middle school and play\u003c/a> was produced by \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/\">\u003cspan style=\"font-weight: 400\">The Hechinger Report\u003c/span>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/newsletters/\">\u003ci>\u003cspan style=\"font-weight: 400\">Hechinger Report newsletters\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/i>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/60253/play-is-crucial-for-middle-schoolers-too","authors":["byline_mindshift_60253"],"categories":["mindshift_192","mindshift_21345"],"tags":["mindshift_767","mindshift_21078","mindshift_21473","mindshift_21214","mindshift_21184","mindshift_145","mindshift_46","mindshift_498"],"featImg":"mindshift_60300","label":"mindshift"}},"programsReducer":{"possible":{"id":"possible","title":"Possible","info":"Possible is hosted by entrepreneur Reid Hoffman and writer Aria Finger. Together in Possible, Hoffman and Finger lead enlightening discussions about building a brighter collective future. 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