Happiness in Work and Play

Our teaching approach influences our enjoyment at work. In school-age care, many programs follow a traditional educational pattern, a top-down teaching model developed in the early twentieth century.

The traditional teaching model follows a predictable pattern. In education, we call this pattern a curriculum. Utilizing a curriculum creates a predictable routine of learning dictated by a clock. Consistently following a curriculum may generate conflict with our workflow and happiness.

As school-age educators, we can teach differently by embracing a flexible schedule and following the interests of the children. Our work could embrace play first and evolve as the children show interest in a subject. Projects based on the children's input would emerge and create energy, inform, and enlighten our learning community.

Years ago, I changed my teaching practice from a traditional model to a child-directed model. Moving into a new way of teaching was challenging at first but offered many benefits. If changing your teaching style and injecting more freedom, play, and happiness into your curriculum sounds appealing, here are a few suggestions to get started.

Create guidelines with the children. Often educators imagine that changing to a play-based curriculum creates a free-for-all in the classroom. The truth is that all quality programs have an action plan, including play-based programs. A play-based program has a structure based on guidelines created by the learning community. Children and educators work together to develop approaches that promote behavior patterns acceptable in the classroom. As educators observe the children working and playing together, the classroom guidelines are adapted to support the changing needs of the children.

The classroom schedule follows the interests of the children. Use observations of the children moving and interacting within the program to guide the daily schedule. As children play, our observations show us what daily schedule changes are necessary to support ongoing work and play. To begin this practice, start with an initial schedule that features routine program activities. For example, snacks, outdoor play, homework, group work, and quiet time are typical offerings. As the children play in the program, they will want to explore new subjects or projects of interest. Adapt the classroom schedule as needed to support the work of the children.

Program for play. Once a beginning classroom schedule exists, it is time to play. Deciding to change from a traditional program structure is easy, but the transition is challenging. Many children in a conventional school-age program have forgotten how to play without adult direction. Some of the children struggle to transition to a child-directed model. They act out and become sad or confused when invited to make play choices. Children struggling is difficult for educators to witness because we want the children to enjoy their time in the program. Transitioning to a play-based model requires patience and time. Educators will need to coach the children and help them find activities when they are stuck. With time and nurturing, the children learn to embrace choice and a new excitement about their work and play.

Making curriculum changes to your program will transform the experience for educators and children. Making the transition to a child-directed model will bring the community together. Happiness for children and educators in the classroom will increase. Will everything in your program be perfect? No. We work with other people. Humans are a complicated species with a large variety of wants and needs.

As an educator, you have an opportunity to decide if an education model developed over a hundred years ago needs an update. You can make a difference in a child's life by choosing to evolve in your practice and create more happiness in the classroom.