Imaginative Play in Kindergarten
Imaginative Play in the Academic Kindergarten Class
LaDonna C Williams
William Woods University
Abstract Play! The simple term is considered to be used for entertainment and to help children release large amounts of energy and enthusiasm. Adults often use the phrase, “Go Play!” to children for that very reason! It is viewed as a pleasure based activity not a need or necessity. It is seen as the first thing to “cut” from a child’s schedule. Therefore, with the growing demands for teacher accountability, measurable outcomes, high stakes testing and funding, the kindergarten classrooms are pushing play out of the classroom. Imaginative play was a staple in every kindergarten classroom and most households thirty years ago. I, too, grew up with plenty of opportunities for imaginative play. The only times we were allowed to watch TV as young children were when “Mr. Rogers Neighborhood” or “Sesame Street” were on. These shows were filled with the sole purpose of teaching children to expand their imagination. Our kindergarten day was over in ½ the time that they are today and the room was filled with props for us to play many roles, costumes, kitchen sets, grocery items, cash registers, and a stage with puppets. The idea of imaginative play has always been well accepted, maybe even expected. The term imaginative play, also called “make-believe” play (Remember Mr. Rogers ‘make-believe’ neighborhood that Trolley went to?!) refers to the acting out of stories which involve multiple perspectives and the playful manipulation, of ideas and emotions. In short, imaginative play is the type of play in which children must use their imagination. Children experience many demanding changes during the early years, especially the transition into kindergarten. This is a period where many kids are being introduced to unfamiliar backgrounds, cultures, and socio-economical influences. Research shows that their social success can affect long-term academic
LaDonna C Williams
William Woods University
Abstract Play! The simple term is considered to be used for entertainment and to help children release large amounts of energy and enthusiasm. Adults often use the phrase, “Go Play!” to children for that very reason! It is viewed as a pleasure based activity not a need or necessity. It is seen as the first thing to “cut” from a child’s schedule. Therefore, with the growing demands for teacher accountability, measurable outcomes, high stakes testing and funding, the kindergarten classrooms are pushing play out of the classroom. Imaginative play was a staple in every kindergarten classroom and most households thirty years ago. I, too, grew up with plenty of opportunities for imaginative play. The only times we were allowed to watch TV as young children were when “Mr. Rogers Neighborhood” or “Sesame Street” were on. These shows were filled with the sole purpose of teaching children to expand their imagination. Our kindergarten day was over in ½ the time that they are today and the room was filled with props for us to play many roles, costumes, kitchen sets, grocery items, cash registers, and a stage with puppets. The idea of imaginative play has always been well accepted, maybe even expected. The term imaginative play, also called “make-believe” play (Remember Mr. Rogers ‘make-believe’ neighborhood that Trolley went to?!) refers to the acting out of stories which involve multiple perspectives and the playful manipulation, of ideas and emotions. In short, imaginative play is the type of play in which children must use their imagination. Children experience many demanding changes during the early years, especially the transition into kindergarten. This is a period where many kids are being introduced to unfamiliar backgrounds, cultures, and socio-economical influences. Research shows that their social success can affect long-term academic