Play as a Model for the Middle Grades

Play in the lives of children of all ages is on the decline. This decline is even more dramatic in the middle grades, as in this context, play is almost non-existent and has been replaced with a rise in negative qualities such as anxiety, stress, and depression. This decline in play is surprising as researchers have continued to tell us of the many benefits of play for development and learning throughout the lifespan. In this paper, I examine the middle grades context and offer play as a model for meeting the needs of the middle grades learner. I then go on to give examples of how play has been incorporated in classrooms in the form of a continuum of play, showing how play might be applied on a classroom environment level, through games, in curriculum, and in the school system as a whole. By applying its characteristics to these areas, middle grades students might experience learning as joyful, happy, intrinsically motivating, and a way of experiencing flow. PLAY AS A MODEL FOR THE MIDDLE GRADES 3 Play in the lives of today’s children seems to be on the decline (Gray 2011). Children today play eight hours a week less than children two decades ago (Elkind 2007). Even in Kindergarten this decrease is evident, as play in this setting has now been replaced by rigorous content and standardized testing (Miller & Almon 2009). Furthermore, recess, a time in the school day dedicated to play, has been shortened in the elementary years and is almost nonexistent by the middle grades (Pellegrini 2006). For the middle grades, this decline in play seems to be even more dramatic. Conklin even describes the current situation with this age group writing that in the current age of accountability, play is not only absent from the prominent frameworks for effective teaching, but it is increasingly absent from young people’s classrooms and lives (2014). Despite this decline in play, research has shown play to be a valuable part of childhood. In his work, Piaget (1946) viewed play as an activity that occurs all throughout the lifespan, and in the work of Vygotsky (1966), play is viewed as an integral part of development. Furthermore, Gray views play as a promoter of good mental health, seeing the lack of play as a contributor to teen anxiety, depression, narcissism, and even suicide (2011). As Conklin continues to point out, this absence is so detrimental because of the qualities that play brings along with it; without play, our students may lose happiness, joy, flow and motivation (2014). The effects of this loss on students of all ages has caused many to further question the purpose of school (Wolk 2007). In Dewey’s Experience and Education he even questions, “What avail is it to win prescribed amounts of information about geography and history, to win the ability to read and write, if in the process the individual loses his own soul? ” (1938, p. 49). In this paper, I propose that we look at play as a model for how we do school and in particular, how we teach middle school. I will first introduce and explain a definition of play and its components, and then discuss ways in PLAY AS A MODEL FOR THE MIDDLE GRADES 4 which play as a model matches the needs of the middle school student and context. Following this discussion, I will present a range of middle grades classrooms in which elements of play have been promoted through the classroom environment, game play, and curriculum, as well as give recommendations on how these classrooms might be improved using the model of play.