Play in Finland
Tim Walker is an American primary teacher who has spent several years teaching in Finland. Walker reports the differences he recognized of the Finnish education system. He states the impact play has on a Finnish classroom. One of the key differences Walker points out are the scheduled breaks. Students are taught for forty five minutes and then they are given a fifteen minute break. Elementary students spend this time outside, rain or shine. Walker shares the transition he experienced in Finland.
Walker (2013) notes:
This was a turning point for me. I shifted my approach, and began to notice that the students were more refreshed when they returned to the classroom after frequent but short breaks. The breaks helped children pace themselves. (p.1)
Finland emphasizes on free play more than any other type of play. “IP-kerho, “Afternoon Club” is a group elementary students can participate in after the normal school day has ended. Students are released for IP-kerho at 12:15 every day” (Walker, 2013, p.3). IP-kerho gives young students the opportunity to select an activity of their choice. Children can express creativity through their activity. Students have a “quiet room” available to voluntarily visit if they would like a peaceful place to play.
Walker (2013) comments on IP-kerho :
As students participate in IP-kerho, they are exercising their creativity, collaborating with each other, and naturally developing their blossoming academic skills. And to think, no one has forced them to do any of these things. They have made their choices freely (p.3). Ip-kerho is an example of students interested in learning because of play.
Implications
Learning through play is usually part of early childhood education curricula, but it is not always the focus for primary and upper elementary grades. Play develops necessary literacy skills. In the upper elementary grades, play is used as a reward system. If a student did not turn in his or her math worksheet on time, the student works on it during their recess time. Students need time to decompress in the form of free play. “When children do not play, they miss the positive influence it has on their cognitive, social, emotional, and physical development” (Beisser et al.,2012, p.26). Academics are imperative, but students who lack free play experience long-term consequences. I believe Finland effectively implements play into their curriculum. In conclusion as a future primary teacher, I will schedule an appropriate amount of time every day for my students to engage in play in my classroom.
Works Cited
Armstrong, T. (2006). The developmental importance of play. The Best Schools, 73.
Fredericksen, E. (1999). Playing through: Increasing literacy through interaction. Journal of Adolescent & Adult Literacy, 43 (2), 116-124.
Beisser, S. R., Gillespie. C.W., & Thacker, V.M. (2013). An investigation of play: From the voice of fifth- and sixth- grade
talented and gifted students. Gifted Child Quarterly, 57(1), 25-38.
Miller, E., & Almon, J. (2009). Making room for all types of play. Crisis in the Kindergarten, 54.
Walker, T. (2014). Half- day heaven: Afterschool with Finland’s first & second graders. Taught by Finland, 1-9.
Walker, T. (2013). Classroom shock: What I am learning as a teacher in Finland. Education Week Teacher, 1-3.
Tim Walker is an American primary teacher who has spent several years teaching in Finland. Walker reports the differences he recognized of the Finnish education system. He states the impact play has on a Finnish classroom. One of the key differences Walker points out are the scheduled breaks. Students are taught for forty five minutes and then they are given a fifteen minute break. Elementary students spend this time outside, rain or shine. Walker shares the transition he experienced in Finland.
Walker (2013) notes:
This was a turning point for me. I shifted my approach, and began to notice that the students were more refreshed when they returned to the classroom after frequent but short breaks. The breaks helped children pace themselves. (p.1)
Finland emphasizes on free play more than any other type of play. “IP-kerho, “Afternoon Club” is a group elementary students can participate in after the normal school day has ended. Students are released for IP-kerho at 12:15 every day” (Walker, 2013, p.3). IP-kerho gives young students the opportunity to select an activity of their choice. Children can express creativity through their activity. Students have a “quiet room” available to voluntarily visit if they would like a peaceful place to play.
Walker (2013) comments on IP-kerho :
As students participate in IP-kerho, they are exercising their creativity, collaborating with each other, and naturally developing their blossoming academic skills. And to think, no one has forced them to do any of these things. They have made their choices freely (p.3). Ip-kerho is an example of students interested in learning because of play.
Implications
Learning through play is usually part of early childhood education curricula, but it is not always the focus for primary and upper elementary grades. Play develops necessary literacy skills. In the upper elementary grades, play is used as a reward system. If a student did not turn in his or her math worksheet on time, the student works on it during their recess time. Students need time to decompress in the form of free play. “When children do not play, they miss the positive influence it has on their cognitive, social, emotional, and physical development” (Beisser et al.,2012, p.26). Academics are imperative, but students who lack free play experience long-term consequences. I believe Finland effectively implements play into their curriculum. In conclusion as a future primary teacher, I will schedule an appropriate amount of time every day for my students to engage in play in my classroom.
Works Cited
Armstrong, T. (2006). The developmental importance of play. The Best Schools, 73.
Fredericksen, E. (1999). Playing through: Increasing literacy through interaction. Journal of Adolescent & Adult Literacy, 43 (2), 116-124.
Beisser, S. R., Gillespie. C.W., & Thacker, V.M. (2013). An investigation of play: From the voice of fifth- and sixth- grade
talented and gifted students. Gifted Child Quarterly, 57(1), 25-38.
Miller, E., & Almon, J. (2009). Making room for all types of play. Crisis in the Kindergarten, 54.
Walker, T. (2014). Half- day heaven: Afterschool with Finland’s first & second graders. Taught by Finland, 1-9.
Walker, T. (2013). Classroom shock: What I am learning as a teacher in Finland. Education Week Teacher, 1-3.