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LTP TEACHERS

Learning Through Play Teachers

Is Children's Play Innate?

ENCOUNTER: Education for Meaning and Social Justice
Volume 23, Number 2 (Summer 2010)
By William Crain, professor of psychology at The City College of New York.

My wife, Ellen Crain, an emergency room pediatrician, tells me that young children play in the E.R. even when they are fairly sick. For example, young children with acute asthma nevertheless play with the toys in the waiting room or the equipment in the examining room. Ellen has been so impressed by the children's behavior that she wonders if the need to play is innate.

School Recess and Group Classroom Behavior

Vol. 123 No. 2, pp. 431-436
Published online January 26, 2009
By Romina M. Barros, MD, Ellen J. Silver, PhD, Ruth E. K. Stein, MD

Department of Pediatrics, Albert Einstein College of Medicine, Children's Hospital at Montefiore and Rose F. Kennedy Center, Bronx, New York

 

OBJECTIVES. This study examines the amount of recess that children 8 to 9 years of age receive in the United States and compares the group classroom behavior of children receiving daily recess with that of children not receiving daily recess.

 

Let Them Play

Teacher Magazine
By Jane Ching Fung
August 25, 2010

 

"What is 'Choice Time?,'" she demanded. "Students don’t have time to play."

My heart sank when I heard these words coming from the mouth of a district administrator. Everyone on our kindergarten team had included "Choice" minutes in her daily schedule. Choice was a time for students to engage in centers and activities that were not teacher directed, assigned, or graded but intentionally designed to be open-ended, student driven, and to promote unstructured interactions among the children.

 

Dare I say that "Choice" was time set aside for our young students to play?

The 3 R’s? A Fourth Is Crucial, Too: Recess

February 23, 2009
The best way to improve children’s performance in the classroom may be to take them out of it.

New research suggests that play and down time may be as important to a child’s academic experience as reading, science and math, and that regular recess, fitness or nature time can influence behavior, concentration and even grades.

 

Studying Young Minds, and How to Teach Them

Game Club After School Program a Big Success in Maryland!

Rebeccah Hughes, Math Resource Teacher

Denton Elementary, Denton, Maryland, USA

 

Denton ElementaryAfter just one attempt at solving a Rush Hour Puzzle, I was hooked! I was fortunate enough to come across the ThinkFun products at a National Council for Teachers of Mathematics (NCTM) conference in Richmond, Virginia, and from the moment I began playing could hardly wait to try it with my kids! I felt like a kid on Christmas morning when the games arrived at our school!

 

ThinkFun Games Teach across Grades at Armbrae Academy!

Karen Fougere, Head of Mathematics
Armbrae Academy, Halifax, Nova Scotia, Canada

 

"They psychotically love it", said Armbrae's Grade Two Teacher, Megan Acheson, when asked about Thinkfun game play sessions. "The students are so excited by Rush Hour that they ask to play it whenever there is free time; it has replaced Lego!"

 

ThinkFun Games Build Pride and Self-Confidence in Strategies Lab

Stephanie Lewis, Gifted Specialist

Clermont Elementary School, Virginia, USA

 

We have been using ThinkFun games for several years in our Strategies Lab at Clermont Elementary. All students in grades K-6 come to the lab at least once every six weeks for a lesson with me, the GT Resource Teacher. It's been a wonderfully positive experience for our school. Children and teachers love the games and always leave wishing for more time and asking when they get to come again.

 

ThinkFun Games Engage Every Type of Learner!

Sarah Baumgarten, Teacher
Birchview Dunes Elementary School, Wasaga Beach, Ontario, Canada

 

ThinkFun’s GridWorks Game Enriches a High School Math Class Curriculum!

Lisa Kosanovic, Math Teacher
Holyoke High School, Holyoke, Massachusetts, USA

 

I teach high school math in the sixth poorest community in the nation, and for us, math class is too often about passing our state’s standardized tests. While many of my students lack basic skills, I often see a high level of reasoning and problem-solving skills that I want to develop and encourage.

 

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