Return to the Past: Teaching Cooperation through Play and Games of the Past

1. Return to the Past: Teaching Cooperation through Play and Games of the Past Association of Childhood Education International April 13-15, 2006 Kathie Carwile Johnson, ED. D. Liberty University

2. kathiecj@hotmail.com • kcjohnso@liberty.edu

3. Play is the Work of Childhood • Children need to learn interaction and skills for interaction. • In the past children learned the life skills of human interaction through playing together.

4. Solitary Play • Solitary play does teach skills • Maneuvering strategy • Physical dexterity • Speed • It does not teach human interaction skills • Cooperation • Fairness • Responsibility

5. The Goal of Group Play should be to Teach Life Skills • In the past play has prepared children for life by teaching: • Fair play and Cooperation • Compromise • Roles • Mediation skills • Responsibility • Character skills learned through play promote community and are universally accepted

6. What do we mean by cooperation? • Working together to achieve a common goal (to win) • Enjoying others and building community • Learning to discuss options • Compromising • Allowing for differences • Mediation and Negotiation • Resolving differences – Conflict resolution

7. Character Education“Knowing the good, desiring the good and doing the good.”Dr. Thomas Lickona, Educating for Character • Moral virtue • Prudence – sound judgment • Justice – giving others their due • Fortitude – personal toughness

8. And… • Temperance – self-mastery • Moral excellence – right conduct • Integrity – consistency (What I do when no one is looking.)

9. Virginia Law The 1999 General Assembly for the Commonwealth of Virginia enacted Senate Bill 817 directing each local school board to establish a character education program in its schools, the aim of which is… • To improve the learning environment, • Promote student achievement • Reduce disciplinary problems, and • Develop civic-minded students of high character.

10. Criteria for Development Stated that curriculum be: • Developed in cooperation with the students, parents, and community at large • Specify character traits to be taught, selecting from those which are common to diverse social, cultural, and religious groups • Avoid indoctrination of any religious or secondary levels.

11. And… • Complement state Standards of Learning, be interwoven into existing curricula and taught primarily by example, illustration, and participation. • Provide professional development and adequate resources. • Include a method for program evaluation.

12. Basic Character Traits Taught May Include: • Trustworthiness • Respect • Responsibility • Fairness • Citizenship • Caring

13. Trustworthiness • Be honest; be real; be yourself • Don’t deceive, cheat or steal • Be reliable; do what you say you will do • Do the right thing, even when it hurts • Work on keeping a good reputation • Be loyal to family, friends, country, and those you work for

14. Respect • Treat others with respect • Be tolerant of those different from you • Use good manners • Be considerate of others feelings • Don’t hurt or threaten others • Deal peacefully with anger, insults and disagreements

15. Responsibility • Do what you are supposed to do • Keep on trying – persevere • Do your best • Use self-control • Think before you act, consider what might happen • Be accountable for your choices

16. Fairness • Play by the rules • Take turns and share what you have • Be open-minded, listen • Don’t take advantage of others • Don’t blame others carelessly

17. Citizenship • Make the place you live a better place (school, city, state, country…) • Cooperate • Stay informed, participate, vote • Be a good neighbor • Obey the rules and laws • Protect the environment

18. Caring • Be kind • Be compassionate, show you care • Express thanks, say “thank you” • Forgive others • Help others in need, responsibility

19. Traditional Play has always taught the skills of life • Playground play was a way to assimilate and blend different cultures into a working group.

20. The Types of Games • First Games Games that pull two or more students together for interaction. • Games with Rules Games that focus on the importance of the method of doing the game.

21. First Games - Pretend GamesMoving from “side-by-side” play to interaction • Games of Adventure • Action heros • Cowboys/Indians • Cops/Robbers • Super Heros • Role playing /dress-up • Mother/Daddy • Doctor/Nurse • Teacher • Princess • Bride

22. First Games - Construction Play • Blocks • Legos • Dollhouses • Vehicles

23. First Games - Singing Games Teaches cooperation and listening • London Bridge • Ring around the Rosy • Chants • Jump rope • Hop scotch • Marching

24. First Games – Finger Play Teach listening skill and fine motor control Examples: • Where Is Thumbkin? • Insy-Wensy-Spider • I’m a Little Teapot • This Little Piggy • Finger puppets

25. Games with Rules Playing games with rules marks the child in transition from early childhood into middle childhood. These games teach societal mores and values. They are practice for life.

26. Middle Childhood “Follow the Rules” • Strategy games • Skill games • Cooperation games • Intellectual Contests • Guessing Games • Q & A type • Bee type • Board Games • Card Games

27. Games of Strategy Teach interaction and cooperation among the group. • Capture the Flag • Tag • Marbles • Dominos • Jacks • Chess

28. Games of Skill • Soccer • Basketball • Ping Pong • Horse Shoes • Darts • Marbles • Jump rope

29. Games of Cooperation • Hand plays • Relays • Combination races • Sack race • Three legged race • Team race (passing baton)

30. Guessing Games • I Spy • 50 Questions

31. Intellectual Contests • Spelling Bees • Q & A Contest • Individual • Team • Some board games • Boggle • Scrabble

32. Board Games • Monopoly • Boggle • Candy Land • Chinese Checkers

33. Card Games Card Games teach patience, discussion, taking turns and strategy. • Old Maid • Crazy Eights • Go Fish • UNO

34. Games from the Past Teach Character/Moral Virtue For this generation, living with an unwavering standard is and will continue to be a challenge. • Be an example – play with the students • Make expectations and directions clear • Enforce the rules • Encourage interaction and discussion