Tiferet Bet Israel Preschool

Of the four types of learning Knowledge Skills Feelings and Dispositions it is the last two (feelings and dispositions) that are the most important. These provide the foundation upon which the child builds the knowledge and skills. The latter can be gathered observed and practiced at any time. The early years provide the best window of opportunity to develop the Feelings (e.g. competence sense of belonging security a love of learning and feelings about oneself and others) and Dispositions (such as curiosity humor creativity). For example there is a huge difference between having writing skills and having the disposition to write.

A recent report from the American Academy of Pediatrics says that free and unstructured play is healthy and in fact essential for helping children reach important social emotional and intellectual milestones as well as helping them manage stress and become resilient. This report was written in response to forces threatening free play and unscheduled time. Every interaction the child has with the environment has the potential to nurture learning or to stunt it.

Time for spontaneous play contributes more to learning potential than a schedule loaded with so-called “get-smart” toys. Talking to a child (live language) is more effective than videos flash cards or worksheets. Learning presented in the context of real-life situations is more meaningful than rote learning of isolated facts (which become quickly forgotten trivia). Children need practice with choosing doing thinking innovating and taking safe risks rather than being involved in right-answer tasks. Children need practice negotiating hypothesizing and problem solving. They need to be involved in make-believe events and to have a chance to create their own materials.

Children need activity in order to keep their brains receptive to learning. Children learn best by doing playing trying out and initiating. Even older children and adults learn best through activity but they have the cognitive skills that younger children lack to withstand learning by passive rote drill methods.

We do teach academic skills but the methods look different than what one may expect. We teach motor skills that lead to writing using clay painting drawing and other fine motor practice. We teach intellectual skills that lead to reading and math competence through activities involving sorting matching classifying recognizing patterns and problem solving. We teach language skills not memorization. We use PLAY as the sunshine to grow learners.