Running Head: UNIT 4: LEARNER-DIRECTED PLAY 1

Unit 4: Learner-Directed Play

April Hurtado

California State University, Sacramento

UNIT 4: LEARNER-DIRECTED PLAY 2

Unit 4: Learner-Directed Play

There are concerns when it comes to taking a student-directed approach to a classroom,

such as if children can stay on task, how to assess children when their interests may lead them in

unpredictable ways, as well as how to be sure to meet designated teaching standards. Douglas

and Jaquiths (2009) article defines a reasonable way to achieve this sort of approach. This

method puts more responsibility on the shoulders of both student and teacher, with students

taking on more in terms of classroom care and educational responsibility and the teacher taking

on more in terms of being closely attentive and flexible as the instructor. Freyermuth (2012)

argues this method is rewarding for both parties involved. Teachers grow closer to their work,

and being more holistically involved in their students interests and discovery. Students develop

self-efficacy, grow attached to their learning, and gain experience in creative thinking and

problem solving as they develop their own learning and creative processes.

An activity that would work well with kindergarteners would be the nature installations.

This lesson could start with showing the children Goldsworthys work before engaging them in

the activity. Ideally there would be a good amount of nearby plants and outdoor space to explore

and find materials in, but if not a small fieldtrip to a local park or outdoor area would work with

enough teachers or parent-volunteers to monitor the children and keep them within a reasonable

distance. A small group with a supervising adult could gather materials they found interesting

before working together to arrange the objects. The adult should hang-back, allowing for

cooperation and communication among the group, stepping in to help guide children through

conflict and problems in construction. This activity would foster in children the pursuing of their

own interests in the intricate details that surround them every day and could serve as a point to

discuss other learning topics, such as teamwork, patterns, and nature topics, to name a few.
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References

Douglas, K.M., & Jaquith, D. B. (2009). Engaging learners through artmaking: Choice-based
art education in the classroom. New York, NY: Teachers College Press.

Freyermuth, V. K. (2012). One art teachers search for a holistic approach. In L. H. Campbell &
S. Simmons III (Eds.), The heart of education: Holistic approaches (pp. 266-269).
Reston, VA: National Art Education Association.