We are beginning to become more sensitive to the basics that underlie the traditional basics of reading, writing, and arithmetic. We have begun to look carefully at what is truly basic to the ability to learn. Underlying the processes of input, processing, utilization, and retention are very relevant foundation skills. For example, children who have never learned to focus and pay attention will have difficulty consistently processing input and developing the sense of familiarity that allow for pattern recognition. Children who have gained these skills experience success, which produces feelings of competency and positive self-regard. The curiosity that encourages participation and further exploration is kindled, and actually motivates greater efforts in focusing and paying attention.

Evidence of the contribution that one skill makes to the growth of other skills is seen throughout the learning process. A few of the interactive (reciprocal) skills involved are focusing; paying attention; concentrating and perceiving, including listening and taking clues from one’s environment; generating alternatives and making decisions; persevering; practicing self-determination; learning appropriate social interaction skills; using memory; and handling, dealing with, and releasing stress. In the past, many children gained these skills by chance rather than by design. The children who gained these skills were successful in school, and those who did not experienced failure.

Growth and development actually owe their efficiency to the slow and inefficient learning that has gone before. Practitioners have found that selecting specific games to meet specific developmental needs of their children (developing attention span, concentration, listening skills, self-control, perseverance, and so on) and using such games on a consistent basis contribute to children’s growth in these specific skills.

Active, organized games, carefully selected and well planned, can become a pleasurable means (tool) by which children can build a strong sense of accomplishment while they gain many of the foundation skills that will allow them to deal more effectively with an increasingly complex and stressful world. We believe that the games create an environment for such skills to develop naturally.

If a game qualifies in relation to the development of one or more relevant social, emotional, cognitive, and/or physical skills, it should also be constructed to include every child with sufficient opportunities and give each player means or choices that allow him or her to enter and participate at an individual growth level. This type of play allows no room for subtle or blatant elimination of any child. Perfection is not the goal. Growth for every child (which can seem erratic) and an accompanying sense of competency are the objectives.

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Keywords

• Active Games
• Foundational Learning Skills
• “Basics to the Basic”

Person as Subject

• Torbert, Marianne Schneider, Lynne B.

(60 min Workshop, English)