Adding Play and Maker Education to the Equation

2 Min Read • Technology

Kids need hands-on interactive learning activities that let them tinker, play, prototype, learn, fail, (re)create, in order to learn. They need to play, create, and “do”. This is the reason why you need to add play and maker education to it. Unfortunately, the Western schools removed a significant portion of play and hands-on engagement in an effort to make classrooms more ‘efficient’ and organized. Students sit in desks, receive knowledge, and regurgitate in order to be deemed ‘successful’. Sadly, with the gradual removal of hands-on play has come sharp increases in anxiety, depression, suicide, feelings of helplessness, and narcissism in children, adolescents, and young adults (Gray, 2011).

Gray suggests this inverse relationship is because, “Play functions as the major means by which children (1) develop intrinsic interests and competencies; (2) learn how to make decisions, solve problems, exert self-control, and follow rules; (3) learn to regulate their emotions; (4) make friends and learn to get along with others as equals; and (5) experience joy.” In short, play fosters learning, problem solving and promotes mental health. Consequently, play should be a critical part of ALL children’s learning, and not just young kids’ learning according to Gray.

Play and Maker Education create such a natural intersection. Maker Education and the integration of Arts and the STEM (science, technology, engineering, and math) disciplines promote this type of hands-on learning as children are encouraged to tinker, create, investigate and play. By adding the arts and play back into the equation along with ensuring a solid foundation in the STEM fields, our students will be positioned for success as healthy and happy citizens in addition to being future ready.