If the Children "Just Play," am I Still a Teacher?

Name: If the Children "Just Play," am I Still a Teacher?
Uploaded: 2025-11-04T00:17:43.000Z
Duration: 1 h 46 min 54 s

What Does It Mean to Be a Teacher in Early Childhood?

Introduction and Context

The hosts, Heather Burnt Santi and Samantha Balch, introduce the podcast episode with light-hearted banter about their locations—Heather in Indiana and Samantha in Japan.

They express excitement about reconnecting after some time apart, highlighting the personal connection between them.

Book Release Discussion

Heather mentions her upcoming book release on November 21st, encouraging listeners to consider it for their Thanksgiving reading.

She humorously refers to self-promotion while discussing the anticipation surrounding her book's release.

Central Theme: Play vs. Teaching

The conversation shifts towards an idea Heather has been exploring related to play in early childhood education, which she elaborated on in her article titled "If They Play Am I a Real Teacher?"

Heather invites listeners to reflect on the question of whether allowing children to play undermines their role as teachers.

Societal Pressures on Educators

The hosts discuss societal pressures that educators face regarding early academics and how these pressures affect their professional identity.

Heather critiques the dominant discourse that suggests play is insufficient for quality early childhood education, emphasizing that many educators feel they must perform certain teaching rituals to gain respect.

Reflection on Educational Practices

The discussion highlights concerns among educators about being perceived as legitimate if they prioritize play over structured learning activities.

Samantha reflects on common practices like circle time, suggesting that such routines often serve more to appease parents than enhance educational outcomes.

Need for Evidence-Based Practices

The conversation touches upon the lack of scientific backing for traditional practices like circle time, questioning their effectiveness based solely on anecdotal evidence or societal expectations.

Heather recalls past discussions with teachers who have expressed similar frustrations regarding the absence of peer-reviewed research supporting conventional teaching methods.

Philosophies of Play and Learning

The Role of Play in Academic Skills

In New Zealand, a philosophy emphasizes that play does not hinder children's academic skills; imaginative and playful thinking is essential for development before formal assessments.

The speaker references Little Doves at the Kristen School in New Zealand, praising their innovative program and effective teaching methods.

Reflection on Teaching Practices

The speaker reflects on past job interview notes, highlighting the idea that observing children during play is an active form of engagement rather than idleness.

Engaging with children while they build structures (like a marble run) fosters curiosity and critical thinking through questioning about their creations.

Power Dynamics in Teaching

There’s a critique of traditional teaching methods where teachers exert power over students, often mirroring how children play school rather than fostering genuine learning experiences.

The discussion highlights the misconception that effective teaching requires being more active or authoritative than students, which can undermine authentic learning.

Intentions Behind Structured Activities

While structured activities like circle time are often well-intentioned, they may stem from educators' desires to feel powerful rather than genuinely benefiting children's learning needs.

Educators believe children need to learn concepts such as time passage and group participation; however, this focus might overlook individual learning styles.

Observing Children’s Natural Behaviors

The speaker encourages observing children who struggle to sit still or be quiet in groups; they often demonstrate focus when engaged with peers in play settings.

Adults frequently lose attention during meetings yet expect young children to maintain focus; this disconnect highlights the need for understanding children's experiences as valid.

Defining Real Teaching

A question arises about what constitutes "real" teaching: Is it recognized by others or based on meaningful relationships with students?

Effective teaching should prioritize building relationships with children, environments, and materials rather than merely transferring knowledge.

Historical Perspectives on Education

References to educational theorists like Montessori suggest that successful education involves adults actively engaging with children to foster meaningful connections.

Understanding Early Childhood Education Practices

The Importance of Context in Learning

Discussion on the need for children to develop specific skills before age six, such as identifying shapes and site words, highlighting a gap in understanding developmental milestones.

Emphasis on the significance of communal time between adults and children, which is often overlooked when replicating educational practices without context.

Noting that children's engagement leads to longer group interactions with teachers, suggesting that genuine interest fosters better learning environments.

Misconceptions About Classroom Management

Critique of the approach where strictness is prioritized over building relationships; likening effective teaching to a spiral staircase where each step builds upon the last.

Concerns about preparing children for kindergarten by enforcing early discipline rather than allowing them to enjoy their childhood years.

The Pressure on Educators

Reflection on pressures faced by educators regarding children's readiness for kindergarten and how this influences teaching methods.

Discussion about extending struggles due to rigid expectations instead of allowing natural adjustment periods at the start of kindergarten.

Perceptions of Quality in Early Education

Exploration of societal pressures regarding preschool quality and its impact on teacher self-perception, especially among new or pre-service teachers.

Mention of directors' concerns about maintaining a good reputation with kindergarten teachers based on student preparedness from their programs.

Socioeconomic Factors Affecting Readiness

Anecdote about a conversation with a former kindergarten teacher who noted that children from certain centers struggle more due to perceived lack of academic preparation.

Acknowledgment that assumptions about children's readiness may overlook broader socioeconomic factors affecting families prior to school entry.

Rethinking Educational Expectations

Suggestion that systemic issues within the kindergarten framework might contribute significantly to children's struggles rather than solely focusing on individual teacher effectiveness.

Personal reflection from an educator emphasizing their role in fostering developmentally appropriate practices rather than conforming strictly to future expectations.

Understanding the Ethics of Teaching

The Importance of Ethical Practices in Education

Emphasis on "do no harm" principle, avoiding practices that are disrespectful, emotionally damaging, physically harmful, or exploitative.

Discussion on how the desire to be seen as a "real teacher" can lead to neglecting children's needs and exploiting them for personal validation.

Critique of using boxed curricula that do not engage children, highlighting the exploitation by curriculum companies and the physical harm caused by forcing children to conform to rigid expectations.

Reflecting on Personal Values in Teaching

Importance of critically evaluating one's teaching practices and aligning them with personal values and societal expectations.

Acknowledgment that financial needs often drive teaching motivations but should not overshadow deeper educational values.

Reclaiming Educational Values

The need for educators to reclaim, reform, and realize their core values within both classroom and societal contexts.

Recognition that children will eventually become adults; thus, they should be allowed to participate in society safely during their development.

Navigating Difficult Conversations

Challenges faced when prompting colleagues to reflect on their teaching practices; defensiveness is common among educators when discussing what constitutes a "real teacher."

Understanding Child Development Through Play

Addressing misconceptions about play in education; research supports its importance for child development rather than merely pouring knowledge into students' heads.

Internalization of the "banking model" where teachers feel compelled to transfer knowledge instead of fostering relationships with students.

Supporting Learning vs. Traditional Teaching Methods

Advocating for building relationships with students over traditional methods; being attuned to children's needs leads to better professional decisions regarding their learning.

Continuous observation and engagement with students are essential for making informed decisions about their educational paths.

The Marketability of Teaching Approaches

Discussion on how supporting learning may not be as marketable or measurable compared to traditional metrics like quietness during circle time or visually appealing bulletin boards.

Why Do Teachers Take Notes?

The Importance of Note-Taking in Education

The speaker reflects on the practice of note-taking while observing children, emphasizing its personal significance despite potential misunderstandings from colleagues.

A humorous anecdote reveals that colleagues suspected the speaker's notes were for negative reporting rather than constructive observation, prompting reflection on trust and perception in educational settings.

The speaker shares a similar experience from their kindergarten teaching days, where they noted interactions among children to enhance understanding and improve practices.

A touching moment occurs when a parent gifts the speaker a notebook because their child noticed their passion for note-taking, highlighting how children's perceptions can affirm educators' practices.

The discussion shifts to children's curiosity about adult writing; they often request adults to write things down, showcasing their desire for validation and engagement.

Navigating Professional Expectations

The conversation addresses pressures teachers face to conform to traditional expectations ("playing school") instead of engaging in developmentally appropriate practices.

Families often expect tangible results from educational experiences due to societal pressures and marketing messages that emphasize constant enrichment and learning outcomes.

Parents seek reassurance that their investment in education is worthwhile, leading educators to navigate these expectations carefully while maintaining professional integrity.

There’s humor in discussing unrealistic parental expectations regarding early literacy skills, reflecting broader societal anxieties about child development milestones.

Educators are encouraged to help families reassess their beliefs about education by providing insights into what truly benefits young learners.

Reevaluating Educational Practices

The need for re-evaluation of educational norms is emphasized; appearances can be misleading if classrooms look "schoolish" without genuine learning occurring.

Engaging with the profession at a meta level helps teachers feel more authentic and empowered as professionals who advocate for effective teaching methods.

Understanding the Impact of Developmentally Inappropriate Practices

The Harmful Effects of Current Educational Systems

There are systemic issues in education that not only fail to benefit children but actively harm them, particularly in kindergarten and toddler classrooms where practices are developmentally inappropriate.

The speaker emphasizes the importance of being a credible source when discussing educational practices with parents and colleagues, often referencing academic papers to support their methods.

While evidence-based approaches are valued, the speaker argues that observing children's behavior can also serve as critical evidence for understanding their needs and interests.

Diverse Sources of Knowledge

Evidence should not be limited to prestigious institutions; indigenous knowledge and local wisdom play a crucial role in shaping effective educational practices, as seen in New Zealand's bicultural curriculum.

A pivotal realization for educators is that being a "real teacher" involves understanding how children learn from each other rather than just focusing on rote knowledge or specific skills.

Curriculum Critique

The speaker warns against trusting curricula that claim to be universally applicable to all three-year-olds, highlighting the significant variation among children at this age.

It's important to scrutinize the motivations behind curricular claims, especially those funded by organizations with vested interests.

Challenges in Research Funding

There is a scarcity of current research on free play or child-led learning due to lack of funding; many funders prefer projects that yield immediate financial returns rather than exploring less commercially viable areas like play.

A discussion about older research reveals that while some may question its relevance, foundational principles often remain valid over time despite changes in educational trends.

The Nature of Established Knowledge

Some concepts in education have proven effective over decades without needing constant re-evaluation; similar to scientific truths like gravity, certain pedagogical strategies continue to hold true without new evidence emerging frequently.

The conversation touches on skepticism towards outdated information while recognizing that some established ideas do not require frequent validation due to their consistent effectiveness.

Developmentally Appropriate Practices in Education

The Shift from "Developmentally Appropriate" to New Terminology

The podcast emphasizes the appeal of its content, describing it as both smart and fun, which attracts listeners.

A conversation with Denanishia Jones introduces the term "developmentally overwhelming," highlighting a fresh perspective on developmental appropriateness that resonates deeply with the speaker.

The speaker expresses frustration with the term "developmentally appropriate," arguing it has lost meaning and is often misused in debates rather than serving its intended purpose.

There’s a call for discussions around whether practices are developmentally purposeful instead of merely appropriate, suggesting a need for deeper evaluation of educational methods.

Personal Reflections on Teaching Experiences

Reflecting on past assignments, the speaker recalls being unable to determine if activities were developmentally appropriate without knowing individual children's contexts, emphasizing the importance of understanding each child's unique background.

An anecdote illustrates how an instructor was frustrated by a nuanced answer that challenged conventional assessment methods, indicating a tension between standardized expectations and individualized learning approaches.

Assessment Perspectives in Education

The discussion transitions to different types of assessments: assessing learning versus assessing for learning. This distinction raises questions about effective teaching strategies and student engagement.

A humorous reflection on being perceived as an unconventional student highlights how educators can sometimes feel undervalued despite their effectiveness in engaging young learners.

Engaging with Literature and Storytelling

The conversation shifts to literature, where participants discuss what constitutes a "fabulous" story. They share personal favorites like “The Lion and the Mouse,” showcasing how storytelling can be both entertaining and educational.

A recommendation for the podcast "Circle Round" is made, which retells classic fables for children. This suggests an appreciation for integrating storytelling into educational practices.

Nostalgia and Realities of Teaching

Participants reminisce about listening centers in classrooms, expressing nostalgia for hands-on experiences that engage children through auditory storytelling.

The speaker reflects on their journey as an educator since childhood while addressing feelings of legitimacy within their role. They recount moments when they felt validated or questioned by others regarding their teaching capabilities.

Teaching Reflections and Anecdotes

The Nature of Gross Motor Activities

The speaker reflects on a pre-written lesson plan that included a gross motor activity involving children jumping over a cardboard tube, highlighting the contrast between planned activities and actual engagement.

A humorous anecdote is shared about how most children were sitting and waiting for their turn rather than actively participating in the gross motor activity, questioning the effectiveness of such planning.

The speaker acknowledges the irony of labeling an activity as "gross motor" when it involved more waiting than movement, prompting reflection on what constitutes effective teaching.

Learning from Experience

The discussion shifts to personal growth as a teacher, with the speaker recalling experiences with children that shaped their understanding of classroom dynamics and empathy towards students' needs.

An amusing story is recounted about a child named Ava who peed on the speaker during circle time, illustrating real-life challenges teachers face and learning moments derived from them.

Reflecting on Teaching Philosophy

The conversation emphasizes the importance of reflecting on one's teaching methods, particularly regarding play-based learning versus structured activities.

A critical question arises: if one feels they cannot let children play without losing their identity as a teacher, it may indicate deeper beliefs about education that need exploration.

Embracing Change in Teaching Practices

The speaker encourages educators to embrace questions about their teaching practices as signs of growth; recognizing these inquiries can lead to meaningful changes in approach.

Resources are suggested for those seeking guidance in early childhood education, emphasizing community support for teachers navigating similar challenges.

Personal Insights and Leisure Activities

As the conversation wraps up, there’s a light-hearted exchange about personal evening plans—one participant preparing for bed while another looks forward to leisure reading.

Discussion turns to favorite authors and genres, showcasing how personal interests can provide relaxation amidst professional responsibilities.

Podcast Update and Transition

Announcement of Changes

The host thanks listeners for their patience and mentions that the episode is being recorded in September but will be released in November.

Jeff Johnson, the podcast producer since its inception nine years ago, is retiring at the end of the year, prompting a transition to a new podcasting site.

Podcast Availability

All episodes will migrate to a new platform; listeners using iTunes or Spotify will need to resubscribe as the current feed will disappear by the end of 2025.

Currently, there are two separate shows available on iTunes: one with all current episodes and another featuring original episodes that have been uploaded.

Quality and Content of Original Episodes

While audio quality of older episodes may not be great, the conversations remain engaging and valuable.

The host reflects on nine years of podcasting, noting improvements in microphone technology over time.

New Branding and Network Considerations

The logo remains consistent across platforms; however, listeners should look for "early childhood nerd work" for newly entered content.

There’s an ongoing discussion about creating a new network called "Nerd Work," emphasizing community engagement and listener support.

Closing Remarks

The host expresses gratitude towards listeners and emphasizes their importance to the podcast's future.