ABSTRACT
This chapter begins with an observation of play seen this summer on a local beach. It was at the end of the day with a mixed group of young children ranging from two to approximately seven years old. As it was nearing six o’clock, the beach and surrounding promenade were emptying and the children had more space to play. As I watched, they tipped the contents of several buckets onto the promenade in front of a beach hut. Their miscellaneous treasures, collected that day, included shells, pebbles, driftwood, seaweed, a crab’s claw and chalk. While the girls generally used more language to discuss and describe where each item was found, the boys carefully examined, categorised and confirmed the value and future potential of each. The crab’s claw was thought particularly worthy and much negotiation was evident as to its ownership! One of the older girls took a piece of chalk and began to draw on the promenade in front of her parents’ beach hut. The rest of the group watched or joined in either drawing or attempting to write. This was seen as valuable and actively encouraged by the adults nearby. The two-year-old, however, began to bang his chalk on the paving, relishing the resulting splintering and dust created. Eagerly he mixed the chalk dust with the sand using his fingers and his enjoyment was obvious. He was engrossed in his new-found game, squealing with delight that each movement produced a reaction not seen before. As the chalk deteriorated into smaller and smaller pieces, he decided to try both hands, now alternating between banging each piece together and marking the paving. Usually, learning would be led by older, more knowledgeable children but on this day it was the inquisitiveness and creativity of the youngest child that altered the interest and play of the group. The older children began to copy his actions, banging their chalk onto the promenade, creating a pattern of marks that covered an increasing area. All the children were completely
engrossed; some adding water to the mix to create a paste-like substance that they began to rub onto their bodies. I was reminded of the ritualistic body painting of tribes in wider cultures. Within minutes, however, this small group of children exploring the properties of chalk raised such alarm in nearby adults that the play was stopped. It was deemed to be inappropriate and destructive. In fact it was a worthwhile activity initiated by a two-year-old boy trying to make sense of his world by learning, as any good researcher would, through trial and error. The resulting marks were as valuable as the drawing and writing close by; however, the adults’ lack of understanding resulted in the play being curtailed and the children frustrated. The above scenario unfortunately highlights the lack of understanding and narrow-mindedness now often seen in our society. These restrictions on play that were once common place in childhood are having a negative influence on children’s development. As a society we seem to have lost sight of the need for such experiences, which are especially necessary for young boys. Tim Gill describes an example of a group of boys building a camp in the woods who were arrested and cautioned. Unbelievably, the police referred to the case as low-level crime.2 This situation is confusing for children, who are shaped by the messages they receive from the important adults around them. Boys’ play may at times be noisier and more physical and they may often find it more difficult to sit still and concentrate for extended periods of time. This can be challenging for practitioners but surely it is their responsibility as educators to ensure that the activities and opportunities that are provided meet the needs of all children and not just to reward and encourage those who are generally compliant by nature. As a mother of five boys, and as a practitioner, I want to challenge the assumptions related to boys’ behaviour and highlight their genuine need to move and be physical.
