Open-ended play, which is a type of activity that has no specific result or correct answer, is an essential part of holistic childhood development. This type of play gives a child the power to take the lead in the exploration that contributes to the development of creativity, self-problem solving, and cognitive flexibility. One of the key values of such unstructured and child-directed time is ingrained in the Elizabeth Fraley Kinder Ready philosophy, which acknowledges this as the ability to develop the innovativeness of thought and strength required in the future. To families, offering open-ended play opportunities provides an ideal balance to the structured acquisition of skills of Kinder Ready Tutoring, which will support the entire method of Kinder Ready Elizabeth Fraley.
One of the basic open-ended concepts of play is access to simple and versatile materials. Wooden blocks, cardboard boxes, pieces of fabric, and natural pieces (pinecones, smooth stones) are anything a child fancied. A box may be an automobile, a ship or a house. This kind of play develops executive functioning because children design, plan and reorganize their work. It promotes spatial skills, mathematical skills (balance, symmetry) and perseverance. The Elizabeth Fraley Kinder Ready approach is an advocate of such play in realizing the cognitive skills that form the basis of academic concepts. These skills are further honed in more demanding environments.
Another good medium of open-ended exploration is sensory bins. Sand, or beads of water, or a large bin of dry rice is introduced with cups, spoons, and small figures, and endless experimentation may take place. Children develop fine motor skills, discover scientific knowledge, such as volume and texture, and invent their own stories. Self-directed sensory play assists in emotional control and concentration to enable a child to make profound engagement in their own time. This corresponds to the Kinder Ready Elizabeth Fraley emphasis on developing attention and self-regulation by means of hands-on, interest-based activity.
Open-ended creativity is also promoted by dramatic play areas where one finds generic props such as hats, scarves, and play food. Children create scenarios, negotiate their roles, and create complex stories without a script. This develops advanced language proficiency, social-emotional ability and empathy since they experience the world in new ways. Social negotiation and narrative construction here are complementary to the communication and cooperation skills that are used in Kinder Ready Tutoring and are indicative of the overarching social objectives of Kinder Ready Elizabeth Fraley’s philosophy.
An art that is process-oriented is the best example of open-ended creation. Offering materials such as paint, clay, chalk or collage materials and instructing the student to create whatever they wish is an experience-oriented approach which is not necessarily about a finished product. This develops fine motor skills, gives a person the opportunity to take risks, and express emotions. It teaches the possibility to approach a creative problem in a great number of ways, which builds a growth mentality. This independence of thought and exploration is one of the values in the Elizabeth Fraley Kinder Ready model of creating independent-thinking, confident people.
With the focus on open-ended play, families develop inquisitive nature and problem-solving skills in a child. The cognitive flexibility, creativity and executive function that results out of these activities create a strong base for the better structured learning that will be experienced in Kinder Ready Tutoring and in the kindergarten classroom. This middle ground, in which exploration by the child and teaching by the adult are both appreciated, is the key to the Kinder Ready vision of Elizabeth Fraley.
For further details on Kinder Ready’s programs, visit their website: https://www.kinderready.com/.
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