Creativity is intelligence having fun.
– Albert Einstein

Complementary Curriculum Approach: Transform Your Practice Through Intentional Teaching, the popular book by Iris Chin Ponte and Lisa Porter Kuh, describes a dilemma many early care and education professionals face.

“On one hand, early childhood educators want to promote play-based experiences and open-ended, creative opportunities with loose parts and multiple entry points, because teachers know that children learn through play and hands-on exploration (Copple and Bredekamp, 2009). On the other hand, teachers are under increasing pressure from administrators and funders to teach academic content and discrete skills linked to assessments that measure children’s learning. Teachers feel caught in an either/or choice between play and skill-building, and they can become immobilized.”

Ponte and Kuh provide examples throughout their book of how they believe administrators and teachers can solve the dilemma by creating what they call a “settled classroom.” They write:

“A settled classroom is one where children are free to choose materials and experiences that interest and delight them, have the time and space to concentrate on meaningful, interesting activities, and work and play joyfully as part of a community of learners. The adults in a settled classroom are equally delighted as they thoughtfully guide children in their pursuits, following children’s interests to deepen learning.”