This seems good as 'occassional' practice but not as a daily routine. To me the activity of "doing" (in the kid's situation "playing") should not be so prescriptive. In fact, I would be more prone to having them play and interact and afterwards write about it / talk about it. Maybe they could talk about what they learned in play, what was fun, what went wrong, etc. This probably comes from my architecture school background where we are constantly trying to get the students to build models and make drawings as a way of thinking (as opposed to thinking about something, deciding what your going to do, then trying to execute it). The approach that the article talks about seems to put all the emphasis on the mind as a separate and unrelated part of our bodies. It seems schools are going that way too with their underemphasis on creative problem solving and critical thinking - as if they are insterested in constructing machines.
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This seems good as 'occassional' practice but not as a daily routine. To me the activity of "doing" (in the kid's situation "playing") should not be so prescriptive. In fact, I would be more prone to having them play and interact and afterwards write about it / talk about it. Maybe they could talk about what they learned in play, what was fun, what went wrong, etc. This probably comes from my architecture school background where we are constantly trying to get the students to build models and make drawings as a way of thinking (as opposed to thinking about something, deciding what your going to do, then trying to execute it). The approach that the article talks about seems to put all the emphasis on the mind as a separate and unrelated part of our bodies. It seems schools are going that way too with their underemphasis on creative problem solving and critical thinking - as if they are insterested in constructing machines.
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