LEARNING BY DOING AND PLAYING

Chapter 16

LEARNING BY DOING AND PLAYING

The Chapter at a Glance

Failure of the contemporary education.

Play-way in education.

The Montessori Method.

The Dramatic method.

The Project method.

The Dalton plan.

The Heuristic method.

Guiding and scouting.

A comprehensive play-way plan.

One of the fundamental aims of all education is the proper development of the learner's individuality. A balanced and well-planned education imparts not only factual knowledge to the learners but also seeks to promote creativity, freshness, in­itiative, leadership, fellow-feeling, cooperativeness and similar other traits and qualities in them which are indispensable for healthy and efficient living.

Failure of the Contemporary Education

Our present system of education which the Commission on National Education purports to revolutionize, fails to develop these desirable traits among the students. Our educational system is predominantly bookish. It produces book-ridden personalities who might be crammed full of facts and figures but who are usually devoid of any individuality or creativity. Our younger generation does not seem to enjoy or identify itself with the educational process at the schools. It appears dull and boring to most of them. They do not feel any natural urge towards or genuine love for the school and its educational programs. The result is that education fails to touch the foundation of their characters and personalities.

Play-Way in Education

Educationists all over the world have been paying serious thought to similar situations in their respective countries. They consider that an education which is devoid of any interesting element that normally stimulates children is bound to fail. They have been unanimous in thinking that if the gulf between the play-field and the class-room is bridged, education could be made to fulfill its objective more effectively. This means that if the playful atmosphere and spirit of the games and sports field are introduced into the methods of class teaching they can prove very helpful in reaching to the very depths of the learner's personality. Such an innovation in education is technically known as the play-way in education or learning by doing and playing.

Means to a Higher End: Those who champion learning by doing and playing, however, do not propose to make all educa­tion a mere movement, play, fun and excitement. They do not propose that activity and play are ends in themselves. Mobility and playfulness are rather to be used as a means to a further end. They are to be utilized to make class instruction pleasant and effective so that the students are able to learn all the serious business of life cheerfully and without feeling any mental or physical strain.

The Play-Way Methods

These views have been formulated into certain regular and well-defined methods of education known as the play-way methods. The common element in all play-way methods is their resolute attempt to educate the child while he feels that he is simply playing and doing interesting things. The prominent play-way methods and techniques are as follows:--

(1) The Montessori Method.

(2) The Dramatic Method.

(3) The Project Method.

(4) The Dalton Plan.

            (5) The Heuristic Method.

            (6) Guiding and Scouting.

The Montessori Method

            This method is the invention of the creative mind of the renowned Italian woman educationist, Dr. Maria Montessori. She lived from 1869 to 1952.

Learning Through Playing with Educational Toys:

            The Montessori Method is a famous variety of the play-way method of learning. It aims at fostering the fullest physical and mental development of children by providing them maxi­mum possible freedom. The essence of this method is learning through playing with certain specially constructed educational toys. Children are given these specially-designed play-materials, known as the Didactic Apparatus. With the help of this interest­ing educational apparatus they learn the three Rs mainly through their own efforts and initiative.

            The Didactic Apparatus: The didactic apparatus closely resembles toys. Its various components are attractive beads, frames, blocks, rods, etc. While manipulating this apparatus children get ample opportunities for movements of the limbs. It also trains their senses. Along with the physical or sensory training, efforts are made to nourish the mental side of children's life. While playing with these educational toys they are helped to acquire useful habits, attitudes and outlooks and to develop self-reliance, initiative and concentration.

            Training in Self-Direction and Auto Correction: The Mon­tessori Method is based on the principles of self-direction and auto-criticism. Children are encouraged to use their own initiative and discretion while learning through the manipula­tion of the didactic apparatus. But the method also utilizes services of a directress who supervises while the children are thus engaged in learning by doing and playing they can seek her help and guidance only when needed.

Critical Examination of Montessori Method:

            The Montessori Method is undoubtedly an extremely inter­esting educational method. It is being used with the children in several educational institutions of the world. The method, however, has demerits as well as merits.

The Main Merits: The method was responsible for creating a considerable stir in educational circles. It has been found to be extremely stimulating and engaging for young children. The three main advantages of this method are:—

            (a)      Development of a Desirable Scholastic Attitude: By providing a pleasant, and congenial atmosphere in the school and by giving an opportunity for self-expres­sion right from the start of the school career the Montessori method develops positive attitudes to­wards scholastic learning among children.' The school and its educational programs create a favorable impression in the minds of the young children. Such a desirable scholastic attitude serves as a healthy and reliable foundation on which any kind of sound know­ledge can be built during later schooling.

            (b) Better Sensory Training: The manipulation of the various didactic apparatus offers the children an ex­cellent opportunity for sensory training. It is a very pleasant way of developing proper physical move­ments and sensory discrimination among them. Such an early sensory training can form the basis for higher training in the three Rs and in the sciences.

            (c) Especially Helpful for Backward Children: The method has proved especially helpful for the educa­tionally backward children who experience consider­able difficulty in learning by abstract and oral methods.

The Chief Demerits: The Method, however, has certain dis­advantages which need serious consideration. Its two main defects are as follows:--

             (a) Limited Scope: The Montessori Method is usually more fruitful with infants and young children. It cannot be used with older children and in the teach­ing of higher aspects of the three Rs. Moreover, the method cannot be utilized for the teaching of all school subjects.

             (b) Restrictions on Children's Behavior: The method claims but does not actually provide absolute freedom for self-expression to the children. It lays down certain prescribed methods of handling the did­actic apparatus which are to be followed without al­teration. It does not appreciate children's own likes and dislikes, and disregards their individual differ­ences. Furthermore, the child is not allowed to play with any other material excepting the didactic apparatus.

The Dramatic Method

            This play-way method of instruction aims at turning the learning situation into a sort of pleasant drama. The dramatiza­tion of the subject-matter is effected either by the students themselves or by the teacher or by a combined student-teacher effort.

Dramatization of Learning:

            The method has proved particularly useful in the teaching of literature, history and social sciences. Children are assigned to play the parts of various characters in their books. They comprehend the meaning of the whole situation by acting their respective roles. Their scholastic interest gets added impetus through the dramatic presentation of the written stuff that they read in their text-books. As they are able to grasp the dynamics of events and situations better, they are able to remember them more effectively and for a longer time.

Evaluation of the Method:

            The dramatic method can be employed equally effectively with younger and older children. The value of dramatization as a teaching method lies in its emotionalization and visualiza­tion of the learning experiences. This makes both the learning as well as the retention of the learned material convenient, pleasant and lasting.

            Superiority over Lecture Method: Lohmeyer and Ojemann found that the dramatic method was much superior to the lecture or the panel discussion method when employed in a radio broad­cast for use in the class-room.

            Limited Utility: It may, however, be remembered that the method is specially designed to suit certain descriptive subjects. It has proved beneficial for the teaching of history, fictional literature and the social sciences. It cannot be employed for the teaching of all school subjects, e.g., chemistry, physics, mathe­matics, etc.

The Project Method

            The method endeavors to socialize education and intro­duce the element of social reality and purposiveness into the class instruction.

Educating Through Interesting Projects:  The students choose various practical units of work called "projects." The project, for example, might be the construction of a small model of a post office or a street shop. The children collect bricks, prepare the mortar and other relevant material. They construct various parts of the small model of the post office or the shop according to their plan and paint the letter box, the windows, etc. in suitable colors. While they are engaged in such a cooperative endeavor they enjoy the activity very much. They feel simply thrilled to see the project progress through the various stages of its completion.

            Informative Aspects of the Project: Children also acquire a lot of useful knowledge out of the project. During the con­struction and after the completion of the project they discuss mutually and with the teacher its nature, significance, functions, etc. Such a discussion adds to their knowledge very considerably.

            In the case of the post office project, for instance, they could learn a lot about the functioning of the post offices, the role of the postal department and, in fact, about other similar means of communication. Similarly, the shop project could enable them to grasp the dynamics of shopping, buying and selling behavior and a great deal about the elements of business, commerce and economics.

The Value of the Project Method: The project method has proved a very effective and useful play-way method. By providing opportunities to the students for working over miniature projects at the school, the method helps them understand many a serious aspect of their school subjects and of life in general. It also prepares them for assum­ing the serious responsibilities of later adult life in a most pleasant and appropriate manner.

            Application of the Method: The method has been success­fully applied in a number of western countries. It has also been utilized in the East. In India, for example, it is one of the chief instructional methods at the famous Jamia Millia at Delhi and a number of other similar educational institutions. The well-known teachers' training institution at Moga, which trains rural teachers, bases its teaching methodology on this method. In fact the Basic Education Scheme as propounded by Mahatama Gandhi and Dr. Zakir Hussain appears to be a modified version of the Project Method as adapted to the educational needs of Indian rural children.

            In Pakistan the method has been adopted in a number of junior schools and is a popular subject of discussion and research at the teachers training institutions.

            The project method, however, cannot be satisfactorily utilized for the teaching of abstract subjects, e.g. grammar, etc.

The Dalton Plan

            The Dalton Plan has been very highly favored by numerous schools in European countries. The Plan was first introduced in America in 1919 by Helen Parkhurst. It was originally meant for crippled children. In 1920 it was successfully adopted in a high school for normal children at Dalton in Massachusetts. From that time onward the method came to be known as the Dalton Plan.

Learning Through Assignments and "Laboratories”

            The Dalton Plan makes a departure from the routine, for­mal pattern of class work. It offers the students fullest oppor­tunities for self-expression, by freeing them from the burdens of set time-tables and rigidly prescribed syllabi.

            Work in the Educational Laboratories: The academic sub­jects are taught on the basis of individual pupil progress. Stu­dents are given suitable "assignments" for various subjects. Separate rooms called "laboratories" are set aside to complete various assignments. These laboratories are equipped with all the necessary educational material which the students consult and utilize in order to complete their assignments. By working independently over these assignments children get training in self direction, responsible behavior, free thinking, etc. The teacher is there to help them if and when his advice is needed. But his main function is that of a guide, not a lec­turer or a director.

            Students engaged in completing their assignments in the Dalton Plan laboratories give the appearance of happy children playing in busy educational workshops rather than depressed children imprisoned in a dull and boring oral recitation class­room.

Educational Significance of Dalton Plan:

            The basic purpose of the Dalton Plan is to give expression to a sociological philosophy of education which aims at socia­lizing school instruction. By giving freedom to the individual child to work out his own assignment and to budget his own time, the Dalton Plan builds up initiative, discretion and a sense of responsibility in the children. It also enriches their formal knowledge and information.

            Precise worth Unknown: However, no studies have so far been published on the basis of which one could make a precise estimate of the educational worth of the Plan. Further­more, its trial involves a good deal of expenditure on the setting up of the assignment laboratories and on equipping them with the relevant education material.

The Heuristic Method

            This play-way method has been associated with the name of Professor Armstrong. It was first used in the teaching of science subjects.

Learning by Discovering: The fundamental principle of this method is to arrange the subject-matter in such a manner that the pupils discover the underlying laws and principles for themselves. The Heuristic Method disfavor learning of anything second hand i.e. through books or through information supplied by the teachers. Instead the method places the child in such situations and positions as to enable him to make original and insightful discoveries independently. The element of constraint or direction is reduced to its minimum through the application of this method.

Development of Scientific Attitudes: For instance, the child sees things fall to the ground. He is encouraged to think that all things gravitate towards earth. Such independent thinking enables him to understand the laws of gravitation by discovering them for himself from observation of actual and concrete situations. This independently acquired scientific attitude disposes him favorably for developing further insight into physics and other natural sciences.

Evaluation of Heuristic Method: Like the other methods this play-way method, too, enables the child to learn many serious things smilingly.

             Better for Science Subjects: The method is essentially more helpful for the teaching of science subjects. It works especially well in laboratory situations. The students are placed in stimulating and suggestive situations in the science laboratory. They are encouraged to understand the various laws of the sciences by discovering them independently, with­out the aid of books or teachers. The method thus purports to develop an appreciable scientific spirit and insight in the learner in a most pleasant and effective manner.

            Limited Application: The application of the method, how­ever, is limited for obvious reasons. It cannot yield much encouraging results in non-science subjects. Furthermore, it is rather an aid to develop a scientific bent of mind rather than a full-fledged teaching method.

Guiding and Scouting

            Guiding for girls and scouting for boys have proved to be most successful and pleasant ways of imparting physical and social education. Such useful juvenile organizations do more good to children than most of the parents, teachers, schools and books.

The Fundamental Aims and Objects:

            The main aim of these organizations is to familiarize chil­dren with the art of living in a civilized or organized manner. They teach them obedience to discipline, respect for laws and regulations and the difficult art of facing life responsibilities most cheerfully.

            These purposes are achieved through the media of carefully planned training in guiding and scouting, organized rallies, camps, camp-fires, etc. Through such pleasant programs the boy scout and girl guide organizations endeavor to introduce children to various aspects of the art of social living in a play-way manner.

            Scouting and guiding, indeed, form the best possible utilization of children's leisure time.

Educational Role of Scouting and Guiding:

            The gigantic character and personality building role of scouting and guiding cannot be overemphasized. The organized training and diversified opportunities for group life provided by these organizations mould the thought and behavior of the member children in socially desirable directions. It is one of the best possible preparations for healthy and efficient citizenship.

            Great Psychological Significance: Recollecting from personal experiences of handling children in a child guidance clinic the author finds that very few scouts and guides were referred to him for problem behavior. In many cases a number of pro­blem children were almost miraculously cured, merely through making them members of boy scouts or Girl Guide troops.

            In fact, these organizations are so useful that participation in them must be made compulsory for every school child. Teachers under training should also be provided with adequate opportunities for training in and experience of running such organizations in schools.

Other Useful Juvenile Organizations:

            It may be remembered that there are a number of miscel­laneous juvenile organizations which have great educational significance. Some examples of such educationally useful organizations are: The Youth Movement, The Junior Cadet Corps, The Children's Commonwealth, Children's Social Squads, Children's Clubs, etc. These organizations have served dual purposes, recreational and educational, for children and young persons. Whenever and wherever possible, children should be given abundant opportunities to avail themselves of the educational, social, cultural and moral influences of these useful juvenile organizations.

A Comprehensive Play-Way Plan

            These are some of the common play-way methods that have been utilized to make the educative process cheerful and useful. We have examined the merits and demerits of each method. It is hardly necessary to emphasize that the merits of every method far outweigh its demerit.

            An exclusive reliance or dogmatic emphasis on one parti­cular method, however, is undesirable. An ideal as well as practical policy would be to utilize the essence of every method whenever adequate opportunities are available for its applica­tion. Such a comprehensive play-way method would provide the students with suitable occasions to benefit from every method.

We shall name it as the “Leaders Play-Way Method”.

Utilizing all the Methods in Teaching:

            A teacher might thus employ the Montessori Method with very young children, and especially with backward children. He may utilize the dramatic method while teaching history, literature and the social sciences. The Dalton plan may occasion­ally be tried by encouraging students to do various assignments for various school subjects.

            Asking students to plan and to execute miniature scale educational projects at the school would be very exciting indeed. For certain aspects of science teaching the teacher could avail of the Heuristic method. In order to help children to make the best utilization of their leisure time he should of course recom­mend membership of an appropriate children's organization, e.g., Boy Scouts, Girl Guides, Youth Organization, Children Club, etc. The “Leaders Play-Way Method”, encompassing all the useful methods as appropriate to the type and level of students, should be freely applied to achieve the objectives of education.

Making Our Education Dynamic:

            Such an all-inclusive attitude in teaching is bound to break the monotony in our educational system. At the moment most of our schools look boring, un-stimulating and dead. By their defective organization and uninspiring instruction they compel the students to revolt against class work in one form or the other. A carefully planned trial of the play-way methods by our teachers will introduce vitality and dynamism into our schools and their programs. It is heartening to note that our newly emerging pattern of education is now putting increasing emphasis on the play-way methods.