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Are you thinking of incorporating play spaces into your library, designing a new library space or something in between?  If you are looking for a good place to start, some research to support play and steps to take to make it all happen, you might be having a hard time.

When I first started working to incorporate play in libraries 5 years ago there were little to no resources on how play might look in a library or how to get started. Since then there have been many ground breaking libraries who have presented conference sessions, written blog posts and posted information on webpages. Then the second edition of Every Child Ready to Read, released in 2011 included a great module on Learning Spaces in Libraries. Over the years, information has become easier to find as research on the value of play has become an important message in early literacy.  Best practices, ideas for types of play and practical steps for incorporating play in libraries are harder to find.

“The Power of Play: Designing Early Learning Spaces” by Dorothy Stoltz, Maria Conner and James Bradberry is a great resource no matter how big or small your learning space project.  This practical guide provides research in support of play, steps to creating play spaces, planning guides, examples of play spaces and management tips.  The information in this book is applicable to any size library or play space project and highlights how these spaces are supported by research and early literacy goals. It is to read from cover to cover or to use as a step by step guide. I wish I had something like this when I was getting started!

I love this empowering excerpt from the book that highlights the true power of play.

“Play is a first step in life by which a child can mature into a thinking person….Although play is important, it is not an end in itself, or a time for avoiding chores or ignoring others. Play is “a jumping-off place” that can set in motion the possibility of learning. Socrates set the tone for this kind of play in his debate on the virtues of citizenship in The Republic. He asks Adeimantus to reflect on how the serious play of philosophical leaders who encourage original thought compares to the common play among certain tyrannical political leaders who are interested in manipulating and controlling the crowd. Socrates guides his student to think about how a city or society pursuing noble virtues compares to the individual doing the same—that unless play from earliest childhood is noble a man will never become good.  Plato likewise engages in noble play through his dialogues with his fellow readers to pursue the knowledge of the “Good.” He distinguishes between good play—that which leads to the good—and bad play—that which diverts the learner from this goal.”

You can purchase “The Power of Play: Designing Early Learning Spaces” from the ALA Store at http://www.alastore.ala.org/detail.aspx?ID=11157

The post New Resource for creating Play Spaces in Libraries! appeared first on ALSC Blog.

Toys scattered among the stacks, puzzle pieces askew, kids popping from mess to mess and over in a corner you see a parent on their cell phone or device. Does this scene sound familiar to you?

Libraries with play spaces often report that they have parents who seem disengaged from their children’s play. While this isn’t the majority of library users but seems to stand out because of the mess and noise children who are not engaged in meaningful play can create. While it is our intention that parents will use the play space to interact and play with their children, they often observe play or expect their little ones to discover the play on their own.

How do we teach these parents to use the play spaces provided as an interactive time to share with their little ones?

• Model play! Library staff can often engage a parent by simply asking a question or starting a conversation with a child. When you see a child playing alone, ask them open ended questions that extend the play. When the parent sees the interaction they will become interested and then you can pull them into the play as well. We model how to share a book in story time, let’s model play on the floor.
• Provide signage! Be simple with your signs and remember you are not posting rules but suggestions for play. http://www.alsc.ala.org/blog/2012/03/instructions-included/
• Keep it Clean, Keep it Organized! While children can look at anything and find the play in it, somewhere adults loose that ability. Make your play spaces clean, organized and obvious. http://www.alsc.ala.org/blog/2012/04/keeping-it-clean/
• Choose meaningful play! When selecting your play spaces and what is included think of what learning is going to take place and what values the parents will see in the play.

Your turn! How do you engage parents in play?

Why Blocks?

Constructive Play is a valuable experience for child development and for the acquisition of early literacy skills.  When children play with blocks they are engaged in the use of fine and gross motor skills, developing problem solving skills, hand eye coordination and visual/spatial awareness. Beyond these developmental skills needed for growth and school success block play also allow children to develop social/ emotional skills.  Children can learn conflict resolution, build self-confidence and engage in open ended play with free expression.  By creating new worlds, designing imaginary stories, engaging in identifying shapes and relationships between them while playing with blocks, children are developing early literacy skills.

Block come in all shapes and sizes!

LEGOS 

Wooden Blocks

Foam Blocks

Cardboard Blocks

Including Blocks in your Library

1. Select the blocks that work for your branch. Think about the space you have to allocate and the noise level you prefer to keep.
2. Plan a way for blocks to be stored.  Will you use a block cabinet, baskets, bins or shelves? Whatever you choose make sure you have a plan in place for your customers to know where to put away the blocks when their play time is over. This keeps your blocks nice as well as saves on staff time.
3. Encourage Customers to put away their blocks after playing. When kids clean up blocks and put them into your planed storage system they have to sort them which is a math skill! Offer a stamp or sticker for kids who clean up their mess.  We post signs around some of our more messy centers that encourage kids to clean up. After they clean up what they played with they can show the Librarian and get a stamp.  Most children will do anything for a stamp or sticker. They are low cost and will save you and your staff a lot of cleaning.
4. Sanitize Your Blocks! All you need to sanitize these items is water, bleach and a spray bottle. Mix 1 teaspoon of bleach with 1 gallon of water and fill the spray bottle.  This mixture is good enough to kill germs but will not damage items, clothes, carpet or furniture.  Spray your items liberally at night and leave them to dry overnight.
5. Know that all children will play with blocks differently depending on their developmental stages.

• Carrying (blocks carried, not used for construction; young children around age 2)
• Stacking (horizontal or vertical stacking; beginning around age 3)
• Bridging (children create a bridge using two blocks to support a third; also around age 3)
• Enclosure (blocks enclose a space; around age 4)
• Patterns and Symmetry (balanced structures, decorative or symmetrical patterns; ages 4 & 5)
• Early Representational (name structure during or after construction; age 4 ½)
• Later Representational (announce name before building begins, often use props for dramatic play;age 5

6. Watch the Magic Happen! Observe the great creations and learning opportunities happen before your very eyes!