Let us play

The question is, how is time being spent in school? How is the day balanced between academics and activities that will encourage the development of emotional intelligence, that will treat with the trauma that students face and that will facilitate the structured intervention of play? Play as an intervention strategy is a concept that seems light years away from our philosophical approach to education. As stated in the opening quote, we continue to relegate the arts, sports and similar activities to the status of “extra-curricular” or “after school.” For instance, did any science or physics teacher use class time to take their students kite flying to explain the aerodynamics of getting a kite in the air and keeping it there? Globally, the science of play is increasingly being incorporated into the treatment of children and young people affected by abuse or neglect.

Researchers at the Centre on the Developing Child at Harvard University conducted a series of sessions for adult caregivers using games and teaching teachers how to implement these strategies in the classroom.

Play was used to assess the challenges being faced by children, identify the issues that come forward and identify workable solutions.

“Trauma-informed early education” recognises that children and young adults who come from challenging home environments fall behind academically. In TT, we see the effects of negative home environments manifesting themselves in anti- social behaviour such as bullying, fighting and general acting out.

The Harvard researchers used structured play to help improve what is referred to as the executive function in young minds. “Executive function and self-regulation skills are the mental processes that enable us to plan, focus attention, remember instructions, and juggle multiple tasks successfully.” So, it makes sense that when young people are distracted, disruptive and unable to focus, there are deep-seated reasons causing this behaviour.

Traditional education methods cannot work in these circumstances, so a different approach is required.

In preparation for my teaching qualification in dance, I was required to deliver practical hours of teaching.

I went to one of the schools noted for having vulnerable youth or those affected by trauma of some kind. I was amazed and alarmed to see how remote the idea of scheduled movement and dance was for them.

Further, the school structure made it a challenge to even get the class going. From having to find a suitable space, to locating the key, to getting the young people to wear appropriate clothing — it was a nightmare.

But I got them to stay still, stretch and experience different types of music from jazz to pan, bhajans and Tobago rhythms, and started a process of reaching into their emotional intelligence.

From leaving the sessions depressed, all of us began to look forward to that one hour together.

When I arrived, the classroom would be unlocked, clothes changed and someone taking charge of the warmup.

On the last day, the drummers in the school came and supported us — we played and it was beautiful.

As artists, we know our methodologies work. I can only hope that one day the people charged with educating our nation catch up. Maybe what they need to do is fly a kite sometimes.

Dara Healy is a performance artist and founder of the NGO, the Indigenous Creative Arts Network – ICAN.