The importance of freely playing is a foundation of Peki. Although Peki is not academic, its values are part of the educational development.
Equally, as educators and experts, point out, how serious it is to respect the play time during childhood, we do as well.
Peki seriously believes that, depending on how and how often kids play during their childhood, will reflect on their adult lives. Persistence, planning, ability to communicate are rooted through childhood. We usually say that we work on “ stamping “ good memories on their harts, so they can carry on those memories and be happier and balanced adults.
The time for playing at pre K in New York City and many other cities in the US, has been compromised and very restricted, versus the academic agenda, due to the standards imposed by the National Educational System; reports this article from the NYT.
“ As they play, children develop vital cognitive, linguistic, social and emotional skills. They make discoveries, build knowledge, experiment with literacy and math and learn to self –regulate and interact with others in socially appropriate ways.”
(Edward Miller and Joan Almon, writers and founders of the Alliance for Childhood)
http://www.nytimes.com/2014/10/22/opinion/the-building-blocks-of-a-good-pre-k.html
Shael Polakow-Suransky, who served as senior deputy chancellor of the New York City Department of Education from 2011-14, is the president of Bank Street College where Nancy Nager is a professor of education and child development.
