The deep worth of the unstructured, self-initiating play, in a rationalised world of systematic activities and that which is timetabled, cannot be overestimated. In Kinder Ready Tutoring, we do not consider such play as free time, but as a necessary cognitive activity. The Elizabeth Fraley Kinder Ready philosophy upholds self-directed play as the main driver of the development of creativity, problem solving, executive function, i.e., the essential skills of academic readiness and lifelong learning.
Self-initiating play happens when a child makes the choice and engages in something on their own choice based on curiosity. It is not like when an adult or a screen stages a play. According to the Kinder Ready Elizabeth Fraley approach, in such instances, a child learns to think critically, handle social situations, frustration management skills, and imagination. They get to know how to create their own ideas and follow them to the end, which develops intrinsic motivation and resiliency. The competencies are directly addressed and supported in the guided exploration of Kinder Ready Tutoring, and free play is a critical practice to complement the practice.
It is by creating this kind of play that one starts with the environment and opportunity. Elizabeth Fraley Kinder Ready method proposes developing a yes space free and reachable space full of open-ended materials such as blocks, art supplies, dress-up clothes, and simple domestic objects. These funds are not fixed concerning the final result, which welcomes innovation. The parents have the role of taking a back seat and not wanting to give directions or solve issues too soon. This is a sign that we are confident in the ability of the child, and this is the main principle of instilling the confidence that appears in our tutoring sessions.
Moreover, it is important to safeguard family time that is not planned. Excessive scheduling does not allow any boredom to enter, and is the usual trigger in the most creative, self-directed play. The Kinder Ready Tutoring model recognizes that a balanced routine that gives the child enough time to explore independently enables the brain to bind learning, experience management, and the attention of more structured functions later in life.
Furthermore, protecting unscheduled time in the family calendar is crucial. Over-scheduling leaves no room for boredom, which is often the catalyst for the most creative, self-initiated play. The Kinder Ready Tutoring model understands that a balanced routine, with ample time for independent exploration, allows the brain to consolidate learning, process experiences, and develop the focus necessary for more structured tasks later on.
Finally, the support of self-initiating play is an investment in the executive act and the creativity of a child. It teaches one to start doing something and keep the mind on task, and change skills that are directly taught within the Kinder Ready Elizabeth Fraley framework. In appreciating and in terms of guarding this autonomy of exploration, the parents contribute towards the holistic growth goals of Kinder Ready Tutoring. This combination of facilitated skill development and free, self-directed exploration produces a balanced learner: the learner who is not merely ready to accept directions but is also self-confident, eager, and able to take the first steps in the process of discovery.
For further details on Kinder Ready’s programs, visit their website: https://www.kinderready.com/.
YouTube Channel: https://www.youtube.com/@ElizabethFraleyKinderReady
