Ya kata “bermain-main” ini kata yang paling kita sukai sewaktu anak-anak. Kata ini paling ditunggu ketika sedang berada dikelas, kita menunggu saat bel istirahat berbunyi, saat bermain … ya bermain …
😦 “Betul Pakdhe, aku saja masih ingat saat bel bermain pertama di sekolah adalah sekitar jam 9, … kenapa aku ingat terus jam 9 itu ya dhe ?”
😀 “Iya itu lah Thole. Kamu keburu ingin istirahat, mau bermain kan ?”
Apakah anda masih suka bermain saat ini ?
Kenapa kita ingin bermain ? Karena di benak kita sewaktu belajar, sewaktu bekerja, san mengerjakan sesuatu hal kita dituntut untuk serius berpikir, konsentrasi, dan yang [arah seolah-olah harus membuang semua kesenangan, ambil semua tenaga untuk mengerjakan hal yang paling penting yaitu bekerja dan belajar. Akibatknya kita sendiri akan merasa cepat lelah, kesal dan stress. Segal ayang ngga enak ada sewaktu bekerja. Padahal secara fisik yang dikerjakan sama saja, sama-sama membakar karbohidrat dan berkeringat.
Dibawah ini sebuah artikel yang bagus tentang arti “bermain” bagi anak-anak. Coba baca satu kalimat yang saya kutip disini “Play is not a matter of just kicking a ball around. Play can empower children and help improve their self-esteem and confidence“. Jangan kagok walaupun artikel dibawah ini meggunakan bahasa Inggris, karena bahasa disini hanyalah untuk memperindah permainan kata-kata itu
saja … baca saja sekedarnya, selanjutnya … kita main-main saja …😛
Saya sendiri senang sekali dengan “bermain” dikantor, “bermain” menggunakan komputer di kantor, serta “bermain-main dan bercanda” dengan manager saya kita menghadapi masalah gangguan operasi perusahaan, ya saya juga hanya “bermain-main” disini. Bermain di kantor juga sama dengan bermain bola di lapangan, ada aturan main, ada konsekuensi, ada risiko ‘gaprakan … brukk!’ ada tepuk tangan dan ada juga senggol-senggolan. Bedanya bekerja di kantor itu capek, tapi bermain di kantor itu FUN !!
Jadi kenapa kita tidak mulai “bermain” hari ini ?
hef e nais dey
“eit, jangan main-main, bermain ini bukan sekedar permainan :)”
Power of play
By PATSY KAM
THE word “play” means different things to different people. More often than not, play is seen as the division between adulthood and childhood. The common perception is that when you work, you have to be serious and not playful.
However, you’d be surprised to learn that in preparation for adult life, it helps to be playful. In fact, Diti Hill, president of the
Auckland chapter for OMEP (World Organisation for Early Childhood Education) New Zealand, said that important aspects of business management such as creativity and lateral thinking, taking initiatives and problem-solving, are sourced from play.
“A flexible and creative approach to life seems to be in demand in the business community. For many years it has been known that the thinking of brilliant scientists is characterised by fluid- adaptation thinking.
The child at play could well be the prototype for fluid-adaptive thinking that is both serious and playful,” suggested Hill, who was in Kuala Lumpur recently for a two-day workshop, Thinking of Play and Play-based Curriculum, organised by the Malaysian Child Resource Institute.
During play, children establish power hierarchy, discover their strengths and learn leadership qualities. Held specifically for NGOs that work with children with special needs and children’s orphanages, the workshop was also targeted at parents and teachers of children in the early childhood years. Fifty participants from NGOs were sponsored by HSBC Malaysia Bhd.
The objective of the workshop was to promote children’s right to play in the hope that more parents and teachers will set up
playgroups for children in the community.
“Play is often seen as childish and immature. But without it, it doesn’t allow us to work in a democracy as adults. If you want to
achieve democracy, play is important as it is a political and cultural concept.
To progress, we need to have a vision for society and respect for children,” Hill said.
The United Nations Convention for the Rights of the Child states that play is a child’s right in nations which are signatories to the
John Dewey, a well-known American educator once said: “Playfulness is a more important consideration than play. The former is an attitude of mind, while the latter is a passing outward manifestation of this attitude. It is suggested that playfulness, learnt through play in early childhood, is a way of coping with the tension between personal freedom and social constraints which characterises all forms of interaction.”
What’s important is that those working with children must consider what they understand of the word, and be prepared to advocate a place for play in their own workplace. Those who are responsible for the education of young children often have vivid pleasurable memories of the play they themselves engaged in as children. Yet, when they are faced with providing educational experiences for the children in their care, the importance of play is often overlooked.
Diti Hill: “play gives learnign depth. Play can empower children and help improve their self-esteem and confidence.” “Play needs to be viewed in a wider context. It is a process from which young children can learn. It is quite different from learning or acquiring knowledge as you would from a book or listening to a lecture, because play gives learning depth. As part of the big educational picture, it is useful to view play in ways that are different from common activity-link-ed ways,” Hill explained, and illustra-ted that in New Zealand’s educational settings, play is built into the curriculum and assessment.
Some aspects of synergy that are useful when thinking about play is the issue of power, the presence of feelings, the sense of belonging and the need for a basis of trust.
“Play is not a matter of just kicking a ball around. Play can empower children and help improve their self-esteem and confidence.
Most children are drawn to playing in groups. Along the way, they establish power hierarchy in play, and learn leadership qualities. Adults can capture their strengths during play and build on that.
Generally, I don’t think play can go wrong unless adults allow it to,” she said.
Interestingly, children who were abused or neglected do not have playing skills.
“You can teach someone skills to play, but you can’t teach him how to play. It is also important that adults look at their own roles in play sessions, rather than what they can teach. You need to ensure that there is a balance in relationship between the child and the adult during play. Adults are always busy organising and directing play, but that’s not really necessary. You need to trust kids to take in learning themselves when they play.”
As far as the television or computers are concerned, Hill reaffirmed that they are not all bad.
“You can learn things from the TV when you watch educational programmes, and even when you’re playing with the computer. However, parents need to define the use of the computer clearly to the child: that it is not necessarily for play. Therefore, you need to fix a time for play. Learn to negotiate with your child and be firm,” she advised.(sorry I forgot where this article came from)