Abstract
Explores the benefits of play for students and teachers alike in a New York City elementary school that provides students with time to explore their interests through long-term projects of their choosing.
Author Biography
Dr. Jill Leibowitz is a licensed clinical psychologist who works with children, adolescents, and adults in her New York City private practice. She teaches and supervises graduate students from several psychology programs within NYC and at the William Alanson White Institute’s child and adolescent post-graduate program. She studies the role of play on development and overall well-being, and is currently developing a program to enhance children’s emotional literacy through story and song.
Corinthia Mirasol-Spath is a 4th/5th grade teacher in an Integrated Co-Teaching (ICT) classroom at The Neighborhood School in New York City. Her interests lie in the role of play, particularly in Project Time, which she came to know during her eight years at Central Park East 1 Elementary. It was there that she, with her colleagues and students, played with the potential of Project Time to create a space and time in the classroom to enable us to realize and build our capacities as learners, workers, and people.
Recommended Citation
Leibowtiz, J.,
&
Mirasol-Spath, C.
(2016).
Reenvisioning the Classroom: Making Time for Students and Teachers to Play.
Occasional Paper Series,
(35).
DOI: https://doi.org/10.58295/2375-3668.1107
Included in
Curriculum and Instruction Commons, Educational Methods Commons, Social and Philosophical Foundations of Education Commons