The Argument for Play

For the majority of us, we can recall fond memories of summer school recess, biking around cul-de-sacs, and playing flashlight tag during summer bonfires (hint: yes, I did grow up in suburbia, USA). If it wasn’t these activities for you, it was probably quite similar in scope with focuses on unstructured, unsupervised play from playing cops and robbers (quite telling in hindsight) to capture the flag.

For some of us still, these memories may have been amplified once seen through the eyes as parents for your own children. Most likely, you encourage them to go through the same rite of passage. 

What seems to be happening in the U.S., however, is a trend towards seeing these childhood experiences as causes of worry in the name of Safetyism. 

From reported cases of parents being arrested for not supervising their child a few blocks away to the restriction or downright removal of recess from the school day, the idea of play as a quintessential element of a child’s upbringing is trending towards a forgotten ideal. 

Today’s topic is going to focus on the idea, the concept of play being an important part of a child’s environment, and how it is nurturing to their overall development. 

Below, we will look at three resources bemoaning the loss of play in a child’s life and arguments as to both why this is a problem and how we can fix it. 

Written

Written in 2015, it became such a popular read that in 2018 the authors Greg Lukianoff and Jonathan Haidt decided to expand the ideas into a full book detailing iGen’s current practical and psychological crisis in education and in daily life. Focusing on the growing movements of campus protests and “cancel-culture”, Mr. Lukinaoff and Mr. Haidt highlight numerous trends that are contributing to iGen’s (1995-2003) troubling statistics including rises of suicide and depression rates, unemployment and debt, inability to withstand criticism and/or new ideas, and the influence of safetyism. 

While both of these authors conclude that their are particular circumstances surrounding this generation like the rise of social media and a doubling-down of liberal agendas in university faculty and staff, one of the most striking arguments they raise is that the decrease in play in children, for fears of safety, has actually contributed to this generations’ inability to participate in constructive arguments and perceive differences in violent vs “uncomfortable” speech. 

Of course these two authors make a much better clarity of this idea, but it should be noted that this is a sweeping generalization and doesn’t apply to everyone. Yet, the statistics show that while crime rates have fallen dramatically, parents are increasingly anxious of letting children participate in “free play” and follow the tired mantra of “learn from your mistakes” when it comes to the outcomes of unstructured play. 

By providing unstructured play, children naturally learn how to…

• Argue and figure out solutions independently with their own peers
• Be creative and imagine their own rules and structures
• Value nature and open space
• Understand the difference between danger and being uncomfortable
• Foster a sense of independence
• Exercise and contribute to their physical health

Read the article, but consider buying the book and taking things a step further with understanding what is happening to our young people (and sympathizing, as it isn’t entirely their fault) and exploring what potential solutions are.

One of the most simple solutions provided: get children outside

Visual

Play’s influence on education has been well-documented over the years, and David Groth's TedX introduces his recent teaching experience at a public school focusing on art and play that demonstrates why this is helpful for a student’s overall development. 

For myself, who expertise lies in Asia and specifically Greater China, the idea of young students attending school 10 hours a day is a travesty and one of my biggest sticking points with the public school missions here. However, listening to my peers stateside and reading about school developments, it is clear this trend is slowly making it’s way into U.S. public schools. 

Mr. Groth uses this platform to remind us that play powers students’ development in soft skills like cooperation, communication, and leadership. Furthermore, play provides a much-needed mental break for the developing mind of a 8 year old to finish the school day refreshed and focused. 

An excellent watch - this should be required for the majority of educators that believe recess should be restricted and haven’t learned much about the science of learning. The research tells us this: movement and activity (watch at 4:30) incorporated into the school day and various lessons directly shows an uptick in student performance and retention of knowledge. 

Organization

Playworks is a non-profit helping push the mantra of play in children’s lives and providing resources for communities, schools, and organizations to instill play-focused conditions for their students. 

This non-profit organization helps communities re-discover what play means to their students and connects various resources to help fuel the mission of increased play. Their on-site and virtual support helps these communities create the opportunities and eventually allow them to self-sustain the movements themselves.

Their focuses of Safety, Engagement, and Empowerment in every endeavor lead them to believe that play can provide all of these qualities to their students

Visit their website and even find a Playworks enterprise near you. Lastly, you are able to provide a donation to help further their cause. 

Why is this important?

Play has benefits beyond academic learning and equips our young people with the soft skills necessary for cooperation and creativity in the professional world. What neither source argues for, however, is the need for play for the sake of the parents or educators. Play provides a much-needed “break” for adults and supervisors to recharge their batteries so that they can continue giving their 100% to the children under their care. With all the energy that comes with a 6 year old, Play can provide direct benefits to both the child and the adult. 

Some readers may think this is obvious, yet this has clearly been a trend the last decade or so of the diminishing support for unstructured play in communities and schools. Without having kids yourself or working directly in an elementary school, it is easy to not see this problem at the onset and instead only experience the consequences of this when working with young adults in later years. 

Here is to hoping things change - I just can't imagine a future that includes my child not being able to experience the thrill of capture the flag or sledding in the backyard!