When play is no longer play

The importance of play is sound and not debated but what happens when play is no longer play?

In a nutshell it has a detrimental effect on the development and well being of a child.

A child will exhibit significant developmental vulnerabilities if not provided with ample opportunities to engage in play.

The benefits of play are lessened when a child no longer considers it as play. This occurs when an activity stops being an enjoyable, pleasurable and voluntary activity.

Play is no longer play when it is not a child led, intrinsically motivated activity.

The importance of a child having ownership of their play is extremely significant in the learning and development of a child.

Play is all about an individual child’s learning and development.

Play is relevant for the child who is doing the playing. The play experience is a personal thing.

There is a direct link between limited play and children’s physical, mental and intellectual health. Limited play opportunities devalues the magnitude of play. As a consequence learning and development is diminished.

Play ceases to be play for a child in a few situations.

Supporting the child in enjoying play reinstates the value of play.

• Somebody other than the child is in charge of the activity. This can be an adult or another child dominating the play.
• When there are limited responses available for the child and when there are certain led outcomes.
• If the child is only engaged for the sake of a reward and is not participating for the pleasure.
• When the child cannot act freely and is constrained and expected to conform.
• When the environment dictates and manipulates the play context.
• When the experience or activity is completely structured and involuntary.

Primarily we can provide resources that reflect children’s ages, interests, knowledge, strengths, abilities and culture to stimulate and support play.

We can support and encourage a child to engage in play activities and experiences by providing the opportunity for unstructured and unregulated play.

We can support a child’s play by being alert to these situations and acting in the child’s best interest to rectify or remove the cause.

Having realistic expectations on a child and their play is key.

Children’s development occurs through generalized play stages and is influenced by their developmental milestones.

Play is identifiable in six stages. Play stages are related to a child’s age and development.

Whilst a child may not progress in a specific chronological way they  progress through each stage at a generalized age period. Although it is important to note that a child’s progression may involve engaging in different stages at different times depending on the physical environment and their individual temperament.

As children develop, their play evolves, too.

Children pass through these stages as they grow, becoming capable of more interactive play as they develop. It is important to keep in mind that at any age, a child’s play may reflect an earlier stages.

Children’s success as learners depends on strong foundations developed through play.