Let children play

Based on the recent report by Yogman et al. (2018), titled The Power of Play, which highlights the decline in playtime over the last 15 years in contrast to the increasing time children spend in front of screens, this analysis aims to examine the impact of play on various aspects of childhood development and its therapeutic value. The data presented in the report is alarming, particularly the finding that approximately 30% of young children do not engage in outdoor play during school breaks (Yogman et al., 2018). Contributing factors to this decline include parents' working hours, the rise in screen time, societal pressures on parents to enroll children in numerous structured activities, and the tendency of schools to replace unstructured playtime with academic instruction (Ginsburg, 2007).

Play has been formally recognized by the United Nations High Commissioner for Human Rights as an essential element of child development, underscoring its role as a fundamental right for every child (United Nations, 1989). The British organization Play Therapy defines play as a physical or mental activity undertaken solely for enjoyment, without any ulterior motives. A considerable body of research has explored the effects of play on animals, adults, and children, with particular emphasis on its influence on children’s growth and well-being. However, given the limited research on play's effects on adults, this article will focus primarily on its significance for children. Sutton-Smith (1997) describes play as an ambiguous phenomenon that requires an interdisciplinary approach for comprehensive understanding, while Stapleton (1981) emphasizes that play should be seen as a process rather than a product, reflecting a universal means through which children engage with the world and learn.

Multiple studies (Ginsburg, 2007; Henry, 1990; Stapleton, 1981) reveal that play offers a unique opportunity for parents to engage deeply with their children, as it represents a direct form of communication. The parent-child relationship is strengthened through play, as children perceive that they have the undivided attention of the adult, who is fully immersed in the child's world (Henry, 1990). Ongoing interactions during play further affirm the parent's attentiveness, reinforcing the emotional bond (Ginsburg, 2007). Through play, parents are able to observe their child’s reactions, thoughts, and behaviors, providing valuable insight into the child’s internal world. This enhances communication, allowing parents to better understand their child's emotions—such as fears, insecurities, or frustrations—and to respond accordingly (Ginsburg, 2007). Moreover, the social environment created during play, characterized by the supportive presence and positive reinforcement of caregivers, fosters a sense of security and confidence in children (Stapleton, 1981). These interactions not only strengthen the parent-child bond but also facilitate emotional development.

In addition to its relational benefits, play serves a crucial therapeutic role. Therapeutic play first emerged in Great Britain in the 19th century through a psychodynamic approach and quickly became one of the most popular therapeutic modalities for children (Robertson, 2016). Freud and Burlingham's (1943) study War and Children illustrates the differing ways in which children and adults process traumatic events. While adults tended to articulate their experiences, children often expressed their trauma through play. For example, children reenacted the destruction of their homes during air raids, symbolizing their emotional response to the bombings (Robertson, 2016). Psychodynamic theorists such as Freud (1915), Klein (1955), and Freud A. (1965) posited that play helps strengthen the child’s ego by facilitating the symbolic expression of internal conflicts, potentially preventing the development of psychiatric disorders (Robertson, 2016). Additionally, Levy’s (1938, as cited in Robertson, 2016) discharge therapy and Bowlby’s (1969, as cited in Robertson, 2016) attachment theory highlight the importance of establishing a secure attachment between child and therapist, which plays a pivotal role in facilitating emotional recovery. Winnicott (1974) further emphasized the role of "transitional objects"—such as dolls or familiar clothing—in providing comfort during the absence of primary caregivers, suggesting that children unable to engage in play risk emotional instability (Robertson, 2016).

Play also plays a foundational role in a child’s cognitive development. According to Piaget (1962), play prepares children for full participation in society by helping them acquire key cognitive skills, such as understanding the everyday realities of life and human relationships. Through imitation, children learn to speak, engage in work, and explore their surroundings. As children grow, they begin to engage in more complex forms of role-play, wherein they imitate adults, exchange information, and refine their understanding of the world (Stapleton, 1981). Piaget (1962) underscores the significance of symbolic play as an essential mechanism for cognitive growth, as it allows children to assimilate their experiences and develop reasoning abilities. In addition, problem-solving, a central aspect of cognitive development, is often facilitated through play, as children derive pleasure and satisfaction from overcoming challenges within a playful context (Stapleton, 1981). Language development is another area where play fosters growth, as children use play to invent roles, create songs and stories, and develop rules for group activities (Stapleton, 1981).

Vygotsky’s socio-cultural theory (Gupta, 2009) offers a broader perspective on play by emphasizing its social dimension. Vygotsky argued that children’s cognitive development is deeply influenced by social interactions, and play provides a rich context for such exchanges. Unstructured play, in particular, enables children to discover the social rules that govern group dynamics (McElwain & Volling, 2005). Through social play, children interact with peers, siblings, and parents, thereby internalizing societal norms and expectations. Role-playing—whether through symbolic play with dolls or imitating adult professions—teaches children about acceptable behavior within their community (Stapleton, 1981). Moreover, play helps children to develop confidence and self-esteem, which are critical for confronting future challenges (Band & Weisz, 1988).

Physical health benefits of play are equally significant. Activities such as running, climbing, jumping, and dancing contribute to the development of a strong, healthy body. In fact, play has been identified as an effective means of encouraging physical exercise, which can help mitigate the rising rates of childhood obesity (Ginsburg, 2007). As the Latin adage mens sana in corpore sano suggests, a healthy mind is intimately connected with a healthy body. Thales, the pre-Socratic philosopher, also recognized the importance of physical health as a prerequisite for well-being. Furthermore, play is essential for brain development, as it promotes physical coordination and cognitive growth (Tamis-LeMonda, Shannon, Cabrera, & Lamb, 2004).

In conclusion, this analysis underscores the vital role of play in the holistic development of children, emphasizing its contributions to cognitive, emotional, social, and physical growth. Play not only strengthens the child-parent bond but also fosters cognitive abilities, emotional resilience, and physical well-being. Despite these numerous benefits, it is important to recognize that play is, first and foremost, a source of joy, integral to the very essence of childhood. Huizinga’s (1989) concept of Homo Ludens—the person who plays—reminds us of play's fundamental role in human culture and development. It is crucial, therefore, that opportunities for unstructured, spontaneous play be provided to children within supportive environments, ensuring that the child’s right to play is preserved amidst growing societal pressures that may limit such opportunities.

writer: Korachai Sophia, GMBPsS 

Clinical Doctoral Candidate, University of Essex. 

REFERENCES

References

Band, E. B., & Weisz, J. R. (1988). How to feel better when it

Stapleton, C., Yahraes, Herbert C, Ebon Research Systems, & National Institute of Mental Health. (1981). The importance of play. Dept. of Health and Human Services, Public Health Service, Alcohol, Drug Abuse, and Mental Health Administration, National Institute of Mental Health; For sale by the Supt. of Docs., U.S. G.P.O.

Sutton-Smith, B. (1997). The ambiguity of play.

Tamis‐ LeMonda, C. S., Shannon, J. D., Cabrera, N. J., & Lamb, M. E. (2004). Fathers and mothers at play with their 2‐and 3‐year‐olds: Contributions to language and cognitive development. Child development, 75(6), 1806-1820.

United Nations, Convention on the Rights of the Child (CRC), (1989).

Winnicott, D. (1974). Playing and reality (Pelican Books). Harmondsworth: Penguin.

Yogman, M., Garner, A., Hutchinson, J., Hirsh-Pasek, K., & Golinkoff, R. (2018). The Power of Play: A Pediatric Role in Enhancing Development in Young Children. Pediatrics, 1.