Why Play is Crucial in the Educational Setting

Play is integral to the acquisition and development of communication skills in Children and Young People. Children also have a right to play as part of the United Nations Convention on the Rights of the Child, which is documented in Article 31 (UNCRC). The Convention lists all the rights children and young people everywhere in the world have. The basic principle underlying the United Nations Convention on the Rights of the Child, is that children under the age of 18 are born with the same fundamental set of rights as all humans, with a number of additional rights due to their vulnerability (UNCRC, 2019). Playing is important to all children no matter what their impairments or behaviour (Play Wales, 2019).

Children and young people love to play inside school and also outside (Department of Health, 2007). Research shows there are countless benefits to this (Play Wales, 2019). Outdoor play encourages children to explore their environment, children are more comfortable outside in the playground and lose some of their inhibitions. When children are at ease they are more likely to get involved in play that they feel comfortable in (Blair et al, 2010). When children play outdoors, learning through movement is key. This happens quite naturally outdoors as there is an increase in space and because of this the outdoor setting supports learning through movement really well.

Research shows that there are less children playing outdoors and that outdoor play is increasingly centred on the home, rather than the countryside, parks and beaches (Heritage Council, 2017), which makes it even more crucial that play is supported and championed in schools.

In 2017, The National Trust conducted a parental survey on 1000 families and the results demonstrated that children today spend half the time their parents did playing outside. While 83% of parents stated that they believed it was necessary that their children were familiar with technology, 90% of them stated that they would rather they spent time outdoors. The survey results showed that the average time for a child or young person to be playing outdoors. The research found, on average, children were playing outside for just over four hours a week, compared to 8.2 hours a week when their parents were children. This is a huge decrease and schools are key in being the right setting to show children and young people how much fun there is to be had.

All children and young people have an innate need to have some form of physical exercise and this could be incorporated more in schools to hold physical education classes outdoors. This would benefit children by developing muscle strength and coordination and also improving their self-confidence.

-Play lays the foundation for literacy. Through play Children and Young People learn to make and practice new sounds. They try out new vocabulary, on their own or with friends, and exercise their imagination through storytelling.

-Play is learning, this is all positive for child development.  

-Play encourages teachers to communicate with the children in their lives. Teachers can support play by giving children the opportunity to engage in play, by knowing when not to intervene, and by knowing when to intervene.

-Play gives children the chance to be spontaneous and helps them to feel brave.

-Play gives children choice. Having enough toys or activities to choose from will allow children to express themselves.

-Play gives children space and encourages them to use physical movement and balance.

-Play gives adults the chance to learn how to play again. One of the most challenging parts of play is incorporating yourself in it. Teachers and parents can learn from children’s play.

-Play allows adults to learn individual children’s body language. Stepping in at the right time and recognising when you should incorporate yourself in your child’s play is key.

-Play teaches adults patience and understanding.  If you do choose to join in your child’s play make sure that you do not try to take it over and force incorporation of your ultimate learning objectives into their play.

-Play is fun. Learning to play well, both by themselves and with others, sets children up to be contented and sociable.

- Structured adult-led activities have their time and place but it is so important to allow time for children to control and decide their own play. (The Children’s Society, 2012)

Blair, M., Stewart-Brown, S., Waterson, T. and Crowther, R. (2010) Child Public Health. Oxford University Press.

Department of Health (2007) Children’s Health, Our Future. A Review of Progress against the National Service Framework for Children, Young People and Maternity Services 2004. Department of Health.

Department of Health (2011) Start active, stay active: a report on physical activity from the four home countries' Chief Medical Officer. Available at: http://www.dh.gov.uk/en/Publicationsandstatistics/Publications/PublicationsPolicyAndGuidance/DH_128209 [Accessed: 30 /04/2019].

The Children’s Society (2012) The Good Childhood Report 2012: A summary of our findings. London: The Children’s Society

United Nations Convention on the Rights of the Child (2019) The United Nations Convention on the Rights of the Child.  Available at: https://downloads.unicef.org.uk/wp-content/uploads/2010/05/UNCRC_united_nations_convention_on_the_rights_of_the_child.pdf?_ga=2.3863024.177546667.1556967956-1204196010.1556967956   [Accessed on 01/05/2019]