This article analyzes parents' discursive constructions of their children's digital free play during the COVID-19 pandemic. Drawing on interviews in the United States with 21 parents who had children ages four to 11, the article first identifies characteristics of play that are evident in parents' descriptions of their children's digital play. These characteristics indicate parents' shifting understanding of digital play under the conditions of the pandemic, particularly ways digital play responded to the social and emotional needs of their children. The analytic discussion which follows complicates two dominant discourses parents employ: digital play as social and safe, and digital play as less valuable than non-digital play. The analysis indicates that during the pandemic, parents considered risks and benefits of children's digital play, and they resisted characterizing digital play as either positive or negative. Moving beyond binary characterizations assuaged parents' feelings of guilt about time spent on screens, which was particularly important in the pandemic context. However, parents also drew on dominant discourses that favor non-digital play, unsurprisingly given the amount of screen time families experienced during the pandemic. This highlights the importance of analyzing data within relational contexts.
Using data from the UNICEF Multiple Indicator Cluster Surveys for Jamaica and Trinidad and Tobago, engagement patterns and pathways of associations were assessed between maternal, paternal, and allocaregiver playing, reading, and storytelling and children's literacy, numeracy, and social skills. Participants consisted of 1305 families and preschool-aged children. Maternal, paternal, and allocaregiver engagement in all three stimulation activities was higher in Trinidad and Tobago than in Jamaica. Mothers in both countries were more engaged in the three stimulation activities than fathers. Fathers were more likely to play with and read to children than allocaregivers in Trinidad and Tobago. This pattern was the opposite in Jamaica. In both countries, household wealth index, maternal education, and number of children's books in the home increased the odds of adult engagement with children. Enrollment in preschool, number of books in the home, and children's age and sex were predictors of children's literacy, numeracy, and social skills in both countries. Father engagement in stimulation activities was a better predictor of childhood outcomes than those of mothers and allocaregivers. Results are discussed in terms of the contribution of individual early proximal stimulation activities by multiple caregivers to childhood development in global majority contexts.
Over the past 50-60 years, we have made huge progress in understanding play, as we have identified some of the underlying mechanisms and characterized some of the functional benefits it can provide in a few of the most playful species, including our own. Yet a comprehensive framework that can make sense of the myriad patterns and its peculiar distribution in the Animal Kingdom remains elusive. Only three of the 33 major branches of animals contain species that play, and so far, it seems to be relatively common in only one. Furthermore, whether that play is mostly social or non-social differs across lineages and species, and even when the same type of play is present in closely related species, the complexity of what is performed during play can vary markedly. Our successes may have deluded us into believing that we know more than we do, but more detailed comparative studies are needed to explain its rarity and incredible diversity.
The objective of this study was to examine the phenomenon of children's play in South Korea with the aim of promoting the right to play for Korean children who spend excessive time in private educational settings. The study sought to ascertain how children's play is categorized and the developmental outcomes associated with each type. Responses from 549 children aged 10 to 12, collected in Save the Children Korea's Children's Playground Utilization Survey (2019) were analysed. results revealed four types of play types among South Korean children: a 'play-deficient type,' which is characterized by a lack of all kinds of play; a 'digital-centered type,' which is defined by a high level of digital play but a lack of other kinds of play; a 'diverse-oriented type,' which is distinguished by a balanced approach to all forms of play; and 'relational/physical-oriented type,' which is associated with a high level of physical and interactive play. The analysis showed that the 'play-deficient' and 'digital-centered' types were linked to poorer peer relationships, lower self-esteem and life satisfaction, and higher academic stress. Based on the findings, the study offers tailored recommendations for each play type to support the right to play in South Korea.
High numbers of children-in-distress globally indicate the need for evidence on low-threshold interventions to buffer against risk and promote positive developmental outcomes. Especially in spaces where structural disparity challenges and abuse result in excessively high numbers of children-in-distress, limited options exist for care and support, given contextual resource constraints. This article draws on comparative study data exploring intentional play to address the high need for support in spaces where resources are limited. Two places of residential care that care for children-in-distress in South Africa were purposively selected. At one place of residential care, intentional play is incorporated by trained caregivers, who prioritise intentional daily play, and at the other, play takes place by happenstance. Mixed-method data was collected at two time points in 2021 and 2022 with 8-12-year-old children (n = 59, CASE 1 = 37, CASE 2 = 22, boys = 29, girls = 30) and caregiver participants (n = 11). Collected data provided insight into holistic child developmental outcomes (academic, physical and psychological health and wellbeing) in the context of intentional play. Children who benefited from daily intentional play demonstrated more positive developmental outcomes than the comparison group. The study demonstrates the value of prioritised, regular, intentional play to promote holistic child development.
This study explores what shapes children's outdoor play in a disadvantaged Danish context, emphasizing their own perspectives. Using a Community-Based Participatory Research approach and systems thinking, 56 fourth-grade children (aged 9-11) acted as co-researchers across 14 sessions. Through methods such as photovoice, go-along interviews, mapping, and storytelling, children shared insights into what enables or limits their outdoor play. A systems map was developed to visualize these dynamics. Findings reveal that social connectedness play a central role, reinforcing well-being, motivation, and engagement with outdoor spaces through positive feedback loops. Conversely, lack of peer interaction often led to increased screen use, seen as a socially acceptable alternative. Parents emerged as key mediators, influencing access through support, transport, and safety. School structures and local infrastructure had a dual impact, both facilitating and constraining autonomy. Notably, physical environments alone did not determine play, their relevance depended on children's social interpretations. The study offers a practice-oriented, systemic understanding of outdoor play, highlighting the need for holistic approaches that promote equity, well-being, and health. It underscores the value of listening to children's voices when designing interventions and policies aimed at enhancing outdoor play opportunities in disadvantaged communities.
Anji Play is an influential, child-centered educational approach from China. This study traces its history, arguing that the reform was driven by a rediscovery of the 'capable child'. Based on historical methods, particularly oral history interviews with its founder and practitioners, the paper reconstructs how the movement progressed through three distinct stages: from a period of 'no play', through teacher-controlled 'fake play', to the establishment of child-led 'real play' This transformation was not the application of a pre-existing theory but an emergent process shaped by a convergence of factors. Key among these were Anji's unique regional characteristics, sustained administrative support, and a foundational shift in the conception of childhood. By documenting this history, the research provides insights into indigenous educational innovation and contributes to the global discourse on child-centered practices.
Play and creative arts therapy offers a safe space for children to express themselves, to enable them to reach their potential. There is little evidence in the U.K. on whether this type of therapy is beneficial for ADHD. This single-case study examines the effect of play and creative arts therapy on the emotional wellbeing and behaviour of an 8-year-old boy with ADHD. The boy was referred because of difficulties to manage his anger and frustration at school and home. Twenty-three individual sessions of therapeutic play were delivered at school. The Strengths and Difficulties Questionnaire was used to assess hyperactivity, peer, conduct and emotional problems, pre-therapy, mid-therapy and post-therapy. In addition, data from parent and teacher interviews alongside clinical observations of sessions were analysed pre-therapy, mid-therapy and post-therapy. Data from the SDQ, interviews and clinical observations were triangulated via supervision. Themes from the clinical sessions were in line with child-centred play therapy principles and indicated therapeutic growth. Results showed a 50% reduction in hyperactivity and a steep decrease in emotional problems post-therapy at school but not at home. Further work in supporting parents at home may be beneficial alongside individual therapy at school. Implications for theory and clinical practice are discussed.
This article introduces the concept of ambidlala as a reflexive methodology for play studies and performance art practice. Developed through doctoral practice research, where I critically examined my own past performance practice that took place in a post-apartheid South Africa, and its relationship to privilege, race and implicit violence, ambidlala combines 'ambi' (both) and 'dlala' (play in isiZulu) to create a reflexive methodology addressing ambiguity, privilege, and power in post-apartheid contexts. By investigating play theory's colonial roots and their enduring impact on African scholarship and art, the article exposes how play studies have often perpetuated inequality through othering and classification. Ambidlala emerges as a tool for acknowledging the complexities of race, class, and power in postcolonial African settings, contributing to ongoing efforts to decolonize knowledge production and artistic practice across the continent.
