Amidst the coronavirus disease 2019 (COVID-19) pandemic, there is uncertainty regarding potential lasting impacts on children's health and educational outcomes.Play, a fundamental part of childhood, may be integral to children's health during crises. We undertook a rapid review of the impact of quarantine, isolation and other restrictive environments on play and whether play mitigates adverse effects of such restrictions. Fifteen peer-reviewed studies were identified, spanning hospitals, juvenile and immigration detention and refugee camps. We found evidence of changes in children's access to play in crises and quarantine. These studies indicated how play might support children enduring isolation but lacked robust investigations of play as an intervention in mitigating impacts of restriction. Studies pertaining to children in isolation due to infectious disease outbreaks were notably absent. It is important that the potential effects of changes to such a crucial aspect of childhood are better understood to support children in this and future crises.

In the wake of the current COVID-19 health crisis, there is uncertainty and concern about the impact this pandemic will have on children’s health and educational outcomes. Play is a fundamental part of childhood and can be integral to children’s health in moments of crisis. Due to severe lockdown regulations around the world, typical play experiences have needed to adapt to school and playground closures, changes to peer interactions, and social distancing. We undertook a rapid literature review of the impact of quarantine, isolation, or other restrictive environments on children’s play and whether play may mitigate the adverse effects of such restrictions. Fifteen peer-reviewed studies were identified, spanning various environments in which children faced restriction, including hospitalisation, juvenile and immigration detention, and displacement to a refugee camp. We found that the literature provided evidence of changes in children’s access to play under restrictive circumstances, but less conclusive inferences regarding changes in frequency of play behaviours. These studies also indicated ways in which play might support children going through periods of isolation or quarantine, via promoting coping, expression, sociability, and skill development, but critically lacked robust investigations of play as a mechanism or intervention target in mitigating the negative impacts of restriction during childhood. Studies pertaining to children in isolation due to infectious disease outbreaks were notably absent from the literature reviewed in this search. We present these findings from the literature followed by recommendations for further research that may better support children in this and future moments of crisis.

This paper provides an overview of the work being conducted at the Play in Education, Development and Learning (PEDAL) Research Centre, based in the Faculty of Education, University of Cambridge, UK. PEDAL has three main aims, (1) To conduct worldclass research, (2) To build capacity in play research and (3) To influence policy and practice. The present paper provides an overview of the history and rationale for PEDAL, followed by some detailed examples of the foci of its work. Exemplar research is presented on the theme of 'Measuring Play'; an endeavour that is common to many of the different research projects led by PEDAL investigators and Ph.D. students.