Resurrecting Free Play in Young Children

Abstract

We have observed that the nature and amount of free play in young children has changed. Our purpose in this article is to demonstrate why play, and particularly active, unstructured, outdoor play, needs to be restored in children's lives. We propose that efforts to increase physical activity in young children might be more successful if physical activity is promoted using different language-encouraging play-and if a different set of outcomes are emphasized-aspects of child well-being other than physical health. Because most physical activity in preschoolers is equivalent to gross motor play, we suggest that the term "play" be used to encourage movement in preschoolers. The benefits of play on children's social, emotional, and cognitive development are explored.

Outdoor time, physical activity and sedentary time among young children: The 2012–2013 Canadian Health Measures Survey

“…9 Many other authors have emphasized the important role of unstructured play for children's physical, emotional, social and cognitive well-being. [10][11][12] However, most studies to date have been conducted in relatively small convenience samples; 9 therefore the generalizability of their findings is unclear.…”

Environmental Education Organizations and Programs in Texas: Identifying Patterns through a Database and Survey Approach for Establishing Frameworks for Assessment and Progress

“…By incorporating EE within the K-12 education system, more public and private land could be used to develop and grow EE programs across the state. Research shows that students who learn outdoors are healthier (Maller et al, 2008), more cooperative (Burdette, 2005), more creative (Kellert, 2005), more confident (Floriani & Kennedy, 2008), better problem-solvers (Kellert, 2005), better performers on academic tests (Lieberman & Hoody, 1998), and self-disciplined (Burdette, 2005). EEDOP promotes the outdoor movement by helping organizations to identify additional venues for programming.…”

The Development of an Enhanced Extension Agent Training to Create Butterfly Gardens in Louisiana

“…The outdoors is believed to be one of the most suitable and favourite places for young children to indulge in free play and gross motor activity, due to the presence of trees and flowers (Loukaitou-Sideris 2003). This type of setting is described as an enriched environment (Burdette and Whitaker 2005;Burdette et al 2004). Nature's enriched environment is believed to function multiple ways by providing both a platform for play, as well as objects to play with (Kellert 2002).…”

“…An enriched environment opens avenues for exploration and building in older children, which will aid in orientation and developing a sense of direction. It also results in unique developmental benefits in learning and memory, provides opportunities to accrue and display decisionmaking skills and stimulates problem solving and creative thinking, due to the varied and unstructured characteristics of natural settings (Bagot 2005;Burdette and Whitaker 2005;Burls 2007aBurls , 2007bCastonguay and Jutras 2009;Derbyshire 2007;Kellert 2002;O'Brien 2005a). Among younger children, small-scale natural environments such as flower beds and even features such as flowers, stones, sticks and water assist in stimulating imaginative play, which is considered a foundation of social and cognitive development (Heerwagen 2009).…”

“…Researchers (Burdette and Whitaker 2005;Ginsburg 2007;Heerwagen 2009) believe playing in outdoor settings at home, camps and schools has long-term benefits for physical, social, emotional and cognitive development in children. Results from Wells' (2000) study confirmed this, showing that children who experienced high levels of contact with nature reported higher global self-worth and higher cognitive function.…”