Childhood Play 4-1-11
	We are fortunate at The Country School that we have never gotten away from recognizing the importance of play in the lives of children. All of our grades continue to have at least two recess periods a day. During those times adults are around for general supervision and safety purposes, but, within reason, children are left to themselves to play. This stands in stark contrast to what research is revealing to be the case for most American children.          A recent New York Times article entitled “Effort to Restore Children’s Play Gains Momentum” noted that “most of the social and intellectual skills one needs to succeed in life and work are first developed through childhood play” yet “studies and statistics have been mounting that suggest the culture of play in the United States is vanishing.” Researchers define play as “a game or activity initiated and directed by children.” They point out that through play children learn to think creatively, solve problems, negotiate, work as a team member, and control impulses. In addition, play provides the opportunity of having fun, developing social connections, managing friendship issues, and practicing leadership and following capacities.          However, many forces work against children having the opportunity to play. Schools often believe that time can be better spent on academics, thinking this can lead to higher test scores and fewer liability issues. Technology is often alluring, with the result that the average American child spends 7 hours and 38 minutes a day in front of a screen. Parents are less likely to tolerate the noise, disorder, and unpredictability that play often entails. Their demanding and stressful professional lives might influence them to provide more and more organized activities, sports, lessons, and screen time for their children. Concerns for children’s safety also translate into children being cosseted by more adult-directed activities. In addition, researchers are finding that, with so little practice, many children don’t know how to play or how to function in an environment that is not structured by adults.          To counteract what is being labeled “play deficit,” ironically children may need parents to model playing for them. As the article noted, “The average 3-year-old can pick up an iPhone and expertly scroll through the menu of apps, but how many 7-year-olds can organize a kickball game with the neighborhood kids?” After providing prompts such as “climb on the couch with your friends and pretend you are sailing a ship to a distant land” or “lay a toy on the floor and figure out how to build a bridge going over the toy with blocks,” those involved in play advocacy organizations maintain that kids pick it up pretty quickly. Adequate space, simple materials, and a friend or two can also help. But aren’t we and our children fortunate to live in an area that lends itself to play as long as we adults remember to be careful to nurture it and not smother out such opportunities with too much adult structure or by following too many adult needs?