The Importance Of 'Playtime' In The Development Of A Child

Almost 150 years ago, the nineteenth century psychologist Herbert Spencer published his book, called the ‘Principals of Psychology’, in which he highlighted the “surplus energy theory,” explaining that the main reason for children playing is to get rid of their surplus energy. Although his theory has been rejected by researchers and developmental theorists, it has had a lasting influence on the design of the children’s outdoor school environments. From the School designers’ and administrators’ point-of-view, schoolyards should be designed for the surveillance of students and ease of maintenance.

It has also contributed to the barren design of school grounds. Perhaps the most pressing need in planning a play environment is to understand the nature of play and its importance in children’s cognitive, social, language, and motor development. There is a rapidly growing body of evidence that play is central–indeed and critical to childhood development. Play leads to discovery, reasoning, manipulative skills, divergent production and improves problem solving. All sorts of learning, about information, about people, and about customs, are embedded in play.

Biologists who study play conclude that “play is a vital activity that helps the brains of young animals develop,” and through play children practice many of the skills they will need as adults. Research shows that 75% of the brain development occurs after birth. The activities engaged in by children both stimulate and influence the pattern of the connections made between the nerve cells.Play allows children to use their creativity while developing their imagination, dexterity, and physical, cognitive, and emotional strength.

The children’s developmental trajectory is critically mediated by appropriate, affective relationships with loving and consistent caregivers as they relate to children through play. Play is integral to the academic environment. It ensures that the school setting attends to the social and emotional development of children apart from their cognitive development. It has been shown to help children adjust to the school setting and even to enhance children’s learning readiness, learning behaviors, and problem-solving skills. Some children are given less time for free exploratory play as they are hurried to adapt into adult roles and prepare for their future at earlier ages.

It is clear that organized activities have a developmental benefit for children, especially in contrast to completely unsupervised time. Play is therapeutic. The therapeutic benefits of play are pronounced during play, especially make believe or symbolic play. The young child’s play is equivalent to the adult’s language in expressing self and resolving conflicts. Playing helps children to resolve conflicts resulting from child abuse, family disruptions and other trauma.