Unstructured play needed in a structured world

Since March 13, 2020, our world has dramatically changed. The COVID virus has altered almost every aspect of our lives. To ensure public safety, we are all facing more restrictions and rules than perhaps we ever thought we would have to. The need for rules and regulations that affect the adult world also dramatically impacts the lives of students in schools. An area significantly affecting young people is the time for play during recess or activity breaks during school. The ability to play structured games, use the playground apparatus as a grade or have large group games has been ✦dramatically impacted by the need for cohorting and staying in small groups during recess. Many students now wonder what to do during these allimportant breaks. Many are so used to having the play equipment or an adult setting up games that they do not actively participate in recess.

Many people would say that the 1960s and 1970s were the last time children were allowed to play unfettered. During this time period, children played in the streets with their friends and learned the skills they would need later in life. This unstructured and unsupervised play allowed children to set their own rules and consequences for not following the rules. Through this, they developed problem-solving skills, resilience and a sense of fair play. Over the years, changes in family dynamics, economics, safety concerns, fear of strangers, traffic concerns and high academic/athletic expectations have put play at risk. Research shows that unsupervised play impacts a child’s mental health, creativity, social and emotional skills and problem-solving skills. As we strive to create the next pro hockey player, Olympian or Nobel scientist, are we losing the other aspects that allow children to be successful in their later lives?

As COVID-19 continues to limit what we can do and with whom, now more than ever, we need to consider expanding the concept of unstructured play. The Canadian Public Health Association created a document (Children’s Unstructured Play Position Statement, March 2019) which stated:

“Unstructured play happens when children follow their instincts, ideas and interests without an imposed outcome. It provides the opportunity to develop physical, mental, emotional and social health while contributing to risk management skills and resilience. These skills provide the foundation for children’s success across the life course.”

This school year, many schools have recognized the need to encourage students to expand their abilities during recess and playtime. They are accomplishing this by allowing students to have time to experiment, invent and explore with the variety of natural tools that exist on the playground; in some cases it involves providing students with non-traditional play apparatus or devices. Some schools have added free play areas to their playgrounds; in these areas one might find tires, wood boards, dirt, shovels, etc. When students have access to these materials, one can watch in wonder at their imaginations at work. The students take it upon themselves to create new games, build fantastic machines or simply dig a hole, but in all that they do, their imaginations are hard at work designing something new and wondrous.

February 3, 2021, is Global School Play Day

their statement of “Restoring unstructured play to a generation of kids!” seems to be a perfect reminder to all of us to get out and play!