How Do the Children Play? The Influence of Playground Type on Children's Play Styles.

Tina L Stanton-Chapman,Eric L Schmidt

doi:10.3389/fpsyg.2021.703940

Abstract

Using a mixed-method design, the aims of the current study were to develop an in-depth understanding of (1) children’s social play behaviors on school and community playgrounds, (2) the duration with which children play within varying social play categories, and (3) assessing children’s perspectives of playground activities, their peer relationships, and recommendations for new playgrounds. Six participants were observed for five 30-min observations on a school playground and for five 30-min observations on a community playground. Participants were also interviewed about their experiences and preferences on school and community playgrounds. The direct observation results support and extend previous work, indicating that children’s play skill competence varies by setting. Children demonstrated higher levels of associative and cooperative play on the school playground, but higher levels of solitary and parallel play on the community playground. This difference in play styles by playground appears to be a function of available play partners and is explained by the interview data, which found that children are not comfortable playing with children they do not know.

Highlights

The developmental importance of play is well-documented (e.g., Johnson et al, 1999; Holst, 2017; Stone, 2017)
The aims of the current study were to develop an in-depth understanding of (1) children’s social play behaviors on school and community playgrounds, (2) the duration with which children play within varying social play categories, and (3) assessing children’s perspectives of playground activities, their peer relationships, and recommendations for new playgrounds
The aims of the current study were to develop an in-depth understanding of: (1) children’s social play behaviors on school and community playgrounds, (2) the duration with which children play within varying social play categories, and (3) assessing children’s perspectives of playground activities, their peer relationships, and recommendations for new playgrounds

Summary

Introduction

The developmental importance of play is well-documented (e.g., Johnson et al, 1999; Holst, 2017; Stone, 2017). Many researchers have attempted to define play and these definitions vary widely. Most researchers agree that play encompasses a combination of characteristics, rather than the presence or absence of one defining characteristic (Stone, 2017). Fromberg and Bergen (2006) offered the following characteristics of play—symbolic, meaningful, active, pleasurable, voluntary, intrinsically motivated, rule-governed, and episodic. Eberle (2014), when defining play, included six elements, which characterize play—anticipation, surprise, pleasure, understanding, strength, and poise, while Rubin et al (1983) characterized play as intrinsically motivated, controlled by the players, concerned with the process rather than the product, non-literal, free of externally imposed rules, and characterized by the active engagement of players. Regardless of the definition, it is clear that play allows children to learn skills that they previously have not experienced, master newly acquired skills, and adapt the skills that have been learned and mastered and applies them to new situations (Malone, 1999; Holt et al, 2015)

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Conclusion