Meaningful Play Research Articles

The Importance of Play in Child Development and Health

Play is a fundamental aspect of childhood that significantly contributes to the holistic development and well-being of children. This paper examines the evolving definitions and theoretical frameworks surrounding play, emphasizing its influence on cognitive, emotional, social, and physical development. Drawing from the psychological theories of Piaget, Vygotsky, and Erikson, the research highlights how different types of play ranging from symbolic and constructive to digital and cultural forms nurture essential developmental skills. It also examines the physical and mental health benefits of play, addresses socio-cultural dimensions, and investigates barriers that hinder children’s access to meaningful play experiences. The analysis advocates for the reintegration of play as a central component of child-rearing and education, underscoring its universal, therapeutic, and developmental significance in both contemporary and traditional contexts. Keywords: Play, Child Development, Cognitive Development, Emotional Development, Physical Health, Social Skills, Early Childhood Education.

The Impact of Play on Cognitive and Emotional Development in Children

Play is a fundamental aspect of childhood that contributes significantly to cognitive, emotional, and social development. This research explores how different types of play, such as free play, structured play, and imaginative play, influence children's problem-solving abilities, emotional regulation, and interpersonal skills. Additionally, it examines the role of caregivers and educators in facilitating meaningful play experiences.

Walking, talking, playing: Children with disabilities’ outdoor play in French mainstream schools

Background Children’s right to play remains underexplored in French mainstream schools. France’s inclusive education policies aim to include children with disabilities in mainstream classrooms, but this transition can create challenges hindering meaningful play opportunities. This highlights the importance of gaining a deeper understanding of children’s experiences of play in school playgrounds. Aim This study explores children with disabilities’ experiences and perspectives on their outdoor play in French mainstream school playgrounds. Material and Methods Walking and Talking tour interviews were conducted with thirteen children with various disabilities across six mainstream schools in western France. Data were audio-recorded, transcribed verbatim and analysed using thematic analysis. Results (1) ‘I can(not) play’: Environmental Barriers and Opportunities; (2) ‘I have an idea’: Children’s Preferences for Enriching Play and Inclusion; (3) ‘Learn to Hear Me Out’: Strengthening Children’s Participation in Everyday School Practices including Playground Redesign. Conclusions and Significance This study highlights the barriers children with disabilities face in French mainstream school playgrounds. It emphasises the need for collaborative co-design to create inclusive and playful environments. Findings have implications for occupational science, inclusive education, school-based occupational therapy, and urban design. Future participatory research should explore the co-design of school playgrounds, involving all relevant stakeholders.

Landscape Design Criteria for Children with Special Needs

Play-based learning is essential for children's cognitive, social, physical, and sensory development, particularly in natural environments. However, there is a global shortage of inclusive playgrounds despite nearly one billion individuals living with disabilities. This gap arises from the lack of prioritisation in landscape design and the absence of clear development criteria. This study analyzes all-inclusive playgrounds to establish comprehensive design principles that integrate the needs of children with disabilities into landscape architecture. Key principles such as accessibility, visual continuity, and sensory engagement are emphasized to translate these needs into practical design solutions. By addressing these factors, this research advances the development of inclusive playgrounds, ensuring equitable and meaningful play experiences for all children.

Exploring the Role of Game-Based Learning in Early Childhood Cognitive Development: Perspectives from Teachers and Parents

Game-based learning is increasingly recognized as an effective approach to fostering cognitive development in early childhood. This study examines how it enhances children's problem-solving, memory, and attention, as well as teachers' and parents' perceptions of its implementation. Using a qualitative case study approach, data were collected from 20 teachers and 15 parents through semi-structured interviews, classroom observations, and document analysis. Thematic analysis revealed that game-based learning promotes cognitive development by encouraging active engagement, fostering curiosity, and improving problem-solving and information retention. Teachers highlighted the importance of designing meaningful play experiences, while parents observed improvements in children's focus and memory. However, challenges such as inadequate teacher training, limited play resources, and low parental awareness hinder optimal implementation. Findings suggest that successful game-based learning requires well-structured activities, professional development for educators, and greater parental involvement. Addressing these challenges through targeted interventions could enhance its effectiveness in early childhood education. This study provides valuable insights into teachers’ and parents’ perceptions of play-based learning in cognitive development and underscores the need for collaborative efforts to maximize its potential. Future research should explore its long-term impacts and strategies for integrating it into diverse educational settings.

팀티칭 보육교사의 교육과정운영 자율성과 동료교사의 사회적지지가 놀이지원역량에 미치는 영향

Objectives The purpose of this study is to examine the effect of team teaching childcare teachers' curriculum operation autonomy and fellow teachers' social support on play support competency. Methods To this end, a survey was conducted among 307 childcare teachers currently operating team-teaching classes at childcare centers in the Busan and Gyeongnam regions. The collected data were analyzed using SPSS 24.0, employing descriptive statistics, correlation analysis, and multiple regression analysis. Results First, team teaching childcare teachers' curriculum management autonomy averaged 4.09 on a 5-point scale, the social support from fellow teachers averaged 4.02, and the ability to support play averaged 4.16. Second, it was found that there are significant correlations between team teaching childcare teachers' curriculum operation autonomy, fellow teachers' social support, overall play support competency, and all its sub-factors. Third, the curriculum operation autonomy of team teaching childcare teachers and fellow teachers' social support explained 49.1% of cognitive competency, 44.1% of affective competency, and 57.7% of practical competency, which are sub-factors of play support competency. Common factors affecting these sub-factors included a child-centered play environment and interactions, collaboration and participation with families and the community, flexible daily routines, and evaluative support, with evaluative support being the most explanatory. Conclusions The meaningful play environment and interactions, along with reflective self-assessment by educators and recognition and praise from peers, indicate the potential for enhancing the play support capabilities of childcare teachers. Therefore, efforts to analyze and support the team-teaching environment of childcare teachers implementing revised educational curricula are necessary to enhance their play support capabilities.

Practical Pedagogical Approaches: Integrating Play-based and Experiential Learning at Pre-Primary Education as per NEP 2020 and NCF-FS 2022

Early childhood education in India is undergoing significant changes, guided by the National Education Policy (NEP) 2020 and the National Curriculum Framework for the Foundational Stage (NCF-FS) 2022. This paper explores practical pedagogical approaches for pre-primary and early childhood care and education (ECCE) in India, aligning with these policy recommendations. It examines key strategies for implementing play-based learning, developing language and literacy skills, building foundational numeracy competencies, and incorporating inquiry-based and activity-based learning approaches. The study emphasizes the importance of creating stimulating learning environments featuring well-equipped indoor and outdoor play areas to facilitate meaningful play experiences. It details methods for fostering oral language development, phonological awareness, and early literacy skills through various activities and a print-rich classroom setting. Strategies for developing number sense, basic operations, spatial awareness, and other core numeracy concepts are outlined. The paper also explores approaches for integrating inquiry-based learning to nurture scientific thinking and problem-solving skills. Additionally, the paper discusses the role of diverse activities in promoting holistic development across physical, cognitive, social-emotional, language, and aesthetic domains. It highlights integrating art and experimentation in ECCE to enhance creativity and self-expression. The role of educators is analyzed, focusing on their contribution to creating stimulating learning environments and facilitating meaningful experiences for children. Challenges in implementing these approaches include infrastructure and resource constraints, teacher training needs, parental engagement, and cultural relevance. However, the evolving policy landscape also presents opportunities for transformation through increased investment, flexibility in curriculum design, and an emphasis on developmentally appropriate practices. The paper concludes with recommendations for future directions, such as strengthening ECCE infrastructure, enhancing teacher professional development, fostering community engagement, conducting further research, and developing culturally appropriate resources. By synthesizing evidence-based practices aligned with policy directives, the paper provides a comprehensive overview of effective pedagogy for fostering young children’s holistic growth and development in early childhood education in India.

Intermedial participatory culture: ludification and gamification for sustainable development

The research approaches civic engagement from the perspective of Intermedial Studies, shedding light on different strategies of ‘mediation’, the way people engage in civic practices and shape the public sphere in postdigital culture. The paper explores the evolution of civic webs, living labs, forms of meaningful play in ludified transmedia practices, and serious videogames as diverse media that can address the intersection of civic engagement and sustainable development. A focal point of the research is the role of intermedial participatory strategies to promote a sociocultural scenario sensitive towards United Nations' Sustainable Development Goals (SDGs) related to urban planning, smart cities, and environmental issues. Building upon this starting point, the study extends to the transformative realms of transmedia storytelling and the difference between ludification and gamification, elucidating the main role of game-based public participation to fostering community engagement and eco-digital literacy. The paper supports the empowering potential of multiplatform, co-creative and experimental environments in advancing communal pursuits of sustainable goals in interconnected and offline contexts for sociocultural innovation.

Analysis of Chicory: A Colorful Tale

“Chicory: A Colorful Tale” is a 2D adventure puzzle game with elements of exploration and creativity, set in the Picnic Province, a fictional world where color comes from a magical paintbrush. Each person holding the paintbrush continues a long tradition of renaming themselves after picking up the brush with their favorite food. Using the gameplay and rules as an entry point to analyze this game: In “Chicory: A Colorful Tale,” operational rules are conveyed to the player primarily through the context and intuitive design of the game. In summary, “Chicory: A Colorful Tale” creates a meaningful play through narrative depth, player agency, great integration of the mechanism and the theme, and broader cultural impacts. At the heart of meaningful play is a sense of purpose, discernableness, and integration.

Changing Rules While Playing: On the Affective Potential of In-Game Rule Changes

Abstract The essay deals with a powerful feature of games, the phenomenon of in-game rule change or, more specifically, the occasional, even if regulated, breach of contract between the game and the player, which has a dramatic effect on the player’s experience. I attempt to define this phenomenon through the concepts of operational rules, meaningful play, board state and victory points, and then review our perceptions and preconceptions of board games, which are seen in most cases as a balanced means of social puzzle solving. The examples discussed demonstrate that some modern games are far more interactive, dynamic, and less balanced than we might imagine, which makes rule changes during play possible and dramatic. (GZK)

Development of Early Childhood Student Agency in Efforts to Realize Free Play (Case Study of the Aksi Pasukan HEPI Program at TK Negeri Pembina Subang)

The essence of independent Playing in the context of early childhood education is to provide meaningful play experiences so that they get the opportunity to explore their environment, solve problems, and become leaders in the learning process. One of the efforts to realize the freedom of play is to develop student agency in the child. Student agency is a child's competence to determine his learning process through expressing ideas and opinions, making choices, and making decisions to create a sense of ownership for what he does. This study aims to analyze the development of student agency which is packaged in a school program, namely the Aksi Pasukan HEPI at the TK Negeri Pembina, Subang Regency. The research method used is qualitative with a case study approach, with data collection being observation, interviews, and documentation. The result of the research is that the Aksi Pasukan HEPI program can develop early childhood student agency, by empowering all assets owned by the school and its environment.

Gods at Play. Rules and the Absurd in Video Games

The use of the absurd in video games is naturally paradoxical, as it collides with the fact that games in general are rule-based, which implies an ordered set of meanings. Taking the humorousgame Chuchel as its point of departure and focusing on Salen Tekinbas’ and Zimmerman’s notionof meaningful play, the article explores the relationship between the absurd and game rules, andgives examples of video games which, while maintaining their rulesets, leave room for ambiguityand the unknown, thus undermine the absolutist domination of the rules over the game and player.

2019 개정 누리과정에 대한 어머니의 인식에 관한 질적 연구

Objectives This study was conducted to examine in-depth the perception of the 2019 revised Nuri Curriculum for mothers with 5-years-old child who have experienced both the Nuri Curriculum and the 2019 revised Nuri Curriculum. Methods To this end, based on semi-structured interview questions, 6 mothers with children attending kindergartens in the metropolitan area were divided into three groups to fing out their perception and concerns about the 2019 revised Nuri Curriculum at the age of 4 and 5 compared to the Nuri Curriculum experienced at the age of 3. Results As a result of the study, first, the study participants were not aware of the revision of the Nuri Curriculum. As parental participation is important, discussions on parental education on the 2019 revised Nuri Curriculum will be needed. Second, it was positive about child-centered and play-centered, but ti was skeptical that all teachers could intervene and expand meaningful play for all children without a plan. It is believed that active discussion is needed to strengthen the teacher’s competency. Third, they were concerned about the increase in preference for private education and private elementary school due to greater concerns about insufficient preparation for elementary school entrance due to the play-centered 2019 revised Nuri Curriculum. Specific discussions will be needed to resolve parents’ anxiety about adapting to elementary school. Conclusions Therefore, this study is meaningful in that it provides basic data for establishing a social support system to identify and supplement various problems following the implementation of the 2019 revised Nuri Curriculum when the revised Nuri Curriculum was implemented for two years.

유아의 사회적 유능감, 자기조절능력, 인공지능을 활용한 놀이몰입의 구조적 관계 분석

Objectives The purpose of this study is to explore the relationship among young children’s social competence, self-regulation and play immersion in using artificial intelligence(AI). Methods The research subjects are 238 young children who are 3, 4, and 5 years olds and attending preschools located in G city. Data about the characteristics of young children were collected through related questionnaires by their preschool teachers. The data were analyzed through descriptive analysis, correlation analysis, regression analysis, factor analysis, and structural equation model analysis. Results The research results were as follows; first, there were significant correlations among young children’s social competence, self-regulation, and play immersion in using AI. Second, young children’s social competence directly affected on play immersion in using AI and indirectly gave an influence on play immersion in using AI by a mediation of self-regulation. In accordance, there was a significant partial mediating effects of young children’s self-regulation on the relationship between their social competence and play immersion in using AI. Conclusions In conclusion, these findings suggest that, for supporting child-centered and play-directed AI education with young children, teachers and parents should acknowledge the importance of educational supports to promote young children’s meaningful play immersion in using AI.

Academically meaningful play: Designing digital games for the classroom to support meaningful gameplay, meaningful learning, and meaningful access

Academically meaningful play: Designing digital games for the classroom to support meaningful gameplay, meaningful learning, and meaningful access

Perceived challenges of early childhood educators in promoting unstructured outdoor play: an ecological systems perspective

ABSTRACT Unstructured outdoor play has been recognized for its beneficial impacts on children’s healthy development; however, unfortunately, opportunities for children to engage in meaningful play are limited. Early learning and childcare centres can be essential settings for unstructured outdoor play, and educators can play a vital role in supporting children’s opportunities, yet they face numerous barriers. We conducted five focus groups with 40 professionals working in the early childhood education field (educators, students and licensing officers) in British Columbia, Canada, to examine their experiences and perceived challenges in promoting children’s unstructured outdoor play. Participants’ identified challenges were mapped on the ecological system and ranged from microsystem concerns (e.g. knowledge and skills) to mesosystem concerns (e.g. lack of shared understanding with parents and colleagues), exosystem concerns (e.g. licensing regulations) and macrosystem concerns (e.g. societal risk aversion). We recommend evidence-based strategies to address each of the identified barriers, targeting each ecological system level.

The Role of Nonlinear Pedagogy in Supporting the Design of Modified Games in Junior Sports.

Nonlinear Pedagogy has been advocated as an approach that views acquisition of movement skills with a strong emphasis on exploratory behaviors and the development of individualized movement skills. Underpinned by Ecological Dynamics, Nonlinear Pedagogy provides key ideas on design principles to support a teaching and learning approach that accounts for dynamic interactions among constraints in the evolution of movement behaviors. In the context of junior sports, the manipulation of task constraints is central to how games can be re-designed for children to play that are age and body appropriate so that the games can still capture the key elements of representativeness as compared to the adult form of the game. Importantly, these games offer suitable affordances that promote sensible play that could be transferable to other contexts. In this paper, we provide an in-depth discussion on how Nonlinear Pedagogy is relevant in supporting the design and development of modified games in the context of junior sports. Practical implications are also provided to share how games can be modified for meaningful play to emerge.

Robot Pets as "Serious Toys"- Activating Social and Emotional Experiences of Elderly People.

When robots are used as part of meaningful play, for example to enhance wellbeing, they can be considered “serious toys”. Our study examines the potential of robotic pet toys viewed as companions, which activate social and emotional experiences of the elderly by increasing their wellbeing. In order to study the benefits of using Golden Pup, a commercial robot dog, we designed and performed a research intervention at a senior day activity center with 10 participants of ages 65–80+ years who were joined by a playful group of preschoolers. In this study, we were mainly interested in the firsthand user experiences.This study suggests how robotic pets can be used to activate the social and emotional experiences of elderly, and illustrated the role of building a relationship with a robotic pet. We present novel results on how a robot dog with a natural interface (NUI) may be used to evoke social and emotional experiences in older adults as part of playful, intergenerational group activities.

Exploring the Relationship Between an ECEC Teacher and Children from the Perspective of E-series Time: Focusing on the “Slide and Mud Play”

This is a case study of an ECEC teacher’s narrative of her subjective world, relative to “slide and mud play” at an ECEC center. The purpose of this study was to reconstruct the teacher’s understanding of play based on her own narratives of interactive time with young children, to examine the narratives from the perspective of living through E-series time, and to approach the meaning of play describing the experienced reality of the teacher. This study is based on an interview with the ECEC teacher Kana, who was involved with children’s play as an assistant teacher at the ECEC center. Kana’s five narratives were qualitatively analyzed. This study concluded that the rise of meaningful play occurs from the perspective of intersubjectivity between the relationship between the ECEC teacher and the child who creates the actual time. Kana’s narratives in this study are likely to lead to the creation of companionship between them, which, in turn, leads to the ECEC teacher’s realization of meaningful play.

Pivotal Play: Rethinking Meaningful Play in Games Through Death in Dungeons & Dragons

In game studies, meaningful play is commonly discussed and situated through Salen and Zimmerman’s (2004) definition describing it as the integrated and discernible relationship between player actions and system outcomes within the context of the game. However, this overlooks other ways that play can be meaningful. Based on observation and interviews with 20 Australian players, this article examines experiences with death in the tabletop role-playing game Dungeons & Dragons (D&D). In the context of meaningful play ( Salen & Zimmerman, 2004 ) and positive negative experiences ( Hopeametsä, 2008 ), we discuss (1) the impact of shared physical and social realities on death in D&D, (2) the design of death in D&D, and (3) how death in D&D shapes the future play and lives of players. From this, we argue that play can have meaning that transcends game boundaries, subsequently proposing the concept of “ pivotal play” to describe appealing, memorable, and transformative play experiences.