Unstructured Play Research Articles

Effects of the COVID-19 Pandemic on Physical Activity in Children: A Systematic Review

Background: Extended lockdowns established to minimize the spread of COVID-19, may have affected physical activity (PA). The objective of this systematic review was to report how PA of children was impacted by the COVID-19 pandemic. Methods: A database search of CINAHOL, Embase, MEDLINE, PsycInfo, and Web of Science was conducted on 03/29/2021 in accordance with Preferred Reporting Items for Systematic Reviews and Meta-analyses (PRISMA) guidelines. Studies were included if they reported a measure of PA for children ≤18 years and were published in English in a peer-reviewed journal. The search generated 673 unique citations. After applying the criteria above, 69 articles were included. The quality of the included articles was assessed using the NIH NHLBI Study Quality Assessment Toolbox. Results: Unstructured play, walking, and virtual PA (e.g., YouTube, online classes) were the most frequently reported modes of PA during the COVID-19 pandemic. The PA of children decreased among 89% of articles that reported changes in PA (e.g., frequency, intensity, duration, or the percentage of children who met PA recommendations) of children during the COVID-19 pandemic. Increased PA was reported more often among younger children, boys, children who lived with other children, and children with more outdoor space. Conclusion: Globally, PA of children decreased during the COVID-19 pandemic. Further work is needed to develop policies to support global PA increases. Limitations of this review include the use of online surveys which are limited by participants ability to recall PA behaviors and access to online resources.

Unleashing Creativity Through Paidia: Free Play in Learning and Work

This paper explores the transformative potential of paidia—unstructured and spontaneous play—in enhancing creativity and learning outcomes in educational and professional settings. Drawing from Roger Caillois's theoretical distinctions between paidia (free play) and ludus (structured play), this study advocates for the integration of paidia to foster environments conducive to innovative thinking and creative expression. Central to our discussion is the critique of the 'tyranny of software', a concept inspired by Lev Manovich, which posits that despite the utility of digital tools, they often confine creative expression within pre-established boundaries, thus stifling genuine innovation. The research methodologically analyzes how paidia, as a pedagogical approach, facilitates a more liberated form of interaction with technology, thereby rehumanizing the digital learning experience. It contrasts traditional game-based methodologies that prioritize rule-based learning with the dynamic, rule-free nature of paidia, presenting empirical evidence from various educational settings where the integration of paidia has notably enhanced creativity. This exploration contributes to the broader discourse on the effectiveness of game-based learning by providing a nuanced understanding of how unstructured play can be systematically integrated into educational and professional domains to foster a culture of innovation and creativity.

Impact of Digital Game-based Learning Experiences on Reasoning Skills and Science Engagement

This research seeks to use games to promote scientific reasoning and inquiry skills among middle-school children. Particularly, it focuses on the Control of Variables Strategy (CVS), a fundamental component of scientific thinking which enables individuals to test hypotheses and make valid causal inferences based on evidence. The present study draws on and combines existing streams of research in the fields of science education, embodied cognition, and game-based learning to investigate the efficacy of an intervention using the Preparation for Future Learning paradigm in which students play an online text-based adventure simulation game about solving escape rooms in order to prime them for later formal instruction in CVS via a randomized-controlled trial, as well as whether structured or unstructured access to the game has a differential impact on immediate learning vs. retention after a delay. Students were given tests of scientific reasoning at baseline, immediately following the training phase, and a week thereafter. The impact of playing this game on motivation and engagement with science is also analyzed in this trial through the use of survey data. The study found significant effects of study condition on all measures, with students assigned to the game groups outperforming control students, and the unstructured play group showing the strongest performance in the post-study test while the structured play group performed the most poorly in the retention test. The unstructured play group also showed the highest level of intrinsic motivation, as well as higher self-determination and self-efficacy than the structured playing group in the science engagement survey.

The Role of Grandparents in Facilitating Children's Physical Activity.

Research suggests there is considerable opportunity to improve children's movement behaviors while they are being cared for by their grandparents. An understanding of the extent to which grandparent practices facilitate children's engagement in physical activity is critical to the development of health interventions targeting grandparent caregivers. This study examined the activity-related beliefs and practices of grandparents and their association with grandchildren's engagement in various movement behaviors while in grandparental care. Australian grandparents (N = 1190; 60% women) who provided regular care to a grandchild aged 3-14years were recruited via a web panel provider to complete an online survey. The survey assessed grandparents' physical activity-related beliefs (eg,perceived importance) and practices (eg,support and social control) and their grandchildren's engagement in physical activity (unstructured, structured, and outdoor play) and screen-based activities while in grandparental care. The importance of grandchildren's physical activity was rated highly by grandparents. Grandparents' support for their grandchildren's physical activity was positively associated with their grandchildren's engagement in structured physical activity, unstructured physical activity, and outdoor play. Negative social control was associated with greater engagement in screen-based activities. Other correlates of grandchildren's physical activity and screen-based activities included grandparents' own engagement in these activities. Findings highlight the importance of reinforcing the beliefs and practices that positively influence children's movement behaviors and addressing those that have unintended consequences. Encouraging grandparents to support their grandchildren's physical activity and discouraging forms of negative social control are likely to be important in efforts to promote physical activity in children.

It is child's play: Caregiver and playworker perspectives on a community park-based unstructured play program.

Unstructured play is characterized as play that is child initiated and determined, allowing children the freedom and flexibility to engage in activities, including taking risks, without adult intervention. However, playworkers and caregivers are important mediators of children's unstructured play. Studies have investigated playworker and caregiver perspectives regarding play, yet few have done so within the context of community based unstructured play interventions. Our qualitative study explored knowledge, attitudes and perspectives regarding play among playworkers ("play ambassadors") and caregivers exposed to a community based unstructured play intervention implemented in Calgary, Canada. The intervention aimed to encourage unstructured and risky play in local parks via loose parts. Between August and October 2020, ten caregivers and four play ambassadors completed individual semi-structured interviews. Using thematic analysis, we identified four overarching themes. The importance of play (theme 1) reflected play ambassador and caregiver perspectives about how unstructured and risky play promoted health and development and offered opportunities for enjoyment, exploration, and social interaction. Perceptions of the play environment (theme 2) reflected play ambassador and caregiver experiences of the play hubs including the role of loose parts in shaping play. Challenges and triumphs in promoting play (theme 3) reflected play ambassador experiences in facilitating play as well as interactions between caregivers and play ambassadors. Play hub impacts on the community (theme 4) reflected play ambassador and caregiver perspectives on the role of the play hubs in facilitating social interactions and community engagement. Play Ambassadors and caregivers shared common beliefs about the benefits of unstructured and risky play and about the play hubs affects on facilitating social interactions. Community based unstructured play interventions may support play and promote a sense of community.

The Effects of Unstructured Outdoor Play on Child Development

The Effects of Unstructured Outdoor Play on Child Development

Коментар щодо популяризації фізичної активності серед дітей та молоді

Topicality. Multiple studies have confirmed the significance of physical activity for the health of children and adolescents. However, in the majority of young individuals, their level of physical activity is insufficient. The aim of this article is to draw on the extensive experience of the Children’s Physical Activity Research Group (CPARG) team to develop a set of recommendations on promoting physical activity in children and youth. Methods of the research. The CPARG has applied public health research methods to the study of physical activity, that could be used to promote children’s physical activity at the population level. Results of the work and the key conclusions. A conceptual model for a set of recommendations regarding physical activity for children and youth has been developed, based on research and experience from CPARG, and divided into five categories. Two recommendations focus on persuading, prompting, and praising children and youth for engaging in physical activity at the individual and societal levels. Two recommendations emphasize the importance of providing places where children can engage in safe structured (programs), unstructured (play), and transportation physical activity, and one additional recommendation in the play, programs, participation & pleasure category stresses the importance of structuring these opportunities to facilitate fun, engagement, and enjoyment for children of all ages and abilities. Two recommendations address the need for enacting and enforcing practices and policies to promote physical activity at the local to national levels. Finally, three recommendations build toward the goal of engaging in behaviors at the individual to societal levels to convey physical activity as the normative pattern, communicating that physical activity is what we do.

Relationship between imitation skills and maternal responsiveness for children with autism spectrum disorder: a longitudinal study

Background Imitation is an important developmental skill in terms of social communication with which children with autism spectrum disorder (ASD) have difficulty. Furthermore, responsiveness is suggested to play an essential role in the development of social communication skills in this population. This necessitates understanding the impact of responsiveness on the development of imitation skills. This observational study examines the longitudinal effect of maternal responsiveness on the development of imitation skills among minimally verbal preschool children with ASD. Methods This observational study used a longitudinal correlational design, which is in the correlational dimension of the quantitative research method. The study involved 31 children aged between 28 and 79 months and their mothers. The children with ASD were assessed for elicited and spontaneous imitation skills using observation-based structured tasks. Additionally, the frequency of maternal responsiveness was measured during an unstructured play session with the mother and child. Results The study found a correlation between verbal and nonverbal maternal responses following the child’s focus of attention and elicited and spontaneous imitation skills. Additionally, after controlling for the severity of autism symptoms, object engagement, or initial imitation performances, it was determined that follow-in directives for behavior and nonverbal responses predicted only spontaneous imitation at Time II, together with the severity of autism symptoms. Conclusions The findings show that maternal responsiveness, particularly in response to the child’s focus of attention, including follow-in directives for behavior and nonverbal responses, is a significant predictor of spontaneous imitation outcomes. Therefore, interventions should target maternal responsiveness, emphasizing the development of spontaneous imitation skills.

COVID-19 pandemic: maker or breaker for families having children with autism spectrum disorder-case series of maternal experiences, strategies and suggestions

The COVID-19 pandemic due to prioritization of emergency and COVID-19 patient care at hospitals and disruption of daily routines and finances, impacted significantly families having people with special needs. This case series highlights the problems faced and strategies used by mothers of children having autism spectrum disorder (ASD). It summarizes the experiences of nine families of ASD children (2 to 9 years), selected consecutively from pediatric developmental/disability outpatient department (OPD) of a tertiary care center during i.e. April 2021 to May 2021 (2nd wave of COVID-19 pandemic) using a pre-designed proforma. Socio-demographic details, maternal experiences about challenges faced in child’s home care, special therapies, managing child’s behaviour, family support system, adaptations and their suggestions were recorded. The age group was 2 to 9 years and 8 were males. 7 out of 9 mothers reported that their child’s interaction with father and other family members improved. Institutional therapy was discontinued by all mothers. Two mothers reported increased aggression in the child. Mothers from joint family and having supportive families reported less stress. Children who had company of parents/grandparents/sibling and availability of indoor games, art and craft and storytelling, reported less screen time and less behavioural disturbances though all the mothers reported increased screen time compared to pre COVID times. Mother’s empowerment is key to success. Indoor physical games, unstructured play, increasing social awareness, supportive families, tele-rehabilitation services can improve overall progress in ASD children. Health care practices need to be revised from time to time for special needs/situations.

‘There’s not a lot of places for them to go’: rural and remote family perspectives on children’s independent mobility

ABSTRACT Children’s independent mobility (CIM) is the freedom of children to move around their neighbourhood or community without adult supervision. The aim of this study was to explore experiences with CIM from the perspectives of children and their parents living in rural and remote areas of British Columbia, Canada. Semi-structured interviews were conducted with 21 parent–child dyads or triads (45 participants). Child participants aged 7–12 were invited to create and describe drawings, maps, or take images of their independent mobility. Artwork and interview transcripts were analysed following an inductive thematic approach and mapped to the social-ecological model. We developed four themes to describe rural and remote family perspectives on CIM: (1) natural places, spaces, and forces; (2) embracing informal and unstructured play destinations; (3) decision-making and knowing when they are ready; (4) neighbourhood and community environments. Children identified several environmental characteristics impacting their independent mobility including wildlife, seasonal weather patterns, and lack of destinations. Parents reported the environment of rural communities, including neighbourhood cohesiveness and people looking out for each other, as being supportive of CIM. To promote CIM in rural and remote areas, efforts should focus on providing education on wildlife encounters, creating safe and interesting destinations for play, and consider children’s safety and connectivity in road design.

Early Childhood Teachers’ Support of Children’s Play in Nature-Based Outdoor Spaces—A Systematic Review

Early Childhood Education and Care (ECEC) places value and benefits on children’s play in nature-based outdoor spaces. However, there is a lack of knowledge regarding teachers’ support of play in environments with rugged terrains and natural materials. Therefore, this systematic review aims to locate, present, and discuss research literature on how teachers in ECEC settings can support children’s play in nature-based outdoor spaces. According to the review, teachers’ support of children’s play was described in the literature as encouraging children’s free and unstructured play through facilitating actions addressing the children’s perspectives and the opportunities offered by the physical environment. Furthermore, teacher support was also described as teacher-led and teacher-guided interactions where teachers and children communicate or collaborate in playful situations. Differences and overlapping elements of types of teacher support are discussed, and implications for researchers, practitioners, and ECEC teacher education are provided.

Early childhood educators' beliefs on increasing fundamental motor skills by playing games in a physical education context: The contradictory belief

The development of fundamental motor skills (FMS) is crucial and should begin in early childhood. As of now, several early childhood educators in Indonesia, particularly in West Java, think that incorporating playground games into the classroom curriculum is the best course of action for raising children’s FMS. This study aimed to present statistics on FMS findings for early childhood who have incorporated physical activity into the curriculum and to demonstrate that these results are still in conflict with teachers’ beliefs. Ex post facto research was applied to one of the early childhood education pilot programs in West Java, Indonesia, including a total of 30 kids. This school’s long-standing intervention involves giving children 30 minutes of structured playtime and 30 minutes of unstructured playtime at the start of each learning period. The Test of Gross Motor Development-2 (TGMD-2) was used to measure FMS. The study’s findings showed that both boys’ and girls’ FMS in both locomotor and manipulating components of the movement were very lacking and inversely proportional to teachers’ belief who believe that this activity will improve children’s motor skills. It is recommended that physical education specialists accompany both structured and unstructured play programs conducted on school playgrounds so that the early childhood education curriculum's programs are properly validated to raise children's FMS following Developmentally Appropriate Practice (DAP).

A Review of Creative Play Interventions to Improve Children's Hospital Experience and Wellbeing.

Being in the hospital can be stressful for children and caregivers. Evidence-based play interventions to reduce this stress, such as play therapy or Child Life services, have been introduced in hospitals globally, with growing awareness of potential benefits. To evaluate the impact of nonmedical/illness-specific creative or play-based programs in hospital settings on children's (<18 years) and their caregivers' hospital experiences, wellbeing, and other health outcomes. PubMed, CINAHL, Google Scholar. We conducted a systematic review of original articles published since 2011, screening 2701 de-duplicated articles. We identified 25 eligible articles, representing 1629 children (57% male), 422 caregivers, and 128 health professionals. Included studies most commonly evaluated professional children's entertainers (n = 8 studies), music therapy (n = 4), unstructured play (n = 3), and humanoid/animal robots (n = 3). Most studies evaluated the impact on the child's level of anxiety (n = 14/25), mostly supporting a reduction (n = 13/14 studies). Several studies provided evidence for a reduction in children's pain (n = 4/6), and negative emotional/behavioral outcomes (eg, sadness, anger, irritability; n = 5/6 studies). There was mixed evidence for the impact of the included interventions on physiologic outcomes (eg, systolic pressure, heart frequency; n = 3/5 studies) and fatigue (n = 1/2 studies). Evidence on caregiver outcomes and the impact on health care services was limited. The findings of our review generally supported the value of play-based interventions on children's' wellbeing while in the hospital, particularly reducing anxiety and pain. Further evaluation of their impact on caregivers' outcomes and the health care system is needed.

An exploration of parent perceptions of a take-home loose parts play kit intervention during the COVID-19 pandemic.

The restrictions introduced in response to the COVID-19 pandemic affected the regular routines of Canadians, including access to play and physical activity opportunities, while limiting social connections. In response to this, a recreation centre created take-home play kits that contained loose parts with the aim of facilitating unstructured play. Between August 2021 and January 2022, ten parents participated in semi-structured interviews via telephone or videoconferencing platforms that captured their experiences of the take-home play kits. Using Thematic Analysis, we identified themes and subthemes reflecting parent perceptions and experiences of the take-home play kit. Three themes emerged: (1 A forced renaissance of play; (2) Bringing unstructured play home, and; (3) Parenting is child's play. Parents shared how the pandemic resulted in decreased physical activity and social opportunities for their children. The parents described how the take-home play kits supported unstructured play as well as their perspectives on the importance of unstructured play. Parents in our study suggested that a take-home loose parts play kit could be a useful resource to help engage children in unstructured play in both indoor and outdoor environments.

Loose parts and risky play: playworker perspectives on facilitating a community-based intervention in local parks during the COVID-19 pandemic

ABSTRACT Play encourages physical and social activity creativity, and risk-taking. However, unstructured and risky play is on the decline. Our qualitative study explored the perspectives of Play Ambassadors, who faciliated a community-based loose parts play intervention (‘play hubs’) in Calgary parks during the COVID-19 pandemic. Using semi-structured interviews with 12 Play Ambassadors, four main topics emerged. Experiences Supporting Unstructured Play reflected how they supported play and their perceptions and observations of the play hubs. Learning to Take Risks in Play reflected how Play Ambassadors’ views on risk and facilitating risky play evolved. Value of the Play Hubs reflected Play Ambassador perspectives on the community and personal impacts of the play hubs. Supporting Play during a Pandemic highlighted the challenges encountered in delivering the play hubs. Our findings suggest that community-based play programs in local parks may be a viable strategy for encouraging play, especially when traditional opportunities are restricted.

I Am My Own Master: Dewey’s theory of pragmatism on Early Childhood Autonomy-Supporting Development

Based on Dewey’s pragmatic educational thought, this paper analyses the cultivation content and practical needs of autonomy support for early childhood development. Furthermore, it suggests ways to support children’s autonomy from three key perspectives: the viewpoints of children, interactions with children, and the utilisation of unstructured play materials.

Parental Perceived Safety Using PPGIS and Photo Survey across Urban Parks in Cairo, Egypt

Exposing children to green environments has multiple benefits. However, safety concerns may discourage parents from allowing their children to participate in physical leisure activities. This study employed a public participation geographic information system (PPGIS) questionnaire to explore whether and how park characteristics influence safety perceptions of 241 parents regarding their children’s active, unstructured play and independent mobility. The survey was distributed to parents who were accompanying their children in Cairo’s Al-Azhar and Al-Dawliya parks. Respondents identified places they considered safe and unsafe and reported their overall perceived level of safety based on photographs taken in the two parks. The results showed that parents were more afraid of the threat of crime compared to other potential risks. Moreover, secluded and densely vegetated places with inadequate lighting were perceived as unsafe. The study contributes to the ongoing discussion on creating safe environments for children and proposes ways to reduce parents’ safety concerns.

Play space in plain sight: the disruptive alliances between street trees and skateboarders

ABSTRACT This article is an ethnographic account of searches for play space in Newcastle, Australia, specifically for skateboarding. Street skateboarding is predicated on unstructured play at ‘found’ spots in the urban landscape assembled from surfaces, objects, and obstacles. Without access to established skateparks during COVID-19 lockdowns, the search for play space became an exciting part of lockdown life, and street trees were surprising guideposts for locating unpredictable surfaces and angles. Through these observations, this article explores the potential of street trees in generating play space through skateboarding, making three arguments. First, street trees are overlooked as potential play space compared to trees living in parks, reserves, and playgrounds. Crucially, street trees generate play space by assembling and re-assembling the urban landscape in unpredictable ways. Second, skateboarders and trees are unexpected allies in unstructured play and the disruption of urban order. Third, street trees produce skate spots by modifying the built environment, challenging ideas of mutually exclusive realms of nature vs. city, grey vs. green, play vs. passivity, and use vs. misuse. These examples may not fit idealised notions of human-tree relations, but they open new possibilities for thinking about these relations and where we seek and find play space.

Unstructured play activities, dance lessons, and yoga-meditation classes: What makes immigrant South Asian US-dwelling children happier?

Unstructured play activities, dance lessons, and yoga-meditation classes: What makes immigrant South Asian US-dwelling children happier?

An Observational Study on Play and Physical Activity Associated with a Recreational Facility-Led Park-Based "Loose Parts" Play Intervention during the COVID-19 Pandemic.

Play is a human right, yet opportunities for unstructured play are declining. The COVID-19 pandemic further reduced children's play opportunities. We conducted an observational study of a novel community-based intervention (play hubs) that facilitated unstructured play by offering loose parts in parks (Calgary, Canada) during the pandemic. Our descriptive study included systematic observation using the System for Observing Children's Activity and Relationships During Play (SOCARP) and Tool for Observing Play Outdoors (TOPO) to capture physical activity, play, and social and environment interactions among children participating in the play hubs for 10-weeks in 2021 (n = 160) and 2022 (n = 147). Play hub attendance was low. Most children observed were aged 5 to 12 years (2021: 93% and 2022 98%), with boys and girls represented (2021: 58% male/42% female and 2022: 52% male/48% female). Standing, sitting, and moderate activity were common activities. Physical, exploratory, and expressive play were common, while digital, bio, and rule-based play were less common. Children typically played alone or in small groups and engaged with loose parts or played in the open spaces. The play hubs encouraged unstructured play and promoted positive social interactions among children, despite the challenges of implementing a community-based intervention under pandemic public health restrictions.