Play Supports Growth
Understanding the Real Essence of Play
We often hear the statement “play is the work of childhood” by the famous child psychologist, Jean Piaget and this statement raises some questions. Does this mean, play is a ‘serious’ set of activity to be accomplished by the children? By stating the term ‘serious’, does that mean with the involvement of adult’s interference with careful consideration, specifically to allow ‘play’ to happen? Is ‘play’ done independently by the children themselves or are adults supposed to lay out the proper conditions with objectives for ‘play’ to begin?
Some would misconstrue ‘play’ as a set of ‘fun’ activities programmed by adults with learning objectives or directed by adults. Some would even call them ‘play-based learning’ but the truth is, anything that is being steered by adult-driven goals speaks volumes on their understanding towards the essence of play. However, if the objective of an activity is made clear to be a part of learning, is it fair then, to call it a form of ‘play’?
Play is a complex concept often misunderstood due to its various meanings. To conduct scientific research on play, a shared understanding of its characteristics is essential. Although the exact definition of play continues to be a debate in an area of research on constituting what can be counted as play, ‘play-based learning’ is set apart from real play as objective learning[1] has been the primary focus with some level of adult involvement.[2]
Dr Peter Gray, author of the book Free to Learn, recognized for his research on the correlation between education and play, as well as his evolutionary approach to psychological theory has defined play in several academic publications on why play is such a powerful vehicle for children’s learning. He brought common elements of definitions on ‘play’, by play scholars and derived his own definition. One of the crucial defining characteristics of play by Gray is that it is directed by the children or players themselves. Adult-directed games like sports or structured activities in formal schools or enrichment where a teacher dictates tasks, do not fall under the category of play.
According to Karl Groos, a German philosopher and naturalist who published The Play of Animals (1898), he argued that play came about by natural selection as a means to practice the kills needed to survive and reproduce[3]. The theory that the young need to play more in order to develop skills is well accepted by most researchers. He extended his insights in his second book, The Play of Man (1901), that the young of human beings must play more to practice or learn the skills[4] crucial to survival as well as play that is unique to the specific culture such as hunter-gatherer[5], farming and today’s culture with the usage of technology. From this theory, he categorizes human play with the variety of skills that make them useful adults. The categories are physical/locomotor play, constructive play, language play, fantasy/pretend play, games with formal rules and social play. Even though this list does not explain specifically the definition of play, Gray mentioned that this is also presented in the theory of education.[6]
Subsequently, Peter Gray, who is influenced by the Russian developmental psychologist, Vygotsky (1978) and Rubin, Fein, and Vandenberg (1983) and many others, analyzed these theories with his own observations that play refers to a playful activity containing four characteristics.
These are the four characteristics that define play:
Play is Self-Chosen and Self-Directed
Play is always voluntary, celebrated with the expression of freedom. In this case, players are seen as ‘free agents’ who have the choice to play or not, as they direct their own actions including the liberty to quit. However, when an adult interferes with their play, specifically when uninvited, these insensitive adults who is unaware of the consequences of dictating their play, may upset the dynamic of the play including the feelings of coercion. Some may accept and enjoy adult-led games with adult rules, if they freely choose to participate but to others, it might seem like dictatorship and punishment.
2. Play is Motivated by Means More Than Ends
When we play, we engage in activities for the sheer enjoyment of the experience itself, rather than for any external rewards. Unlike in other tasks where the outcome is the main focus, the essence of real play emphasizes the process over the end result. However, in non-play situations we tend to seek the most efficient ways to achieve our goals. Play provides the perfect environment for honing new skills and exploring different approaches because there are no real-world repercussions. In play, there is no pressure of judgment, no prizes at stake, and no fear of disappointing teammates, allowing players the freedom to make mistakes. This freedom to fail fosters a spirit of experimentation. The world of play acts as a simulated, secure, and enjoyable space where individuals can practice for real-life scenarios.
3. Play is Guided by Mental Rules
Even though play is a self-chosen activity, it is not a free-form activity. Play is a purposeful activity with a clear structure defined by rules that players hold in their minds. In social play, everyone needs to agree on the rules. Vygotsky (1978) highlighted how crucial rules are in play for kids to learn to follow societal norms.
Rules in play provide a framework for action while allowing room for creativity. Different types of play have different rules. For example, in building play, you must use materials to create something specific like a sandcastle. In pretend play, staying in character is key. Even in playful fights, there are rules - like mimicking combat without causing harm.
Play teaches self-discipline through rule adherence. Interestingly, play and language share a commonality in rule-based structures. Just as play allows for creativity within set rules, linguistic play involves exploring and applying language rules to create new expressions while following established guidelines (Lewis, 2003).
4. Play is Imaginative
Play often involves mentally stepping away from reality and immersing oneself in a make-believe world. Imagination is most evident in fantasy play, where players invent characters and storylines, but it also plays a role in various other types of play. In physical roughhousing, the scuffle is make-believe, not genuine. When engaging in constructive play, players may claim to be constructing a sandcastle, knowing it's just pretense. In formal games with set rules, players must adhere to a predetermined fictional scenario that forms the basis for the game's regulations. For instance, while in reality, you can take any route home at any time, in the baseball fantasy world, you must follow a specific path around bases after a pitch.
The imaginative element of play is a focal point for Huizinga (1955), who argued that play drives cultural advancements[7]. This aspect is also emphasized by researchers studying play's role in fostering creativity and abstract thinking. As Vygotsky (1978) noted, the imaginative aspect of play complements its rule-based nature[8]. When play unfolds in a fictional realm, players' actions are guided by mental rules rather than natural laws or impulsive instincts. Our unique human capacity to imagine within structured rules sets us apart, enabling the creation of innovative ideas - the essence of creativity.
In allowing play to be play without imposing adult-defined learning objectives, we honor the intrinsic value of play itself. By embracing the natural curiosity, creativity, and joy that play inherently fosters, we create a space where children can explore, experiment, and discover on their own terms. When we liberate play from the confines of predetermined learning outcomes, we empower children to engage authentically with the world around them, nurturing a love for learning that transcends traditional boundaries. Let us celebrate the purity of play and the boundless opportunities it offers for growth, development, and genuine self-discovery.
With that, let’s end this entry with a quote from Peter Gray.
“Playing with other children, away from adults, is how children learn to make their own decisions, control their emotions and impulses, see from others’ perspectives, negotiate differences with others, and make friends. In short, play is how children learn to take control of their lives.”
Written by: Maira
Edited by: Sabrina
References
[1] Pyle A, Danniels E. A continuum of play-based learning: The role of the teacher in play-based pedagogy and the fear of hijacking play. Early Education and Development. 2017;28(3):274-289.
[2] Fisher KR, Hirsh-Pasek K, Newcombe N, Golinkoff RM. Taking shape: Supporting preschoolers' acquisition of geometric knowledge through guided play. Child Development. 2013;84(6):1872-1878.
[3] Groos, K. (1898). The play of animals. New York, NY: Appleton.
[4] Groos, K. (1901). The play of man. New York, NY: Appleton
[5] Gray, P. (2009). Play as the foundation for hunter-gatherer social existence. American Journal of Play, 1, 476– 522.
[6] Gray, P. (2013). Free to learn: Why unleashing the instinct to play will make our children happier, more self-reliant, and better students for life. New York, NY: Basic Books.
[7] Huizinga, J. (1955). Homo Ludens: A study of the play element in culture. Boston, MA: Beacon Press.
[8] Vygotsky, L. S. (1978). The role of play in development. In M. Cole, V. John-Steiner, S. Scribner, & E. Souberman (Eds.), Mind in society: The development of higher psychological processes (pp. 92–104). Cambridge, MA: Harvard University Press.