Course:KIN355/2020 Projects/Unstructured Play
Defining the Concept and Its Importance
When a child engages in activity with no expected outcome, which stems from their instincts, ideas and interests, they are taking part in unstructured play (CPHA, 2019) – this means that the activity cannot be prescribed by a guardian. Unstructured play allows children to explore their boundaries and define their own limits and is often described as “the business of childhood” (CPHA, 2019) due to its importance and influential nature. Unstructured play is child lead and can be presented as play that provides the possibility to “get lost” or “disappear”. Other common types of play that describe unstructured play are play at heights, at speed, with loose parts as well as rough-and-tumble play (CPHA, 2019). Since these types of play can be considered dangerous, it is common for parents or guardians to worry and prevent their children from participating. However, the “fear” is what makes unstructured play unique and without unstructured play, children can develop sedentary behaviours that inhibit development and prevent active lifestyles later in life (CPHA, 2019).
Unstructured play is incorporated in ‘The Convention on the Rights of the Child’ by UNICEF, in article 31 (CPHA, 2019) which confirms its importance on childhood movement experiences (especially ages 6-12). It promotes development of gross motor skills, overall health and an abundance of social skills (CPHA, 2019). Social skills that are enhanced include; teamwork, problem solving, resiliency, attentiveness and risk management (CPHA, 2019). When thinking of health, the strengthening of social skills increases mental health as relationships are easier to build (CPHA, 2019). Unstructured play has a heavy influence on physical health, as well the active nature increases cardiovascular health and helps to maintain an appropriate body weight (CPHA, 2019). Additionally, gross motor skills allow a person to create movements that involve the coordination of large muscle groups (such as those in the torso, arms and legs) and the neurological system (The understood team, 2020). Gross motor skills are necessary for everyday life such as walking, sitting and changing direction. Jumping, throwing and climbing are some examples that involve gross motor movements and would be commonly practiced during unstructured play. Unstructured play provides children with a sense of body awareness and the element of risk as a child climbs at different heights or walks on uneven or moving surfaces (Bredin, 2020). Risky play is an important aspect of unstructured play, which can instill self-esteem and confidence, and most importantly feelings of fun and excitement (Bredin, 2020).
Role in Childhood Development and Contemporary Considerations
Unstructured play has a physical and a mental role in childhood development. As discussed above, unstructured play provides children the opportunity to create scenarios and gain knowledge based on their own exploration. Types of unstructured play allow the child to strengthen their motor skills and social skills synchronously (CPHA, 2019). Say for example, children are playing tag in a forested area – there are obstacles such as fallen trees, hills, roots and bushes that must be maneuvered through with gross motor skills such as jumping, running or pushing a branch away. While working through this playscape, a child’s social skills are at practice as they follow a thought process which develops problem solving, attentiveness and risk management (CPHA, 2019). It is likely that a child will learn more from firsthand experience than a structured lesson stating what is right and what is wrong. Tag is an example of play at speed, which increases cardiovascular health through raising heart rates (CPHA, 2019) and helps to maintain a healthy weight with frequent movement. Allowing children to participate in unstructured play clearly assures timely development and can form a foundation of healthy habits for later years.
A contemporary concern that impacts unstructured play is helicopter parenting. Helicopter parenting arises due to a lack of trust that the guardian or parent carries toward their children (CPHA, 2019). This lack of trust can be caused by a fear of injury that has increased with industrialization and our constantly changing communities. Worry can stem from natural environments (bodies of water, uneven grounds, animals), infrastructure (vehicles, neighborhoods) and even people (kidnapping, bullying) (CPHA, 2019). These factors have caused a decrease in children’s independent mobility and limit their ability to engage in unstructured play.
Unfortunately, the current education system also poses a threat to unstructured play. With prioritization of academics and prescriptive activities, in gym class or as structured extracurriculars (CPHA, 2019). With that, it is far too easy for teachers to disrupt unstructured play time as they commonly withhold outside time as a punishment, set strict physical boundaries on school grounds and prohibit outdoor play during poor weather (CPHA, 2019).
Practical Applications
Activity 1
Playground
The purpose of this activity is to provide children with an open space and a variety of structures that create opportunities to practice fundamental movement patterns through free play.
Age Range: The target age range is 3-8 years old, when children are engaging in social play and developing fundamental motor skills.
Apparatus/Environment: This activity requires taking children to an outdoor playground that includes a wide range of structures that provide opportunities for play. Examples of playground apparatuses can include slides, monkey bars, swings, climbing walls/ropes, marry-go-rounds, bridges, teeter-totter, etc. Different structures provide unique movement requirements and learning experiences. A playground offers an opportunity for children to develop body awareness, awareness to objects and others around them, sensory development, and cognitive development—all while being physically active.
Instructions: Guardians or teachers must allow the children to engage in their own types of play, such as exploratory, risky, physical, and social play. The importance of unstructured play is that children learn from their own experiences, without the guidance from adults. A guardian or teacher can create boundaries in which the children are allowed to play within, making sure there are enough opportunities to explore and play freely. Teachers and guardians should only get involved if there is a hazard that would result in harm or danger to the children. It is important not to mistake risky play as hazardous.
Modifications can include taking children to various playgrounds that have different structures, setups and environments. Another modification can be playing in different weather conditions, such as in the fall, snow, or rain. The playground becomes a different kingdom when covered in snow or leaves allowing opportunities for different kinds of play, like snow ball fights or sliding into a pile of leaves.
Activity 2
Biking
The purpose of this activity is for children to strengthen motor skills and practice coordination, balance, and speed through free play.
Age Range: The target age range is from 6-12 years old. Children in this age range have developed fundamental movement patterns and are competent to ride freely on a bike without help from an adult.
Equipment/Environment: Children will need a bike and helmet. Within unstructured play, it is important for the children to facilitate the type of biking they want to do. They can engage in more risky riding by using apparatuses or just riding around and using their imagination. To engage in risky play, children can use apparatuses such as ladder bridges or ramps. Biking in trails can have more natural risk elements, like water, mud, and roots. Other possible biking environments can be on fields or a quiet street.
Instructions: Take children to a suitable environment for them to bike freely. Biking allows children to play at various speeds and raise their heart rate. Within unstructured play, children can increase their level of risk to test their balance and coordination, which can boost self-confidence and self-esteem.
Modifications can include changing the environment or equipment in which the children are biking. Another modification may consist of changing the level of difficulty of the biking environment or apparatuses such as, from road to trails, riding over smaller bridges, or riding on steeper ramps.
Summary
To summarize, it is important for children to engage in unstructured play, which is an activity with no expected outcome, as it becomes an essential component for their future development as an individual, both physically and mentally (CPHA, 2019). Additionally, unstructured play allows children to further enhance their creativity, in terms of their own views towards play (CPHA, 2019). However, in order for children to exhibit unstructured play, individuals influencing the development of children must be aware of the factor that unstructured play is an important component to children’s development and should be promoted rather than forgotten (CPHA, 2019).
References
Bredin, S. (2020). KIN 355. Module 3. Playspaces.
Canadian Public Health Association (CPHA), (2019). “Children’s Unstructured Play Position Statement”. Retrieved from: https://www.cpha.ca/childrens-unstructured-play.
The Understood Team, (2020). Reviewed by Wilmot, K. “Gross Motor Skills: What You Need to Know”. Retrieved from: https://www.understood.org/en/learning-thinking- differences/child-learning-disabilities/movement-coordination-issues/all-about-gross- motor-skills