This Play Note focuses on the “Free Play” of children. Other categories of play (guided, games and contests) will be covered in a future issue of the Play Times.
What is Free Play?
Children naturally play freely and joyfully. They assemble blocks, draw, dance, and run without worrying about rules, criticism, or the “right” way to do things. They are not constrained by fear of failure or judgment. Free play is the ultimate expression of a child’s natural curiosity and joy—an activity they instinctively choose because it fulfills their innate desire to explore, create, and connect. It’s a state of complete immersion in an activity during which the child experiences deep concentration, enjoyment, often leading to a sense of mastery. The types of activities vary with the individual child. The American Academy of Pediatrics (AAP), in their 2018 Clinical Report, “The Power of Play” highlights key characteristics of Free Play:
- Intrinsically motivated: Play is driven by the child’s internal desire, not by external rewards or pressures.
- Actively engaged: It requires active participation, whether physically, mentally, or emotionally.
- Joyful discovery: It results in pleasure and often involves exploration and learning.
Free Play is an instinctual activity among children, described as “childhood’s work,” because it is their primary means of learning about the world and themselves. Free Play is the nature-provided means for young humans to develop the cognitive, social, emotional, and physical abilities they’ll need to survive and thrive on their own. Free Play has been so strongly proven to be critical to healthy development that the UN High Commission on Human Rights classifies it as a fundamental right.
Activities directed by an adult and activities that children pursue for an external (vs. internal) reward (e.g., at the request of or for the approval of an adult), are not Free Play. Those activities may be to varying degrees playful, but they do not provide children with all the benefits of Free Play.
Lessons children learn in Free Play with other children
- How to take initiative and solve their own problems.
- How to cooperate, negotiate, compromise, and attend to others’ needs.
- How to create and follow rules.
- How to regulate fear and anger.
- How to think creatively and imaginatively.
- How to succeed at activities that interest them.
(Gray, 2013)
Four Types of Free Play and Their Benefits
Research highlights four distinct types of play, each providing unique benefits:
- Social Play: Social play, such as group games or pretend activities like tea parties, encourages collaboration, role negotiation, conflict resolution, and empathy. Studies by Brenner & Mueller (1982) and Hughes (1999) underscore the importance of early social interaction in play for fostering healthy relationships and emotional intelligence.
- Object Play: Activities like stacking blocks or building marble runs help children understand concepts such as cause-and-effect and spatial reasoning. Research by Schulz & Bonawitz (2007) highlights the cognitive benefits of exploratory object play, while Wolfgang, Stannard, & Jones (1996) demonstrate that children who engage in block play at a young age tend to perform better in mathematics later in life.
- Pretend or Imaginative Play: Whether pretending to be a firefighter or playing house, children exercise perspective-taking and problem-solving while adhering to self-imposed rules. Vygotsky (1978) emphasized the role of pretend play in self-regulation, while Russ (2004) linked it to enhanced creativity, demonstrating its vital role in cognitive development.
- Physical Play: Physical play, like running, climbing, and jumping, is essential for developing both gross and fine motor skills while promoting physical health. Games like tag not only improve coordination and cardiovascular health but also teach impulse control as children learn to alternate between active and passive roles.
- Rough-and-tumble play is a form of physical play involving playful contact like wrestling, running, and chasing (CMA, 2020). Research indicates that it promotes an awareness of others feelings, cooperation, fairness, and empathy. Rough-and-tumble play does not lead to aggression; in fact, it helps children learn to regulate and manage emotions. (Lovering, 2022). Its nature and importance can be unappreciated by preschool teachers or anxious parents, who often see normal rough-and-tumble play as aggressive behavior that must be controlled.
Each type of play contributes to a well-rounded, healthy development by promoting a range of cognitive, physical, social, and emotional skills.
How Children Benefit from Free Play
In summary, research evidence demonstrates eight key benefits of Free Play:
- Foundational Psychological Needs– Free Play is the primary way children satisfy the three basic psychological needs essential for human happiness and mental health: Autonomy, Competence, and Relatedness. (Gray, 2020)
- Brain Development and Executive Functioning– Free Play stimulates brain development at molecular, cellular, and behavioral levels, promoting neuronal growth and connectivity. Play enhances adaptive and prosocial behaviors by increasing the production of brain-derived neurotrophic factor (BDNF), which is crucial for brain development (Panksepp, 1998; Burghardt, 2005).
- Physical and Social Benefits– Free Play, including rough-and-tumble or outdoor activities, is linked to improved motor skills, cooperation, and emotional regulation. Studies have found that outdoor play correlates with better academic performance and enhanced social skills (Panksepp, 1998; Burghardt, 2005).
- Cultural and Adaptive Relevance– Play is shaped by cultural values and norms, helping children develop skills relevant to their social context. Sociodramatic play, for example, teaches children social roles and negotiation skills, providing a foundation for understanding and navigating cultural and social dynamics (Goodall, 2010; Hirsh-Pasek et al., 2016).
- Cognitive Benefits– Play enhances cognitive abilities, encouraging experimentation, creativity, and critical thinking. Play also strengthens problem-solving skills and executive function (Pepler & Ross, 1981; Diamond & Lee, 2011).
- Social and Emotional Benefits– Play is instrumental in fostering social skills and emotional resilience. Through pretend play, such as doctor-patient scenarios, children develop empathy by imagining others’ perspectives. These experiences contribute to better emotional regulation and the ability to manage interpersonal relationships (Singer & Singer, 1990; Russ, 1988).
The Decline of Free Play: Causes and Consequences
Over the past 50 years, the time children have for Free Play has decreased dramatically. Children lost about 12 hours of free time per week from 1981 to 2003 (Ginsburg, et al. 2007) and free time declined both before and after that period. This decline can be traced to several intertwined causes, including increased time in school and related academic pressures, the growing emphasis on activities aimed at bolstering college applications, and, the rise of intensive parenting. These trends reflect the societal shift toward achievement and success, but much data is indicating that this shift has caused children harm. Evidence points to these pressures being major contributors to the dramatic increases in youth anxiety and depression (Gray, et al. 2013).
One of the key factors contributing to the decline of free play is the growing emphasis on measured academic performance. The push for higher test scores by school districts has led to a narrowing of the curriculum, where physical and creative activities are sacrificed to make time for more classroom instruction. Studies show that physical and creative play are essential for developing cognitive skills and fostering creativity as well as reducing stress and improving children’s ability to focus in class (Pellegrini, 2009). Despite the scientific findings, school districts continue to drive for high test scores probably because scores are the primary means of rating their performance which in turn affects the level of government funding received.
Modern parenting styles have also contributed to the reduction in free playtime. The rise of intensive parenting—a style characterized by high levels of parental involvement and emphasis on achievement-oriented activities—has led many parents to prioritize academic and extracurricular success over time to play freely. Children of intensive parents are often enrolled in a variety of activities like sports, music lessons, and tutoring. Research has shown that children who are over-scheduled and who experience constant parental pressure to excel may suffer from increased anxiety, lower self-esteem, and reduced autonomy (LeMoyne & Buchanan, 2011).
While academic and extracurricular pursuits are important, it is crucial to recognize the value of Free Play time. The situation can be mitigated in several ways: Allow children to choose extracurricular activities that truly engage them, and that are intrinsically motivated. Create a balance that includes time for Free Play along with extracurricular and academic activities. And whenever possible encourage educators, policymakers, and other parents to recognize the import of free play to children’s development.
References:
- Burghardt GM. (2005). The Genesis of Animal Play.
- CMA (Children’s Museum of Atlanta) (2020), Impact of Rough & Tumble Play
- Diamond A, et al. (2007). Preschool program improves cognitive control.
- Ginsburg, K. R., & Committee on Psychosocial Aspects of Child and Family Health. (2007). The importance of play in promoting healthy child development and maintaining strong parent-child bonds. Pediatrics, 119(1), 182-191.
- Gray, Peter. (2013) Free to Learn: Why Unleashing the Instinct to Play Will Make Our Children Happier, More Self-Reliant, and Better Students for Life (p. 27). Basic Books. Kindle Edition.
- Gray, P., Lancy, D. F., & Bjorklund, D. F. (2023). Decline in independent activity as a cause of decline in children’s mental well-being: summary of the evidence. The Journal of pediatrics, 260.
- Hirsh-Pasek K, et al. (2016). Becoming Brilliant.
- LeMoyne, T., & Buchanan, T. (2011). Does “helicopter parenting” exist? Parenting styles and adolescents’ well-being. Journal of Child and Family Studies, 20(4), 459-468.
- Lovering, N. (2022). Reasons Why Roughhousing May Be Beneficial for Your Kids, PsychCentral,
- Panksepp J. (1998). Affective Neuroscience.
- Pellegrini, A. D. (2009). The role of play in school and society. American Journal of Play, 1(1), 1-10.
- Ridge K, et al. (2017). Learning landscapes in urban spaces.
- Walker SP, et al. (2011). Early childhood stimulation benefits adult competence.
- Weisberg DS, et al. (2016). Guided play: Principles and practices.
Profile: Dr. Joseph L. Frost
Dr. Joe Frost was a distinguished scholar and educator renowned for his extensive research and advocacy in children’s play and development. Born on March 25, 1933, in Parks, Arkansas, he cultivated a deep appreciation for free outdoor play during his childhood. This early exposure influenced his lifelong commitment to promoting the developmental benefits of play.
After earning his doctorate in education from the University of Arkansas in 1965, Dr. Frost embarked on an academic career that included positions at Iowa State University and, notably, a 34-year tenure at the University of Texas at Austin. There, he spearheaded the Play and Play Environments Research Project, the longest-running study of its kind in the United States, focusing on the critical role of free, spontaneous play in child development.
His contributions have been instrumental in shaping contemporary understanding of the importance of play in early childhood education. Dr. Frost’s legacy continues to influence educators, policymakers, and playground designers worldwide, underscoring the necessity of preserving and promoting play in children’s lives.
Dr. Frost authored numerous influential books, including:
- The Disadvantaged Child: Issues and Innovations (1966)
- Early Childhood Education Rediscovered (1968)
- Children’s Play and Playgrounds (1979)
- Play and Playscapes (1992)
- The Developmental Benefits of Playgrounds (2004)
- A History of Children’s Play and Play Environments: Toward a Contemporary Child-Saving Movement (2010)
The Frost Play Research Collection
The Frost Play Research Collection was dedicated in the spring of 2004, with the goal of becoming the largest children’s play and play environments research collection in the United States. A board composed of UIW faculty and other advisors oversees the direction and development of the collection.
The collection, awarded to the University of the Incarnate Word by teacher, researcher, and author, Dr. Joe L. Frost, is comprised of materials from his extensive research library, as well as other play and related items purchased by the library. This growing collection currently includes:
Hundreds of photographs dealing with children’s play gathered by Dr. Frost.
Over 1,700 cataloged books, journal volumes, reports, video recordings and other materials, many of which are rare and/or out-of-print.
Collections of Dr. Frost’s correspondence, manuscripts and other items related to his research and work in the field of play.