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Play Deprivation: Is It Happening In Your School?

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Bibliographic Details
Title: Play Deprivation: Is It Happening In Your School?
Language: English
Authors: Lauer, Lisa M.
Source: Online Submission. 2011.
Peer Reviewed: N
Page Count: 10
Publication Date: 2011
Document Type: Reports - Evaluative
Education Level: Kindergarten
Descriptors: Play, Rating Scales, Disadvantaged Environment, Health Related Fitness, Physical Recreation Programs, School Recreational Programs, Incidence, Kindergarten, Student Surveys, Physical Activity Level, Outdoor Education, Program Termination, Time Perspective, Educational Opportunities
Assessment and Survey Identifiers: Early Childhood Environment Rating Scale
Abstract: High-stakes testing combined with the notion that indoor and outdoor spontaneous play are a "waste of time" have contributed to the condition known as "play deprivation". This paper defines the term play deprivation and explores its negative effects on children and adults. Negative effects resulting from play deprivation include an increase in violent crimes, decreases in brain and muscle fiber development, and reduction in communication, problem-solving, and social skills. Further evidence of play deprivation exists indicating children are at greater risk for aggressive behaviors and an increased risk of obesity. Play deprivation of other species also indicate the same negative effects. Other factors contributing to play deprivation include inadequate and unsafe outdoor spaces and equipment, organized sports, technology, prescribed routines, litigation, violent/abusive childhood, and play elimination in curriculum. A survey of 68 kindergartens was conducted using the Early Childhood Environment Rating Scale-Revised (ECERS-R) to determine the amount of "Free Play" children experienced in their daily routines. Results of this survey indicated almost half of the kindergartens surveyed scored 4 or below and are engaged in free play far less than recommended by the ECERS-R. Although the number of studies addressing play deprivation is limited, the results are significant. Further studies and recommendations for interventions and preventions are identified. (A bibliography is included.)
Abstractor: As Provided
Entry Date: 2011
Accession Number: ED524739
Database: ERIC
Description
Abstract:High-stakes testing combined with the notion that indoor and outdoor spontaneous play are a "waste of time" have contributed to the condition known as "play deprivation". This paper defines the term play deprivation and explores its negative effects on children and adults. Negative effects resulting from play deprivation include an increase in violent crimes, decreases in brain and muscle fiber development, and reduction in communication, problem-solving, and social skills. Further evidence of play deprivation exists indicating children are at greater risk for aggressive behaviors and an increased risk of obesity. Play deprivation of other species also indicate the same negative effects. Other factors contributing to play deprivation include inadequate and unsafe outdoor spaces and equipment, organized sports, technology, prescribed routines, litigation, violent/abusive childhood, and play elimination in curriculum. A survey of 68 kindergartens was conducted using the Early Childhood Environment Rating Scale-Revised (ECERS-R) to determine the amount of "Free Play" children experienced in their daily routines. Results of this survey indicated almost half of the kindergartens surveyed scored 4 or below and are engaged in free play far less than recommended by the ECERS-R. Although the number of studies addressing play deprivation is limited, the results are significant. Further studies and recommendations for interventions and preventions are identified. (A bibliography is included.)