I recently had the privilege of attending the National Conference for Heads of Primary Schools, a gathering that brought together educational leaders from across the country. This biennial event is not only a significant learning opportunity, but it was also a chance to engage in enriching professional discussions with my peers.
One of the most compelling topics of conversation at the conference was Jonathan Haidt's thought-provoking book, ‘The Anxious Generation’. This book delves into the increasing levels of anxiety among young people today and identifies two major issues, the decline of play-based childhood and the rise of phone-based childhood. I would like to address the first issue- the decline in child-based play and its profound implications.
Haidt argues that unstructured, child-initiated play is not just a way for children to pass the time; it is a crucial component of their development. Through play, children learn essential life skills such as problem-solving, negotiation, and resilience. Play encourages creativity and independence, allowing children to explore the world around them and discover their own capabilities.
In recent years, however, there has been a noticeable decline in the amount of time children spend playing freely. Several factors contribute to this trend, including increased screen time, more structured extracurricular activities, heightened academic pressures and parental overprotection. Haidt points out that this reduction in playtime is linked to rising levels of anxiety and depression among children, as they miss out on the benefits that come from spontaneous, imaginative play.
The value of play cannot be overstated, particularly for children of primary school age. It is during these formative years that children develop critical social and emotional skills. Through play, they learn to manage their emotions, interact with others, and build friendships. These experiences are foundational for their overall well-being and future success.
Younger children benefit from play with mixed ages as learning is deepened from learning something beyond their current abilities from slightly older children. Our playground, cluster program and weekly house meetings provide opportunities for these interactions.
Once basic skills have been mastered in early childhood, children need to be offered more social challenges. It is best to offer experiences of doing things together rather than being connected to technology. Haidt also suggests that children need experiences in the real world which encourage them to step outside their comfort zone, while adults stand on the sideline and support rather than overprotect. Without these opportunities, children will not develop the coping mechanisms and resilience needed to navigate challenges. Play and real-life experiences provide a safe environment for children to express themselves, take risks, and build confidence. This term will conclude with a week of activities (Camp, Care and Community Week) which will provide different challenges and play opportunities for all year levels. Years 5 and 6 girls are developmentally ready to head away from home and meet the social learning challenges camp has to offer. I will discuss this and details about the week, next week.
At our school, we recognise the importance of play in fostering a balanced and healthy development for all our students, and we are particularly mindful of the needs of our girls. We are committed to ensuring that our children have ample opportunities for free play, both during school hours and in their extracurricular activities. We believe that by promoting a play-rich environment, we can help our students develop into well-rounded, resilient individuals.
Angela Drysdale