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The Importance of Play

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The Importance of Play
CLINICAL REPORT

The Importance of Play in Promoting
Healthy Child Development and
Maintaining Strong Parent-Child
Bonds

Guidance for the Clinician in Rendering
Pediatric Care

Kenneth R. Ginsburg, MD, MSEd, and the Committee on Communications and the Committee on Psychosocial Aspects of Child and Family Health

ABSTRACT
Play is essential to development because it contributes to the cognitive, physical, social, and emotional well-being of children and youth. Play also offers an ideal opportunity for parents to engage fully with their children. Despite the benefits derived from play for both children and parents, time for free play has been markedly reduced for some children. This report addresses a variety of factors that have reduced play, including a hurried lifestyle, changes in family structure, and increased attention to academics and enrichment activities at the expense of recess or free child-centered play. This report offers guidelines on how pediatricians can advocate for children by helping families, school systems, and communities consider how best to ensure that play is protected as they seek the balance in children’s lives to create the optimal developmental milieu.

INTRODUCTION
Play is so important to optimal child development that it has been recognized by the United Nations High Commission for Human Rights as a right of every child.1
This birthright is challenged by forces including child labor and exploitation practices, war and neighborhood violence, and the limited resources available to children living in poverty. However, even those children who are fortunate enough to have abundant available resources and who live in relative peace may not be receiving the full benefits of play. Many of these children are being raised in an increasingly hurried and pressured style that may limit the protective benefits they would gain from child-driven play. Because every child deserves the opportunity to develop to their



References: unhchr.ch/html/menu3/b/k2crc.htm. Accessed June 22, 2006 2 hypothesis. Soc Policy Rep. 2006;20:1–31 3 activities for youth. Rev Educ Res. 2002;26:113–180 4 5. Frost JL. Neuroscience, play and brain development. Paper presented at: IPA/USA Triennial National Conference; Longmont, CO; June 18 –21, 1998 Child Educ. 1988;64:138 –145 9 Res. 1990;22:138 –153 10 Rev. 1998;3:51–57 12 and school. J Phys Educ Recreation Dance. 1995;66:19 –23 14 in child development? Child Educ. 2002;78:230 –233 15 contributions to problem behaviors. J Fam Psychol. 2005;19: 486 – 496 children: looking beyond fitness and fatness to attention, affiliation, and affect. Arch Pediatr Adolesc Med. 2005;159:46 –50 19 physical activity. Pediatrics. 2006:117:1834 –1842 20 competence at school. Child Dev. 1990;61:152–162 21 directed adult, child activity. Early Child Dev Care. 1990;60: 35–51 23. Raver CC, Zigler EF. Social competence: an untapped dimension in evaluating Head Start’s success. Early Child Res Q. 1997; 12:363–385 school. J Educ Psychol. 1999;91:76 –97 25 J Educ Psychol. 2000;29:141–152 27

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