The Psychology of Play

Play could be the key to children’s mental health during the Covid-19 crisis suggests findings from experts. New research from a panel led by child mental health specialists at the University of Sussex, University of Cambridge and University of Reading has found that children’s emotional health is suffering in lockdown and is likely to continue into the long term. Recent polling data shows that around two-thirds of primary school children are currently feeling lonely – an increase of approximately 50% compared to normal levels.

The authors of the research formed their recommendations based on relevant academic literature which details the harmful impact of isolation on children and the alleviating benefits of play. One of the studies looked at by the panel examined parental reports of their children’s mental health following social distancing measures in countries affected by previous pandemics. It found children who experienced quarantine or social isolation measures were five times more likely to require mental health service input than those who did not. Play is essential to children’s holistic wellbeing and the therapeutic benefits of play on child mental health have been shown in studies of children in war zones and survivors of Romanian orphanages.

The panel of psychologists, psychiatrists and other experts have written to senior ministers strongly recommending that small gatherings of children for outdoor play should be prioritised as lockdown measures continue to ease. The panel also recommended that re-opened schools should ensure that all children have the opportunity to play and interact with their peers throughout the school day.

Dr Jenny Gibson, Senior Lecturer in Psychology and Education at the Faculty of Education, University of Cambridge, said:

“It’s easy to dismiss play as unimportant, but for children, playing with friends and classmates has a very significant impact on their social development. Critically, it is an important way of working through emotions and will therefore be one of the principal ways in which they cope with the isolating effects of the lockdown. For that reason it’s important that whatever steps are taken to ease social distancing restrictions, children are given time and space to play with friends. My own research suggests that social play skills are directly related both to children’s social-emotional adjustment and their academic achievement, so it is a concern that this is something that has been missing from many children’s lives for a number of weeks.”

The British Psychological Society has also put a strong emphasis on the importance of play in relation to children’s mental health during this time. To help parents, carers and education professionals, they have made two films that explain how play can be used to regulate children’s emotions and support psychological well-being. Melernie Meheux, educational psychologist and joint chair-elect of the BPS division of educational and child psychology, said:

“The Coronavirus crisis has been a new and unusual time for all of us, adults and children alike. Play is a fantastic way of helping children make sense of what’s happening in their world and enables them to process their emotions, whether they’re excited and happy, or feeling anxious and unsure.

“We know schools will look different for children as they return to the classroom, so it’s really important children are given the opportunity to use play to process their feelings and understand their new environment.” A bigger focus on play during this time could also help to alleviate pressure on parents feeling the need to recreate the classroom environment at home (whether that’s due to continued distanced learning or to catch children up during the school holidays). For parents worrying about children focusing less on schoolwork at this time, there is evidence to suggest that increased time for play could actually be beneficial to their development. Finland, Poland and Estonia, three of Europe’s most academically successful countries, do not send their children to school until age seven, allowing for more one-on-one time with parents and opportunities for unstructured play. Paul Ramchandani, Lego professor of play at the University of Cambridge, who was part of the panel who wrote to senior ministers said:

“I haven’t yet seen any evidence that kids in systems that formalise education later do any worse. So I lean towards thinking we should formalise education a little later.”

Speaking about the importance of play during this time, he added: “The most important thing for young children in times of stress is receiving predictable care and love from parents or carers they trust, but time to play is going to help.”

The Mental Health Foundation has suggested that parents should aim to define a couple of sessions in the day for primary age children to focus on activities that interest them. Reading together, playing games, cooking or doing something creative are all opportunities to have group time as a family. Allow your child to take the lead and as Ramchandani says: “Slow down and let the child complete the task themselves, however long it takes, because that is how they learn.”