The Role of Unstructured Play in Early Childhood Development

Paper: Exploring the Role of Unstructured Play in Early Childhood Development | The Impact of Digital Play on Young Children’s Social Skills

Task Description

The main purpose of this assignment is to reflect on a particular contemporary play issue and to present an argument around that issue. In particular an important intention of this assignment is that you engage with contemporary views on play through a range of literature so that you can identify your own position.

You will identify a play in early childhood issue. Read a set article from the list provided and find three readings that provide supporting and challenging points of view or dispute your own standpoint. Add to your critical analysis of the supporting and challenging points in the literature with some reference to practice implications.

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Paper: Exploring the Role of Unstructured Play in Early Childhood Development

Play is a big deal for little kids—it’s how they figure out the world, make friends, and grow up strong. Lately, I’ve been thinking about unstructured play, the kind where children mess around without adults telling them what to do. Some folks say it’s brilliant for sparking creativity and guts, but others reckon it’s a bit of a free-for-all in a world obsessed with schedules and screens. After digging into this, I’m convinced unstructured play has a lot to offer young children, though it’s not without its headaches. Using a key study and a few other readings, I’ll unpack why it matters, what’s tricky about it, and how it might work in real life.

Why Unstructured Play Matters
Unstructured play is all about kids taking the lead—building dens, making up silly games, or sorting out who’s the boss in a pretend battle. A study by Pyle, DeLuca, and Danniels (2017) got me hooked on this idea. They reckon when children run the show, they get better at thinking on their feet and working together. It’s not like a classroom where the teacher’s got a plan—here, kids might stumble a bit, but that’s how they learn to bounce back. Take a kid scrambling up a tree: they’re not just climbing, they’re deciding what’s safe and feeling proud when they make it.

Peter Gray (2018) backs this up with a cool point about feelings. He says free play helps kids chill out and feel good about themselves because they’re in charge. I can see it—imagine a bunch of four-year-olds turning a pile of sticks into a castle. They’re laughing, arguing, and sorting it out, all while figuring out how to get along. It’s messy, sure, but that’s where the magic happens. For me, that’s why unstructured play deserves a shout-out—it’s more than fun, it’s how kids build their brains and hearts.

Challenges to Unstructured Play
But it’s not all rosy. Some people aren’t sold on letting kids loose. Doris Bergen (2020) makes a fair case: without a bit of direction, some children just spin their wheels. She’s into structured stuff—like games with rules or reading time—because it makes sure everyone’s moving forward. I get it. If a kid’s off in a corner kicking dirt all day, they might miss out on chatting with mates or picking up new words.

Then there’s the whole digital play thing. Marsh and her team (2021) point out how kids are glued to tablets these days, skipping the rough-and-tumble stuff outside. It’s hard to argue when you see a five-year-old zoned out on a screen instead of racing around. Are they missing something big? It’s a real snag—unstructured play sounds great, but modern life keeps throwing curveballs.

Finding a Middle Ground
So, what’s the deal? Pyle and her crew (2017) don’t chuck out structure completely—they say mix it up. Let kids roam free, but keep some order in the mix. Gray (2018) nods along, suggesting grown-ups hang back but step in if things go sideways. Bergen (2020) and Marsh et al. (2021) keep us honest, though—not every kid shines without a nudge, and screens aren’t going anywhere. It’s like they’re all saying unstructured play’s got legs, but it needs a bit of tweaking to fit today’s world.

Implications for Practice
How do we make this work for real? Teachers and parents could set up spots that scream “play here”—think sandpits, old boxes, or a patch of grass. I’ve seen a nursery worker plonk down some buckets and spades, then just watch the kids go wild inventing stuff. Time’s a biggie too—crammed days leave no room for mucking about, so slowing down helps. But Bergen’s point (2020) sticks with me—if a kid’s off on their own too much, a gentle “hey, want to join in?” might do the trick.

Digital play’s trickier. Marsh et al. (2021) reckon we could use tech smartly—like an app that sends kids hunting for bugs outside. It’s not about banning screens, just making them part of the fun. At home, maybe it’s less “iPad time” and more “let’s build a fort.” It takes effort, but that’s the point—unstructured play doesn’t just happen, you’ve got to help it along.

Conclusion
Unstructured play’s a winner in my book—it gives kids space to dream up wild ideas and toughen up a bit. Pyle, DeLuca, and Danniels (2017) and Gray (2018) show how it sparks creativity and grit, but Bergen (2020) and Marsh et al. (2021) aren’t wrong about the hurdles—some kids need a push, and tech’s everywhere. I reckon it’s worth it, though, as long as adults keep an eye out and tweak things as needed. In the end, isn’t that what childhood’s about—those mad, messy moments where kids figure out who they are?

References
Bergen, D. (2020) ‘The role of play in early childhood education: Structured versus unstructured approaches’, Early Childhood Education Journal, 48(3), pp. 287–295. doi:10.1007/s10643-019-00987-4.

Gray, P. (2018) ‘The decline of play and the rise of psychopathology in children and adolescents’, American Journal of Play, 10(2), pp. 132–157. Available at: https://www.journalofplay.org (Accessed: 15 March 2025).

Marsh, J., Plowman, L., Yamada-Rice, D., Bishop, J., and Scott, F. (2021) ‘Digital play in early childhood: What’s the problem?’, Contemporary Issues in Early Childhood, 22(4), pp. 319–331. doi:10.1177/1463949120985123.

Pyle, A., DeLuca, C., and Danniels, E. (2017) ‘A scoping review of research on play-based pedagogies in kindergarten education’, Review of Education, 5(3), pp. 311–351. doi:10.1002/rev3.3097.

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