The Importance of Play in Promoting Healthy Child Development and Maintaining Strong Parent-Child Bonds<\/h2>\n
Kenneth R. Ginsburg and the Committee on Communications, and the Committee on Psychosocial Aspects of Child and Family Health \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0<\/p>\n
\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0Download PDF<\/a> \u00a0\u00a0\u00a0\u00a0<\/p>\n Play \u00a0is essential to development because it contributes to the cognitive, \u00a0physical, social, and emotional well-being of children and youth. Play \u00a0also offers an ideal opportunity for parents to engage fully with their \u00a0children. Despite the benefits derived from play for both children and \u00a0parents, time for free play has been markedly reduced for some children. \u00a0This report addresses a variety of factors that have reduced play, \u00a0including a hurried lifestyle, changes in family structure, and \u00a0increased attention to academics and enrichment activities at the \u00a0expense of recess or free child-centered play. This report offers \u00a0guidelines on how pediatricians can advocate for children by helping \u00a0families, school systems, and communities consider how best to ensure \u00a0that play is protected as they seek the balance in children\u2019s lives to \u00a0create the optimal developmental milieu.<\/p>\n Play \u00a0is so important to optimal child development that it has been \u00a0recognized by the United Nations High Commission for Human Rights as a \u00a0right of every child.1<\/a> \u00a0This birthright is challenged by forces including child labor and \u00a0exploitation practices, war and neighborhood violence, and the limited \u00a0resources available to children living in poverty. However, even those \u00a0children who are fortunate enough to have abundant available resources \u00a0and who live in relative peace may not be receiving the full benefits of \u00a0play. Many of these children are being raised in an increasingly \u00a0hurried and pressured style that may limit the protective benefits they \u00a0would gain from child-driven play. Because every child deserves the \u00a0opportunity to develop to their unique potential, child advocates must \u00a0consider all factors that interfere with optimal development and press \u00a0for circumstances that allow each child to fully reap the advantages \u00a0associated with play.<\/p>\n No single set of guidelines could \u00a0do justice to the many factors that impact on children\u2019s play, even if \u00a0it was to focus only on children living in the United States. These \u00a0guidelines will focus on how American children with adequate resources \u00a0may be limited from enjoying the full developmental assets associated \u00a0with play because of a family\u2019s hurried lifestyle as well as an \u00a0increased focus on the fundamentals of academic preparation in lieu of a \u00a0broader view of education. Those forces that prevent children in \u00a0poverty and the working class from benefiting fully from play deserve \u00a0full, even urgent, attention, and will be addressed in a future \u00a0document. Those issues that impact on play for children with limited \u00a0resources will be mentioned briefly here to reinforce that play \u00a0contributes to optimal child development for all children and that we \u00a0must advocate for the changes specific to the need of each child\u2019s \u00a0social and environmental context that would enhance the opportunities \u00a0for play.<\/p>\n These guidelines were written in response to \u00a0the multiple forces that challenge play. The overriding premise is that \u00a0play (or some available free time in the case of older children and \u00a0adolescents) is essential to the cognitive, physical, social, and \u00a0emotional well-being of children and youth. Although the guidelines were \u00a0written in defense of play, they should not be interpreted as being \u00a0against other forces that compete for children\u2019s time. Academic \u00a0enrichment opportunities are vital for some children\u2019s ability to \u00a0progress academically, and participation in organized activities is \u00a0known to promote healthy youth development.2<\/a>,3<\/a> \u00a0It is essential that a wide variety of programming remain available to \u00a0meet the needs of both children and families. Rather, these guidelines \u00a0call for an inclusion of play as we seek the balance in children\u2019s lives \u00a0that will create the optimal developmental milieu to prepare our \u00a0children to be academically, socially, and emotionally equipped to lead \u00a0us into the future.<\/p>\n Play \u00a0allows children to use their creativity while developing their \u00a0imagination, dexterity, and physical, cognitive, and emotional strength. \u00a0Play is important to healthy brain development.4<\/a>\u20136<\/a> \u00a0It is through play that children at a very early age engage and \u00a0interact in the world around them. Play allows children to create and \u00a0explore a world they can master, conquering their fears while practicing \u00a0adult roles, sometimes in conjunction with other children or adult \u00a0caregivers.7<\/a>\u201314<\/a> \u00a0As they master their world, play helps children develop new \u00a0competencies that lead to enhanced confidence and the resiliency they \u00a0will need to face future challenges.7<\/a>,10<\/a>,15<\/a> \u00a0Undirected play allows children to learn how to work in groups, to \u00a0share, to negotiate, to resolve conflicts, and to learn self-advocacy \u00a0skills.7<\/a>,10<\/a>,11<\/a>,16<\/a> \u00a0When play is allowed to be child driven, children practice \u00a0decision-making skills, move at their own pace, discover their own areas \u00a0of interest, and ultimately engage fully in the passions they wish to \u00a0pursue.7<\/a>,10<\/a>,11<\/a> \u00a0Ideally, much of play involves adults, but when play is controlled by \u00a0adults, children acquiesce to adult rules and concerns and lose some of \u00a0the benefits play offers them, particularly in developing creativity, \u00a0leadership, and group skills.17<\/a> \u00a0In contrast to passive entertainment, play builds active, healthy \u00a0bodies. In fact, it has been suggested that encouraging unstructured \u00a0play may be an exceptional way to increase physical activity levels in \u00a0children, which is one important strategy in the resolution of the \u00a0obesity epidemic.18<\/a>,19<\/a> Perhaps above all, play is a simple joy that is a cherished part of childhood.<\/p>\n Children\u2019s \u00a0developmental trajectory is critically mediated by appropriate, \u00a0affective relationships with loving and consistent caregivers as they \u00a0relate to children through play.4<\/a> \u00a0When parents observe their children in play or join with them in \u00a0child-driven play, they are given a unique opportunity to see the world \u00a0from their child\u2019s vantage point as the child navigates a world \u00a0perfectly created just to fit his or her needs. (The word \u201cparent\u201d is \u00a0used in this report to represent the wide range of adult caregivers who \u00a0raise children.) The interactions that occur through play tell children \u00a0that parents are fully paying attention to them and help to build \u00a0enduring relationships.6<\/a>,13<\/a>,14<\/a>,20<\/a>,21<\/a> \u00a0Parents who have the opportunity to glimpse into their children\u2019s world \u00a0learn to communicate more effectively with their children and are given \u00a0another setting to offer gentle, nurturing guidance. Less verbal \u00a0children may be able to express their views, experiences, and even \u00a0frustrations through play, allowing their parents an opportunity to gain \u00a0a fuller understanding of their perspective. Quite simply, play offers \u00a0parents a wonderful opportunity to engage fully with their children.<\/p>\n Play \u00a0is integral to the academic environment. It ensures that the school \u00a0setting attends to the social and emotional development of children as \u00a0well as their cognitive development. It has been shown to help children \u00a0adjust to the school setting and even to enhance children\u2019s learning \u00a0readiness, learning behaviors, and problem-solving skills.22<\/a>\u201332<\/a> \u00a0Social-emotional learning is best integrated with academic learning; it \u00a0is concerning if some of the forces that enhance children\u2019s ability to \u00a0learn are elevated at the expense of others. Play and unscheduled time \u00a0that allow for peer interactions are important components of \u00a0social-emotional learning.33<\/a>,34<\/a><\/p>\n Despite \u00a0the numerous benefits derived from play for both children and parents, \u00a0time for free play has been markedly reduced for some children. This \u00a0trend has even affected kindergarten children, who have had free play \u00a0reduced in their schedules to make room for more academics. A 1989 \u00a0survey taken by the National Association of Elementary School Principals \u00a0found that 96% of surveyed school systems had at least 1 recess period. \u00a0Another survey a decade later found that only 70% of even kindergarten \u00a0classrooms had a recess period.35<\/a>,36<\/a><\/p>\n Currently, \u00a0many schoolchildren are given less free time and fewer physical outlets \u00a0at school; many school districts responded to the No Child Left Behind \u00a0Act of 200137<\/a> \u00a0by reducing time committed to recess, the creative arts, and even \u00a0physical education in an effort to focus on reading and mathematics.38<\/a>,39<\/a> \u00a0This change may have implications on children\u2019s ability to store new \u00a0information, because children\u2019s cognitive capacity is enhanced by a \u00a0clear-cut and significant change in activity.35<\/a>,40<\/a> \u00a0A change in academic instruction or class topic (sample nursing essay examples by the best nursing assignment writing service) does not offer this \u00a0clear-cut change in cognitive effort and certainly does not offer a \u00a0physical release. Even a formal structured physical education class may \u00a0not offer the same benefit as free-play recess.35<\/a>,41<\/a> \u00a0Reduced time for physical activity may be contributing to the \u00a0discordant academic abilities between boys and girls, because schools \u00a0that promote sedentary styles of learning become a more difficult \u00a0environment for boys to navigate successfully.42<\/a>,43<\/a><\/p>\n Some \u00a0children are given less time for free exploratory play as they are \u00a0hurried to adapt into adult roles and prepare for their future at \u00a0earlier ages.44<\/a>\u201346<\/a> \u00a0Parents are receiving carefully marketed messages that good parents \u00a0expose their children to every opportunity to excel, buy a plethora of \u00a0enrichment tools, and ensure their children participate in a wide \u00a0variety of activities.45<\/a>,47<\/a> \u00a0Children are exposed to enrichment videos and computer programs from \u00a0early infancy as well as specialized books and toys designed to ensure \u00a0that they are well-rounded and adequately stimulated for excelled \u00a0development. Specialized gyms and enrichment programs designed for \u00a0children exist in many communities, and there is an abundance of \u00a0after-school enrichment activities. These tools and programs are heavily \u00a0marketed, and many parents have grown to believe that they are a \u00a0requirement of good parenting and a necessity for appropriate \u00a0development. As a result, much of parent-child time is spent arranging \u00a0special activities or transporting children between those activities. In \u00a0addition to time, considerable family financial resources are being \u00a0invested to ensure that the children have what are marketed as the \u201cvery \u00a0best\u201d opportunities.33<\/a>,34<\/a>,47<\/a>\u201349<\/a><\/p>\n It \u00a0is clear that organized activities have a developmental benefit for \u00a0children, especially in contrast to completely unsupervised time.2<\/a> Some research substantiates that for most children, benefits increase with higher levels of participation.2<\/a> \u00a0In addition, it has been suggested that because this lifestyle is \u00a0associated with middle-class families, it may have a benefit in \u00a0maintaining social class or in creating upward mobility.50<\/a> \u00a0It is less clear, however, at what point a young person may be \u00a0\u201coverscheduled\u201d to their developmental detriment or emotional distress. \u00a0Free child-driven play known to benefit children is decreased, and the \u00a0downtime that allows parents and children some of the most productive \u00a0time for interaction is at a premium when schedules become highly packed \u00a0with adult-supervised or adult-driven activities.45<\/a>\u201347<\/a>,51<\/a>,52<\/a><\/p>\n It \u00a0is left to parents to judge appropriate levels of involvement, but many \u00a0parents seem to feel as though they are running on a treadmill to keep \u00a0up yet dare not slow their pace for fear their children will fall \u00a0behind. In addition, some worry they will not be acting as proper \u00a0parents if they do not participate in this hurried lifestyle.45<\/a>\u201347<\/a>,51<\/a>,52<\/a><\/p>\n Although most highly scheduled children are thriving,2<\/a> some are reacting to the associated pressures with anxiety and other signs of increased stress.45<\/a>,46<\/a>,53<\/a> In this regard, highly scheduled children have less time for free, child-driven, creative play,45<\/a>,46<\/a>,47<\/a>,54<\/a> which offers benefits that may be protective against the effects of pressure and stress.45<\/a>,54<\/a> There is evidence that childhood and adolescent depression is on the rise through the college years.55<\/a>\u201360<\/a> \u00a0Although there are certainly many factors involved, and a direct link \u00a0between the early pressure-filled intense preparation for a \u00a0high-achieving adulthood and these mental health concerns cannot be made \u00a0on the basis of current research, it is important that we consider the \u00a0possibility of this linkage. We can be certain that in some families, \u00a0the protective influences of both play and high-quality family time are \u00a0negatively affected by the current trends toward highly scheduling \u00a0children.<\/p>\n As trusted child advocates, pediatric health \u00a0professionals are ideally suited to help parents consider the \u00a0appropriate balance between preparing for the future and living fully in \u00a0the present through play, child-centered organized activities, and rich \u00a0parent-child interaction. It is likely that the balance that needs to \u00a0be achieved will be different for every child on the basis of the \u00a0child\u2019s academic needs, temperament, environment, and the family\u2019s \u00a0needs. Because there are so many forces that influence the trend toward \u00a0focusing on future preparation, it is important that parents have a \u00a0medical home that can reinforce the importance of some of the basic, \u00a0tried-and-true aspects of child rearing.<\/p>\n There \u00a0may be as many explanations for the current trends as there are \u00a0families, but several key factors that have led to decreased free play \u00a0should be considered.\u00a0<\/p>\n It \u00a0would be wrong to assume that the current trends are a problem for all \u00a0children; some excel with a highly driven schedule. Because we need \u00a0skilled young people to be well prepared to be tomorrow\u2019s leaders, we \u00a0must recognize the advantages to the increased exposures and enriched \u00a0academics some of our children are receiving. In fact, many of our \u00a0children, particularly those in poverty, should receive more enrichment \u00a0activities. But even children who are benefiting from this enrichment \u00a0still need some free unscheduled time for creative growth, \u00a0self-reflection, and decompression and would profit from the unique \u00a0developmental benefits of child-driven play.<\/p>\n However, for some children, this hurried lifestyle is a source of stress and anxiety and may even contribute to depression.45<\/a>,46<\/a> Increased pressure to achieve is likely to manifest in school avoidance and somatic symptoms.69<\/a>\u201372<\/a> \u00a0The challenge for society, schools, and parents is to strike the \u00a0balance that allows all children to reach their potential without \u00a0pushing them beyond their personal comfort limits and while allowing \u00a0them personal free playtime.<\/p>\n It appears that the \u00a0increased pressures of adolescence have left some young people less \u00a0equipped to manage the transition toward the college years. Many student \u00a0health services and counseling centers on college campuses have not \u00a0been able to keep pace with the increased need for mental health \u00a0services, and surveys have substantiated this need by reporting an \u00a0increase in depression and anxiety among college students.57<\/a>\u201359<\/a> \u00a0A survey by the American College Health Association reported that 61% \u00a0of college students had feelings of hopelessness during the previous \u00a0academic year, 45% felt so depressed they had trouble functioning, and \u00a09% suffered suicidal ideation.57<\/a> \u00a0Several studies have linked feelings of anxiety and depression with \u00a0that of perfectionism and an overly critical self-Assessment.72<\/a>\u201377<\/a> Other studies have linked this perfectionism with highly critical parents who instill pressures to excel.78<\/a>\u201382<\/a> \u00a0Perfectionism is challenging to the individual and has a broader effect \u00a0on society because it may stifle creativity and unencumbered thinking.83<\/a> \u00a0There are no longitudinal studies that directly link intense \u00a0preparation for adulthood during childhood to this rise in mental health \u00a0needs, and there certainly are other causes, but some experts believe \u00a0today\u2019s pressured lifestyle is an important contributor.46<\/a>,84<\/a><\/p>\n Children \u00a0may also have received an unintended message from this hurried, intense \u00a0preparation for adulthood. They may have learned that the end-point \u00a0goal\u2014the best school or the best job\u2014must be reached at all costs. High \u00a0schools, colleges, and universities throughout the country are reporting \u00a0that more students may be cheating to achieve the desired end result of \u00a0a superior grade.85<\/a>,86<\/a> \u00a0Despite grade inflation over the last decades, many teachers report \u00a0increased stress in students when they achieve less-than-perfect scores.87<\/a>\u201389<\/a> \u00a0This competitive era may be producing a minority of young people so \u00a0intensely worried about the appearance of high achievement that they \u00a0will forsake core values such as fairness and honesty for the sake of \u00a0acquiring good grades.<\/p>\n Some \u00a0families whose children are highly scheduled may also suffer. Adults \u00a0who may already be burdened by work responsibilities and maintaining a \u00a0household find themselves sacrificing their downtime because they need \u00a0to arrange activities and transport children between appointments.45<\/a>\u201347<\/a> \u00a0In addition, because of the pressures they feel to meet every one of \u00a0the needs they perceive (or are told) their child requires to excel, \u00a0they may feel inadequate and ultimately have less personal satisfaction \u00a0in parenting.51<\/a>,52<\/a> \u00a0Most importantly, parents lose the opportunity for perhaps the \u00a0highest-quality time with their children. Some of the best interactions \u00a0occur during downtime\u2014just talking, preparing meals together, and \u00a0working on a hobby or art project ( help with nursing paper writing from experts with MSN & DNP degrees), playing sports together, or being \u00a0fully immersed in child-centered play.<\/p>\n As parents \u00a0prepare their children for the future, they cannot know precisely which \u00a0skills each will need for the workforce. With added anxiety over their \u00a0inability to adequately predict the future, they become susceptible to \u00a0the promises of success and full preparation offered by all of the \u00a0special enrichment programs and vulnerable to the belief that if their \u00a0children are at least exposed to everything, they will have the best \u00a0chance to be prepared. Although no one can be sure what skills will be \u00a0needed, certain character traits will produce children capable of \u00a0navigating an increasingly complex world as they grow older. These \u00a0traits include confidence, competence or the ability to master the \u00a0environment, and a deep-seated connectedness to and caring about others \u00a0that create the love, safety, and security that children need to thrive. \u00a0In addition, to be resilient\u2014to remain optimistic and be able to \u00a0rebound from adversity\u2014young people need the essential character traits \u00a0of honesty, generosity, decency, tenacity, and compassion. Children are \u00a0most likely to gain all of these essential traits of resiliency within a \u00a0home in which parents and children have time to be together and to look \u00a0to each other for positive support and unconditional love.90<\/a>\u201395<\/a> Many families are successfully navigating a wide variety of commitments without sacrificing high-quality parent-child time,2<\/a> \u00a0but some families\u2019 ability to maintain essential parent-child time may \u00a0be compromised by this hurried lifestyle. In these families, \u00a0overscheduling may lead to less emotionally competent, well-buffered \u00a0children.<\/p>\n Because \u00a0there are at least several causes for the decreased amount of \u00a0child-directed play, there is no single position that child advocates \u00a0should take. For example, in the case of a child who is economically \u00a0disadvantaged and does not reside in a safe neighborhood, it may be \u00a0unwise to simply propose more child-centered play. Although parents can \u00a0be encouraged to optimize conditions for this kind of play in the home, \u00a0there must be broad societal responses that address poverty, social \u00a0inequities, and violence before we can advise parents to allow \u00a0unsupervised play. In addition, for children in poverty, enhanced child \u00a0care services, early community-based education (eg, Head Start), \u00a0increased academic programming, more enrichment activities, and greater \u00a0opportunities for community-based adult-supervised activities are \u00a0warranted. Some of the needed solutions for this group of disadvantaged \u00a0children remain beyond the scope of this article and are raised here to \u00a0emphasize that the suggestions offered here need to be individualized; \u00a0one size does not fit all.<\/p>\n For all children, however, \u00a0advocates need to promote the implementation of those strategies known \u00a0to promote healthy youth development and resiliency. Some of those \u00a0strategies are community based, and others are school based, but many \u00a0reside within the family. They are rooted in the deep connection that \u00a0develops when parents engage with their children.92<\/a>,93<\/a>,95<\/a> \u00a0Play remains an ideal venue for parents to engage fully, and child \u00a0professionals must reinforce the value of this play. Some play must \u00a0remain entirely child driven, with parents either not present or as \u00a0passive observers, because play builds some of the individual assets \u00a0children need to develop and remain resilient.<\/p>\n Parents \u00a0need to feel supported to not passively accept the media and advertising \u00a0messages that suggest there are more valuable means of promoting \u00a0success and happiness in children than the tried, trusted, and \u00a0traditional methods of play and family togetherness. Purveyors of these \u00a0special programs should be encouraged to produce long-term evidence that \u00a0define how their products\/strategies produce more successful children. \u00a0In parallel, we would encourage independent researchers to evaluate both \u00a0the benefits and problems associated with these enrichment tools. \u00a0Researchers should also continue to explore the type and quantity of \u00a0activities that are likely to be enriching for children with different \u00a0needs.<\/p>\n Colleges are seeing a generation of students who \u00a0appear to be manifesting increased signs of depression, anxiety, \u00a0perfectionism, and stress. They should clarify their messages about the \u00a0type of students they seek in the face of widespread folklore that they \u00a0seek only super-achieving students. Colleges certainly seek a physically \u00a0and emotionally healthy student body with the character traits that \u00a0support learning. Colleges could reduce the stress levels of young \u00a0people and their parents if they offered clear, more realistic \u00a0expectations about the type of students they seek and helped families to \u00a0understand that there is a match for each reasonably prepared student. \u00a0In addition, colleges should address the myth that desirable students \u00a0are those who excel in every area. In the adult world, people rarely \u00a0excel in more than 1 or 2 areas, while well-balanced individuals enjoy \u00a0several others. Colleges should recognize the possibility that when \u00a0children believe that they must excel in all areas to gain admission, \u00a0they might respond to those perceived and unrealistic expectations with \u00a0stress and anxiety.62<\/a>,63<\/a><\/p>\n In \u00a0the midst of so many conflicting messages about what parents should do \u00a0to prepare their child for what is perceived to be an increasingly \u00a0complicated, competitive world, pediatricians have a natural role to \u00a0serve as caring, objective child professionals with whom parents can \u00a0discuss their approach to child rearing and reflect on their own desires \u00a0for their children. Because pediatricians have a unique and important \u00a0role in promoting the physical, emotional, and social well-being of \u00a0children and adolescents, it is important that they promote strategies \u00a0that will support children to be resilient and to reduce excessive \u00a0stressors in their lives.\u00a0<\/p>\n Play \u00a0is a cherished part of childhood that offers children important \u00a0developmental benefits and parents the opportunity to fully engage with \u00a0their children. However, multiple forces are interacting to effectively \u00a0reduce many children\u2019s ability to reap the benefits of play. As we \u00a0strive to create the optimal developmental milieu for children, it \u00a0remains imperative that play be included along with academic and \u00a0social-enrichment opportunities and that safe environments be made \u00a0available to all children. Additional research is needed to explore the \u00a0appropriate balance of play, academic enrichment, and organized \u00a0activities for children with different temperaments and social, \u00a0emotional, intellectual, and environmental needs.<\/p>\n Donald L. Shifrin, MD, Chairperson<\/p>\n Daniel D. Broughton, MD<\/p>\n Benard P. Dreyer, MD<\/p>\n Kenneth R. Ginsburg, MD<\/p>\n Regina M. Milteer, MD<\/p>\n Deborah A. Mulligan, MD<\/p>\n Kathleen G. Nelson, MD<\/p>\n Tanya R. Altmann, MD<\/p>\n Media Resource Team<\/p>\n Michael Brody, MD<\/p>\n American Academy of Child and Adolescent Psychiatry<\/p>\n Michelle L. Shuffett, MD<\/p>\n Media Resource Team<\/p>\n Brian Wilcox, PhD<\/p>\n American Psychological Association<\/p>\n Carolyn Kolbaba<\/p>\n Veronica L. Noland<\/p>\n Marjorie Tharp<\/p>\n William L. Coleman, MD, Chairperson<\/p>\n Marian F. Earls, MD<\/p>\n Edward Goldson, MD<\/p>\n Cheryl L. Hausman, MD<\/p>\n Benjamin S. Siegel, MD<\/p>\n Thomas J. Sullivan, MD<\/p>\n J. Lane Tanner, MD<\/p>\n Ronald T. Brown, PhD<\/p>\n Society of Pediatric Psychology<\/p>\n Mary Jo Kupst, Phd, MD<\/p>\n Society of Pediatric Psychology<\/p>\n Sally E.A. Longstaffe, MD<\/p>\n Canadian Paediatric Society<\/p>\n Janet Mims, MS, CPNP<\/p>\n National Association of Pediatric Nurse Practitioners<\/p>\n Frances J. Wren<\/p>\n American Academy of Child and Adolescent Psychiatry<\/p>\n George J. Cohen, MD<\/p>\n Karen Smith<\/p>\n View Abstract<\/a> \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0Previous<\/a>Next <\/a>\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0<\/p>\n \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0<\/p>\n Advertising Disclaimer \u00bb\u00a0<\/a><\/p>\n \u00a0View this article with LENS<\/strong><\/em><\/a> \u00a0\u00a0\u00a0\u00a0\u00a0Previous<\/a>Next <\/a>\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0Email<\/a> \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0Permissions<\/a> \u00a0\u00a0\u00a0\u00a0\u00a0Alerts<\/a> \u00a0\u00a0\u00a0\u00a0\u00a0Citation Tools<\/a> \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0Share<\/a> \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0Print<\/a> \u00a0\u00a0\u00a0\u00a0\u00a0PDF<\/a> \u00a0\u00a0\u00a0\u00a0Insight Alerts<\/a> \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0<\/p>\n \u00a0<\/p>\n \u00a0\u00a0\u00a0\u00a0\u00a0<\/p>\n \u00a0\u00a0\u00a0Powered by \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0<\/a>\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0<\/p>\n \u00a0\u00a0\u00a0<\/p>\n Copyright \u00a9 2018 by American Academy of Pediatrics<\/strong><\/p>\n International Access \u00bb<\/strong><\/a><\/p>\n Terms of Use<\/strong><\/a> \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0<\/p>\n The Importance of Play in Promoting Healthy Child Development and Maintaining Strong Parent-Child Bonds Kenneth R. Ginsburg and the Committee on Communications, and the Committee\u2026<\/p>\n","protected":false},"author":1,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[10601,10596,10882,479,537,172,478,10597,10599,10595],"tags":[10524,10522,10890,10561,10883,10889,10515,10521,10696,10518,10888,10887,10886,10885,10884,10525],"class_list":["post-127988","post","type-post","status-publish","format-standard","hentry","category-assignment-help-by-uks-no-1-writing-service","category-assignment-writers-canada-university-cost","category-free-ai-english-assignment-writers-china","category-nursing-course-hero","category-nursing-essay-pro","category-nursing-study-bay","category-nursing-study-pool","category-professional-assignment-writers-usa","category-uae-1-cheap-assignment-writing-service","category-write-a-word-essay","tag-apa-citation-format-assignment","tag-assignment-writers-australia-college-student","tag-best-nursing-case-study-writing-services","tag-buy-essay-usa","tag-case-study-nursing-writing-services-for-care-plans","tag-free-nursing-case-study-writing-services","tag-help-write-a-page-assignment","tag-i-need-someone-to-do-my-assignment-within-hours","tag-need-assistance-completing-the-assignment","tag-need-to-write-an-essay","tag-nursing-case-studies-with-answers","tag-nursing-case-study-paper-example","tag-nursing-case-study-template-examples-of-case-studies-nursing","tag-pharmacology-case-study","tag-soap-note-case-study","tag-write-pages"],"_links":{"self":[{"href":"https:\/\/www.studyproessays.com\/help\/wp-json\/wp\/v2\/posts\/127988","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/www.studyproessays.com\/help\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/www.studyproessays.com\/help\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/www.studyproessays.com\/help\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/www.studyproessays.com\/help\/wp-json\/wp\/v2\/comments?post=127988"}],"version-history":[{"count":0,"href":"https:\/\/www.studyproessays.com\/help\/wp-json\/wp\/v2\/posts\/127988\/revisions"}],"wp:attachment":[{"href":"https:\/\/www.studyproessays.com\/help\/wp-json\/wp\/v2\/media?parent=127988"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/www.studyproessays.com\/help\/wp-json\/wp\/v2\/categories?post=127988"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/www.studyproessays.com\/help\/wp-json\/wp\/v2\/tags?post=127988"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}Abstract<\/h3>\n
INTRODUCTION<\/h3>\n
THE BENEFITS OF PLAY<\/h3>\n
REDUCED CHILD-DRIVEN PLAY AND THE POTENTIAL REPERCUSSIONS<\/h3>\n
FACTORS THAT HAVE CHANGED THE ROUTINE OF CHILDHOOD<\/h3>\n
\n
WHY IS IT A PROBLEM?<\/h3>\n
FAMILY CONSIDERATIONS<\/h3>\n
WHAT ARE THE SOLUTIONS?<\/h3>\n
ADVICE FOR PEDIATRICIANS*<\/a><\/h3>\n
\n
CONCLUSIONS<\/h3>\n
Committee on Communications, 2006\u20132007<\/h3>\n
Liaisons<\/h3>\n
Staff<\/h3>\n
Committee on Psychosocial Aspects of Child and Family Health, 2006\u20132007<\/h3>\n
Liaisons<\/h3>\n
Consultants<\/h3>\n
Staff<\/h3>\n
Footnotes<\/h3>\n
\n
REFERENCES<\/h3>\n
\n
\n
Subjects<\/h3>\n
Related Articles<\/h4>\n
\n
\n
![](\"http:\/\/pediatrics.aappublications.org\/sites\/default\/files\/AAPJRN_sm-icon-fb.png\"){kind=icon}
![](\"http:\/\/pediatrics.aappublications.org\/sites\/default\/files\/AAPJRN_sm-icon-blog.png\"){kind=icon}
![](\"http:\/\/pediatrics.aappublications.org\/sites\/default\/files\/AAPJRN_sm-icon-instagram.png\"){kind=icon}
![](\"http:\/\/pediatrics.aappublications.org\/sites\/default\/files\/AAPJRN_sm-icon-twitter.png\"){kind=icon}
![](\"http:\/\/pediatrics.aappublications.org\/sites\/default\/files\/AAPJRN_sm-icon-youtube.png\"){kind=icon}
<\/p>\n
The American Academy of Pediatrics (AAP) takes the issue of privacy very seriously. See our Privacy Statement<\/strong><\/a> \u00a0for information about how AAP collects, uses, safeguards and discloses \u00a0the information collected on our Website from visitors and by means of \u00a0technology.
FAQ<\/strong><\/a><\/p>\n![\"AAP](\"http:\/\/pediatrics.aappublications.org\/sites\/default\/files\/additional_assets\/2LineAAPLogoReverseGWfooter.png\")
<\/p>\n<\/div>\n","protected":false},"excerpt":{"rendered":"