A Play Life

I grew up in a small neighborhood near Los Angeles, where we enjoyed our days playing outside for hours each day. We explored nearby neighborhoods and playgrounds. We loved playing sports, riding bikes, finding bugs, and much more. Being unsupervised outside was our daily life and defined our existence as children. Adults during my childhood viewed play as the primary pursuit of children. Our parents lived busy lives. Their time focused on earning a living and managing adult activities like paying bills and shopping for food. As children, our life was carefree, our time unscheduled, and we controlled our play.

Children want to experience a play life of wonder, joy, and exploration. A time with no rush to grow up. A time to savor the magic and wonders of the world. Time to live mindful of what is happening now, without worrying about what happens next. The pressure of modern school expectations is altering the wonder of childhood. It is stealing time away from child-initiated activities. Over 20 years ago, David Elkind addressed this issue in "The Hurried Child" book. Since publishing the book, society has increased the programming of children's time.

School is where young people prepare for life as an adult. School begins for most children at five years of age. At five years of age, children love to play, explore, and make discoveries independently. Children enjoy exploring questions about their experiences. Children enjoy imagining the possibilities that live inside each experience. Instead of engaging in playful learning, children today accept a mandate to start formal education and grow up. Children receive praise for moving past childhood activities as quickly as possible.

Why is there a rush to begin formal education and prepare for adulthood?

Why is the journey of becoming an educated working adult pushed further and further towards birth? All new proposals for childcare funding include a provision to have formal education components. The proposals include measurement tools to guarantee children are ready for school. Will this make our education system better?

Adults in academic leadership positions changed childhood and the foundation of what makes learning great, the opportunity to play in childhood and experience a life that fuels a love of learning. The carefree and open mindset skills of childhood teach us to live as more creative people that adapt to new challenges and embrace change. 

The skills involved in free play are precisely the skills lacking in many people today. Schools teach in a system of compliance. Children learn to follow all directions and fill in the blanks. When faced with problems as adults, compliant children struggle to make decisions. They struggle when no one is feeding them directions or offering choices. The exploration and creativity that childhood provides are the foundation for these skills. All adults need to do is invite children to play again.

The play life of the child is more than play. Early childhood is an essential time of development. Play in childhood is the foundation for the rest of life. Learning gathers through a slow-moving, intentional process, and children need to learn at their own pace. It's okay to play!

At what age did you begin formal school? 

Did starting school at a younger age or older age benefit you later in life?