Today, more than ever before children lack

outdoor play due to various reasons. This

dilemma, threatens the essential physical and
mental development of a child. Several
studies and much research, firmly support
the fact that children require outdoor play
because it is an essential component of their
inherent development.
The Urgency
of Play
Why Outdoor Play is a Vital
Component in a Childs
Development
Juliana Rodriguez
Table of Contents
Introduction..............................................................................................................1
Background..............................................................................................................2
Urbanization Affecting Our Children....................................................................3
Pla is !ital ............................................................................................................."
Mental....................................................................................................................."
Physical..................................................................................................................#
Beco$ing %ittle Citizens&&&&&&&&&&&&&&&&&&&&&&'
Counter Argu$ent&...&&&&&&&&&&&&&&&&&&&&&&1(
Conclusion &&&&&&&&&&&&&&&&&&&&&&&&&...&12
2
Just recently, terms like ature !eficit !isorder, and Play !eficit, have been coined to
describe a current issue facing children in "merica. These terms are not medical diagnoses, but
refer to the lack of physical activity and the inadequate amount of #green space$ a child is e%posed
to due to several reasons like our obsession &ith technology, obesity, and a lack of green space.
ature !eficit refers to the lack of outdoor e%posure &hile Play !eficit refers to a severe lack of
the physical play. The reduced amounts of children's outdoor activities lead to various health
issues, both physical and mental. (t is critical that play occur outdoors in green space. )utdoor play
is vital in developing social and problem solving skills. *y developing the mind, play prepares
children to be active citi+ens in their communities. (t prepares a child for the real &orld and is an
integral influence in a child's development.
Background
There is no doubt that playgrounds are fun, their main purpose is for children to play and
en-oy themselves limitlessly. "nd believe it or not, play has made you the person you are. Play
has been proven essential in a child's learning process and playgrounds provide space and
resources for children to engage in deeper levels of thinking. )utdoor play is -ust as important as
education because individual e%perimentation leads to self.discovery /Mc0uillan and 1oleman2.
"s e%ample a child may find that he3she love playing tag &ith other children and that go get
better at tag you have to practice at tag. That child may be learning the skill of persistence and
patience through playing and interacting. 4rom play, children may potentially develop their
interests -ust by getting to kno& their surroundings. )utdoor play provides space for e%pression
and that can lead to discoveries. "n e%periment conducted by the 4oundation Phase 4rame&ork
/56672 having to do &ith observing children in outdoor play resulted in shy children
demonstrating confidence &hile boisterous children became calmer and more focused /Skinner2.
3
"lso, children &ho &ere not academically successful began e%periencing more success in school
/Skinner2. 1hildren in these e%periments &ere maybe not making mindful discoveries but &ere
inadvertently learning ho& to balance themselves out to increase their capacity for success. Self.
initiated learning &as illustrated through the results.
Self.initiated learning comes from the philosophy of 8eggio 9milia &ho believed that
children have po&erful potential as leaders for learning, children are active participants in the
learning process. The philosophy is based on the principles of respect, responsibility, and
community through e%ploration and discovery in a supportive and enriching environment based
on the interests of the children through a self.guided curriculum. 8eggio 9milia's "pproach &as
developed after :orld :ar ((. Parents and teacher believed that children &ere in need of a ne&
&ay of learning; the assumption &as that people form their o&n personality during early years of
development. /<e*lanc2 =:ar, in its tragic absurdity, is the kind of e%perience that pushes a
person to&ard the -ob of educating, as a &ay to start ane& and live and &ork for the future. This
desire strikes a person, as the &ar finally ends and the symbols of life reappear &ith a violence
equal to that of the time of destruction/<e*lanc2,' stated <oris Malagu++i, a teacher &ho
influenced 9milia during the time. 1hildren learn ho& to learn through play. 4or e%ample
through outdoor play a child &ill may grasp that to learn about something you must pursue that
interest and e%perience it through e%perimentation.. Therefore, playgrounds aren't -ust places for
children to use up their energy, but po&erful places that encourage individualism, self.
e%pression, and a&areness of one's surroundings. Playgrounds help in every aspect of a child's
health and should be strongly encouraged and supported.
"ccording to a *ritish study reported from onearth.org, on average children spend half an
hour outside and >? hours inside per &eek using electronic media /Milkman2. This disconnect
4
bet&een a human and nature is kno&n as ature !eficit !isorder, a term coined from 8ichard
<ouv author of The <ast 1hild in the :oods. 4rom this divorce a child's mentality is
undermined. This decrease in time spent outdoors causes problems varying from physical health
to mental issues. 1hildren's social skills decrease, their physical health &orsens, and their self.
e%pression is curtailed. "ll children need outdoor play.
@ou have play to thank, at least partially, for being able to overcome obstacles,
communicate &ith others, and e%hibit healthier lifestyle over all. (f you could -ust remember
&hat it &as like to be a child and ho& important and serious play &as to you, then you &ould be
able to appreciate the importance of outdoor play.
Urbanization Affecting Our Children
)ften times &e can lose sight of the nature around us. This is quite alarming
because A5B of the population in the United States lives in urban territories /The State of
The :orldCs 1hildren 56D52 and the children of today are not e%posed to the outdoors as
much as in the past. (n fact in a study done by !r. 8honda 1lements, she found children
compared to their mothers from a generation ago , spend less time playing outdoors,
participate in different activities outdoors /more organi+ed youth sports2, and participate in
more indoor than outdoor play activities /8esearch and 8esources Eolume 52. 1hildren
today are participating more in organi+ed youth sports than in free play. The urbani+ation
in our country has caused a spell of bleak neighborhoods. Most children live in #concrete
-ungles$ &here the essence of nature is only televised. This is a problem because children
are not recogni+ing the benefits of outdoor play. (t is very important to contribute natural
resilience in a community, especially in a place highly populated by children. 8esilience is
5
the ability to bounce back or recover from difficulty. Similarly you could think as natural
resilience as nature being able to recover from urbani+ation. atural resilience is
important because urbani+ation is becoming a much bigger problem and facing adversity
lies in natural resilience, the po&er to recover from adversity through natural surroundings.

(t is obvious that trees and greenery around the community are aesthetically
pleasing, but can it have positive effects on childrenF 8ebecca ". 1lay, from The "merican
Psychology "ssociation, has covered this topic in her cover story Green is Good for @ou
566D. (n the cover story various accounts of physiologists and their &ork around studying
greenery in a personCs environment are mentioned, such as the &ork of 4rances 9. Huo,
Ph!. Huo conducted most of her research at the notorious 8obert Taylor Iomes..the
countryCs largest public housing pro-ect..in 1hicago. The only green spaces present in her
studies are described as #isolated pockets of green containing -ust the bare bones of grass
and a tree.$
onetheless, even these small green spaces made a significant impact on the children
living nearby. She compared the performance of children living in buildings near even a small
green spot and those living in buildings surrounded by -ust barren concrete. She found that the
children &ho lived in greener environments had a greater capacity for paying attention, and &ere
better able to delay gratification and inhibit impulses /1lay, Green is Good for @ou2. !elayed
gratification, is the ability to resist the temptation for an immediate re&ard and &ait for a later
re&ard. Through delayed gratification children learn ho& to appreciate their efforts for doing
tasks. "n e%ample of this is a child trying diligently in school even though the re&ard is a fe&
years do&n the line. *asic social cues like patience and self.control are important for children to
6
learn because these skills are a part of a healthy development. They are necessary social skills
important for collaborating and communicating &ith others. Huo also e%amined natureCs impact
on children &ith attention deficit.hyperactivity disorder /"!I!2 in middle.class settings.
Parents reported that their children &ith "!I! e%hibited fe&er symptoms after spending time in
green surroundings than &hen they pursued activities indoors or in non.green outdoor areas.
#@ou could say that the children &ho had greener settings &ere -ust richer,J says Huo /1lay,
Green is Good for @ou2. 1hildren &ith green surroundings have more opportunities for
developing valuable traits such as patience, self.control, and focus.
This proves that although children lack green space in this day in age, it doesn't take
camping in a field or a trip to a national park to get their fill of green, it can take a simple green
spot in their neighborhood to make a big difference.
Pla is !ital
(n addition to access to green space, play is essential for a child's development. Play has
been proven to develop, not only basic interaction and problem solving skills, but also be a ma-or
aspect of a child's physical activity /Goldstein2. Play has both mental and physical effects on a
child. Play is a natural part of life, something &e're born kno&ing ho& to do &ith the assistance
of others e%ploring play. Play today is proven to be a critical part of healthy human development.
Similar to proper nutrition and adequate sleep, play is believed to have many health benefits,
from physical fitness, to cognitive development, to emotional &ell.being /Task 4orce2.
Mental
4or a child, play is a time of discovery, discovery of themselves. (talian philosopher,
8eggio 9milia has termed this period of discovery #Self.initiated learning$ /Mc0uillan and
1oleman2.Self.initiated learning is the learning3 discovery period that children promote and
7
initiate for themselves. *esides self, a child is also learning about the &orld around them through
play. (n the period of this discovery they practice integral life skills for the future /Mc0uillan and
1oleman2. Play is an integral part of developing a healthy mind. Play does not happen for a
specific purpose, but for its o&n sake. #(t is evolutionary,$ states naturalist Harl Groos &ho
presented evidence in t&o books; The Play of Animals /DKKA2 and The Play of Man /DK6D2 /Gray
DDK.D562. (n fact in numerous studies from physiologists, the most common conclusions from
observations and e%periments pertaining to play &ere; Inducing a Playful Mood Improves
Creativity and Insightful Problem Solving, and A Playful State of Mind Enables Young Children
to Solve Logic Problems !ree to Learn" /Gray DL>.DLA2 "ll these conclusions are supportive of
the po&er of play. Mental characteristics such as creativity, learning, or problem solving, are
born from playful states of mind.
The benefit of play as a learning process is that the JcurriculumJ is defined by the player,
through imagination and e%perimentation and sometimes through collaboration &ith other
players /Task 4orce2. "s an e%ample, think of ho& many times you pretended to do something
like an adult &hen you played as a child. That is one e%ample of ho& children practice future
skills. The en-oyment of play can also be a ma-or contributor to learning its value, because
thinking that it is en-oyable may also be more memorable.
)lga <erner is the early 1hildhood Programs !eveloper at the Providence 1hildren's
Museum. She is in charge for directing children's programs in the museum, so she has become
an e%pert &hen it comes to play. #Successful people play. Successful people such as inventors
and scientists play, they have to play to think differently and innovate,$ states )lga <erner.
1reativity can come through the form of playing. :hen children play they sometimes create
games, games that have rules, e%ceptions, and components. This is an e%ample of the innovative
8
nature a child has in the playground. <erner also made it very apparent that nature &as a crucial
component in play. (f she could build a playground from scratch she &ould make it be a natural
landscape &ith an abundance of organic resources that could be moved and manipulated. #Take it
back to basics,$ as she puts it. ature &ould be one of the most important components to have in
a play space because then children are not only learning about the environment but they are
learning ho& to play &ithout the dependency of other artificial equipment. "lso nature is an
organic, free, comple% resource for children; mud can be clay, sticks can be building materials.
4rom #The Po&erful <ink bet&een 1onserving <and and Preserving Iuman Iealth$ according
to Stephen Hellert, professor of social ecology at @ale, e%periencing nearby nature is linked to
shaping children's cognitive maturation, including the developed abilities of analysis, synthesis
and evaluation /8esearch and 8esources Eolume 52. The mental state of a child &ill determine
ho& she3he thinks and processes information therefore supporting mental stability to develop.
Physical
(t's obvious that play is physically important. The childhood link bet&een outdoor
activity and physical health is clear. The 1!1 reports that the number of over&eight adult
"mericans increased over 76 percent bet&een DKKD and 5666. "ccording to 1!1 data, the US
population of over&eight children bet&een ages t&o and five increased by almost L7 percent
from DKAK to DKKK and t&o out of ten of "merica's children are clinically obese. four times the
percentage of childhood obesity reported in the late DK76's. (n the United States, children age si%
to eleven spend about thirty hours a &eek looking at a TE or a computer monitor. This study also
found that the amount of TE that children &atched directly correlated &ith the increased
measures of their body fat /<ouv >M2. This alarming ne&s not only informs us that children are
9
more over&eight than before, but also that there is a direct correlation bet&een the lack of
outdoor e%posure and the amount of activity they are getting.
Play is a physical evolutionary trait; Play is in our bloodN <ike all mammals, &e must
develop strong bodies and learn to move in coordinated &ays, and so &e engage in physical play,
including running, leaping, chasing, and rough and tumble games that resemble the play of other
mammals /Goldstein2. @oung animals living in an environment &ith a surplus of food rarely
develop obesity O they simply play more. Play is a ma-or contribution to developing and
maintaining a child's health. The components that outdoor play has to offer are imperative for the
development and &ellbeing of a child.
Beco$ing %ittle Citizens
(t is important to teach our children ho& to become educated and proactive citi+ens for the
benefit of their future and ours. Participation in civic life helps individuals become attached to their
communities. "merica's founding principles assume the active involvement of its people in civic
life. Protection of individual rights requires people to be guardians of their o&n rights and be &illing
to defend the rights of others. 1oncern for the common good requires individuals to see themselves
as part of a larger &hole and to modify their behavior to serve the needs of the &hole. /:e The
People 5?L2. aturally, people learn ho& to participate and be a&are of one's community but there is
a process of ho& people become active citi+ens in their communities and it starts &ith play.
Prominent characteristics of active citi+ens such as cooperation, fairness, trust, forgiveness, and
morality are developed in the playground. Through outdoor play a child can learn ho& to become an
educated, active citi+en.
Play provides a foundation of &hat a community is and &hat it means to play a role in a
community. 8esearchers *ekoff and "llen /566?2 conclude that =there is likely to be strong selection
for cooperative fair play because there are mutual benefits &hen individuals adopt this strategy and
10
group stability may also be fostered. umerous mechanisms have evolved to facilitate the initiation
and maintenance of social play, to keep others engaged, so that agreeing to play fairly and the
resulting benefits of doing so, can be readily achieved'/Goldstein2.:hat researchers *ekoff and
"llen imply is that children develop essential habits of mind such as collaboration. "long &ith the
practice of collaboration, they are also practicing the art of negotiation as they interact &ith other
children and decide the roles and scenes they take on as they play. *ekoff's and "llen's conclusion
illustrate ho& children play together. =Through play, children recreate roles and situations that reflect
their sociocultural &orld, &here they learn ho& to subordinate desires to social rules, cooperate &ith
others &illingly, and engage in socially appropriate behavior. )ver time, these competencies are
transferred to children's everyday behaviors' /Goldstein2. Through other children's indications,
children learn &hat is appropriate behavior is and &hat it is not. Getting along and making
agreements &ith others is surely among the most valuable of human survival skills. )utdoor play,
playing fairly, restraining impulses in &ays that make us socially acceptable, and appropriately
engaging &ith others, becomes second nature and these skills are essential for success in our society
today.
1orrelating &ith civic life, children learn ho& to face the #real &orld$ through play. 9ven
children under the repression of political turmoil or any type of trauma or adversity use play to help
them cope &ith the reality their parents or guardians sometimes try to mask. "s observed during the
Iolocaust, children played games that confronted their horrifying situation. They played &ar and
resistance games like #blo&ing up bunkers,$ or #Je&s and Gestapomen,$ in &hich Je&ish children
&ould overpo&er their tormentors by beating them &ith their o&n rifles /sticks2. 9ven in
concentration camps children played these types of games in a type of preparation for their o&n
survival. (n a game &as called #lepsi$#lepsi /a common term for stealing2 one play mate &ould be
blindfolded then hit hard in the face. Ie &ould then have to take his blindfold off and guess &ho it
11
&as that hit him from facial e%pression clues. Hlepsi.Hlepsi may have been practice for the skill of
bluffing to survive in "ush&it+ /Gray D7K2. #1hildren bring the realities of their o&n &orld into
fictional conte%t, &here it is safe to confront them, to e%perience them, and to practice &ays of
dealing &ith them,$ describes George 9isen Iistorian and author of Children and Play in the
%olocaust& *y assuming these roles the children &ere developing a sense of ho& to function and
adapt in their society even the most difficult of situations.
Through playing children prepare for their future. <earning about the state of your
environment is a part of becoming an active citi+en. "s mentioned in both sections one and t&o,
outdoor play addresses the development of a child. The need and practice of playing in children
affects the &ay they interact &ith the &orld around them; the political, corrupted, unpredictable
&orld they live in. Through play, children learn ho& to collaborate and negotiate &ith others
&hich are characteristics commonly used in life. ot only do they learn about the various roles
and personalities people around them have, but they also learn ho& to cope &ith the reality of
living in such a diverse &orld through reenactment of adversity.
Counter Argu$ent
Some may feel that it is not necessary for children to play freely outside &hen they could
play indoors, or even better, be part of an organi+ed sport or club. (t &ould be better, they say, for
a child to play an organi+ed sport on a team &here they are guided and coached. (n some
people's eyes, organi+ed sports are as good as play because the child gets to engage in physical
activity and interact &ith other children.
Io&ever, the increase in participation in organi+ed sports has paralleled the obesity
epidemic /<ouv >M2. !emographics sho& that the t&o correlate &ith each other. *y no means
does that mean that organi+ed sports are the reason for obesity, ho&ever, participation in
12
organi+ed sports or clubs does not necessarily equate to good physical health. " childhood
&ithout nature is missing a vital ingredient. :hile 8hichard <ouv, author of Last Child in the
'oods, &as intervie&ing children across "merica, sports and clubs &ere associated &ith &ork
instead of play. 1hildren spoke about their scheduled activities as if they &ere tasks that they had
to do. :hen sports are treated like &ork the physical activity is missing an important aspect of
play. Iour .to .hour physical activity is the likely absent ingredient. (t takes unstructured
dreamtime to e%perience nature in a meaningful &ay /<ouv DDM2. Play can happen at any
moment, any&here, and is not limited by rules or guidelines. The physical and emotional
e%ercises that children en-oy &hen they play in nature is more varied and less time bounded than
organi+ed sports. This leads to healthy development practices for children because they can
engage their imagination &hile inadvertently e%ercising, making play very en-oyable, more
inherent and less of a task.
(t's not the norm to correlate depression &ith children but studies sho& other&ise.
!epression is commonly interpreted as an adult illness but a recent study reported the effects of
children's physical inactivity outdoors can result in depression /<ouv >A2. 4rom not being
e%posed to the outdoors a child loses touch &ith his3hers environment. Today children are
becoming more depressed. " 566L survey, published in the Journal of Psychiatrists Services,
found the rate at &hich "merican children are prescribed antidepressants almost doubled in five
years /<ouv >M2. Parents &ould probably resort to medication in a situation &here their child is
diagnosed &ith depression before considering a much healthier alternative; nature. This is a
problem because it constricts medical options. (f people are dependent on medication for their
illnesses there may be un&anted side effects and also lead to a dangerous dependency on these
medications. atures ability to heal should not be undermined. (n The %uman (elationship )ith
13
*ature+ Peter Hahn points to the findings of over one hundred studies that confirm one of the
main benefits of spending time in nature is stress reduction /<ouv >A2. ancy :ells and Gary
9vans, environmental physiologists from 1ornell University, in 566L, assessed the degree of
nature in and around the homes of rural children in grades three to five. They reported that
children &ith more nature around them received lo&er ratings than peers &ith less nature around
their home as a measure of behavioral conduct disorders, an%iety, and depression /<ouv >K2.
"lthough medications can benefit, nature can relieve some everyday stresses that lead to
depression in children. *eing outdoors has proven to be e%tremely beneficial for mental health,
&hich is an important component under development in a child.
Conclusion
ature !eficit3 Play !eficit is an epidemic that is making the children of today obese,
lack social skills, lack problem solving skills, and overall less healthy. ature !eficit and Play
!eficit go hand in hand, &hile one refers to the lack of e%posure to nature, the other refers to the
lack of play a child is limited to. )ne of the reasons for the lack of outdoor play is that most of
the children in the United States are populated in urban areas &here there is a lack of green
space. Through a study done in 1hicago, researcher, 4rances 9. Huo concluded that it can take a
simple green spot in neighborhood to make a big difference in a child's life. Play has both
mental and physical effects in a child and thus is critical to the development. Play is believed to
have many health benefits, from physical fitness to cognitive development to emotional &ell.
being. Through these traits that play e%ercises, a child understands ho& to prepare for the future
and adapt to their environment. There is a process behind ho& people become active, mindful
citi+ens in their communities and it begins &ith play. Play is a ma-or interactive process through
14
&hich children learn about themselves, their environment, and other people in their environment.
"s they learn about the e%pansive &orld around them, they learn ho& to cope &ith situations or
adversity they &ill face or are facing. 1hildren thrive on outdoor play, becoming resilient and
ready to overcome adversity.
15
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17