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Developmental Benefits of Play for Children

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Lynn Barnett at University of Illinois Urbana-Champaign
Lynn Barnett
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Abstract

Summarizes much of the proposed benefits of the child's play and critically reviews the empirical evidence that supports or refutes the explanatory model. Hypothesized benefits of play range from the individual's cognitive, social, physical, and/or emotional development to the general preparation for adult skilled action, the perpetuation of the species, or the aesthetic appreciation of the world and its cultures. Specifically, play is discussed in terms of its role in cognitive development (convergent thinking, problem-solving ability, divergent thinking, language development); social adjustment (integration and communication); and emotional development. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
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Barnett, Lynn A., Developmental Benefits of Play for Children , Journal of Leisure Research, 22:2
(1990) p.138
Barnett, Lynn A., Developmental Benefits of Play for Children , Journal of Leisure Research, 22:2
(1990) p.138
Barnett, Lynn A., Developmental Benefits of Play for Children , Journal of Leisure Research, 22:2
(1990) p.138
Barnett, Lynn A., Developmental Benefits of Play for Children , Journal of Leisure Research, 22:2
(1990) p.138
Barnett, Lynn A., Developmental Benefits of Play for Children , Journal of Leisure Research, 22:2
(1990) p.138
Barnett, Lynn A., Developmental Benefits of Play for Children , Journal of Leisure Research, 22:2
(1990) p.138
Barnett, Lynn A., Developmental Benefits of Play for Children , Journal of Leisure Research, 22:2
(1990) p.138
Barnett, Lynn A., Developmental Benefits of Play for Children , Journal of Leisure Research, 22:2
(1990) p.138
Barnett, Lynn A., Developmental Benefits of Play for Children , Journal of Leisure Research, 22:2
(1990) p.138
Barnett, Lynn A., Developmental Benefits of Play for Children , Journal of Leisure Research, 22:2
(1990) p.138
Barnett, Lynn A., Developmental Benefits of Play for Children , Journal of Leisure Research, 22:2
(1990) p.138
Barnett, Lynn A., Developmental Benefits of Play for Children , Journal of Leisure Research, 22:2
(1990) p.138
Barnett, Lynn A., Developmental Benefits of Play for Children , Journal of Leisure Research, 22:2
(1990) p.138
Barnett, Lynn A., Developmental Benefits of Play for Children , Journal of Leisure Research, 22:2
(1990) p.138
Barnett, Lynn A., Developmental Benefits of Play for Children , Journal of Leisure Research, 22:2
(1990) p.138
Barnett, Lynn A., Developmental Benefits of Play for Children , Journal of Leisure Research, 22:2
(1990) p.138
... Play is a primary means for children to learn social interaction and establish relationships with others during their developmental process [5,34,51,84,90]. Typically, children engage in different types of games and establish rules with their peers, gradually developing deeper social cognition and communication rapport [5,9,75,86]. ...
... Play is a primary means for children to learn social interaction and establish relationships with others during their developmental process [5,34,51,84,90]. Typically, children engage in different types of games and establish rules with their peers, gradually developing deeper social cognition and communication rapport [5,9,75,86]. As children age, social behaviors and individual interactions become more complex and diverse [6,18]. ...
... As children age, social behaviors and individual interactions become more complex and diverse [6,18]. During the process of play, children begin to grasp the social meanings and symbolic significance implicitly conveyed in others' conversations, emotional expressions, intentions, and various body movements through observation and imitation [5,30]. ...
Applying theatre-based role-playing combined with AR and VR game strategies to enhance imagination and symbolic play skills in children with autism spectrum disorder
Article
Full-text available
Children with Autism Spectrum Disorder (ASD) often struggle with weak imagination and symbolic play skills, making it challenging for them to understand social cues from others, such as emotional expressions, implied language, and non-literal hints. These challenges often lead to confusion, misunderstandings, and inappropriate responses during social interactions, ultimately affecting communication and social engagement. Therefore, this study employs a combination of Theatre-Based Role-Playing and augmented reality/virtual reality (AR/VR) games as training strategies. We incorporated the story context of The Wizard of Oz into interactive gameplay. The research objective was to enhance the symbolic play skills and social cognitive concepts of children with ASD. This study recruited four high-functioning children with ASD, aged 7–9 years, using multiple-baseline design across participants. The experiment consisted of three phases: a baseline phase, an intervention phase, and a maintenance phase. AR and VR games were introduced during the intervention phase for cross-training. The results demonstrate a significant improvement (p < 0.05) in learning performance for all four participants using this game strategy. During the baseline phase, their average performance was 23.04%, which increased to 59.38% after the intervention and was maintained at 69.33% during the maintenance phase. Additionally, we utilized a Social Behavior Rating Scale to analyze the abilities of the four participants regarding five dimensions: theatre role-playing skills, symbolic play skills, game persistence, reciprocal social interaction skills, and verbal expression abilities. The results showed improvements in all five areas, with the most significant growth observed in symbolic play skills. These findings confirm the effectiveness of the game strategy in enhancing the understanding and transformation of conceptual ideas between symbolic symbols and social implications for children with ASD. This teaching strategy can improve their symbolic play skills and social reciprocity skills reflected symbolic play skills in their social interaction and responsiveness to peers.
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... This play evolved within species for interaction with conspecifics. For instance, there is evidence of benefits of play in humans ranging from cognitive, social, physical and/or emotional development to general preparation for adult functionality, species perpetuation or aesthetic appreciation of the world and its cultures (Barnett, 1990). These benefits are not only deferred but also more immediately associated with improvements in motor control patterns, strength and endurance training, reduction of body fat and an aid in thermoregulation (Pellegrini and Smith, 1998). ...
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... The primary mission of clown doctors is to change the negative mood of patients into a more positive one; it can be said that clown doctors are interpreters of emotions. Playfulness is a personality predisposition that allows individuals to transform a situation or environment into something more enjoyable or entertaining (Barnett, 1990; and is a crucial aspect for clown doctors. Moreover, as playfulness is defined as the predisposition to frame (or reframe) a situation in such a way as to provide oneself (and possibly others) with amusement, humor, and/or entertainment (Barnett, 2007), it appears consistent that playfulness is linked to CF, understood as the human ability to adapt cognitive processing strategies to face new and unexpected conditions in the environment (Cañas et al., 2003). ...
Caring with Humor: How Cognitive Flexibility Enhances Humor and Playfulness in Clown Doctors
Article
  • Apr 2025
  • J HUMANIST PSYCHOL
Despite the growing interest in healthcare clowning and its effectiveness across various settings, there has been a lack of research exploring specific features of clown doctors, such as their humor styles, playfulness, and cognitive flexibility (CF). This cross-sectional study aimed to investigate the relationships between these three variables in a sample of 210 Italian clown doctors. Participants completed a brief demographic questionnaire, the Comic Styles Markers (i.e., Fun, Benevolent Humor, Nonsense, Wit, Irony, Satire, Sarcasm, and Cynicism), the Short Measure of Adult Playfulness, and the CF Scale. Multiple linear regression analysis revealed that CF positively predicted Playfulness, Benevolent Humor, and Wit, while it was negatively related to Sarcasm. This increased CF is reflected in the use of more adaptive forms of humor (Benevolent Humor and Wit) and less negative ones (Sarcasm), as well as an increase in Playfulness, which represents a distinctive characteristic of clown doctors. These results are discussed in light of the training required to become clown doctors, where improvisation is a key element that fosters cognitive flexibility.
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... This play evolved within species for interaction with conspecifics. For instance, there is evidence of benefits of play in humans ranging from cognitive, social, physical and/or emotional development to general preparation for adult functionality, species perpetuation or aesthetic appreciation of the world and its cultures (Barnett, 1990). These benefits are not only deferred but also more immediately associated with improvements in motor control patterns, strength and endurance training, reduction of body fat and an aid in thermoregulation (Pellegrini and Smith, 1998). ...
Human–Dog Play: From Solitary Play to Interspecies Social Play
Chapter
  • Apr 2025
Play is a regulated activity that occurs spontaneously in animals. An indicator of health, development and positive affection, this chapter aims to conceptualize play in its various forms and analyse its implications, particularly in the human–dog relationship. Domestic dogs, known for exhibiting high levels of play, engage in this activity throughout their adult life both asocially, with objects, and socially, with other dogs and humans. During domestication, this play tendency may have been selected to facilitate training and bonding with humans. Human–dog play is structurally different from, and motivated differently to, dog–dog play. In addition to enhancing the bond, human–dog play has been associated with benefits for human health, such as reduced stress, increased physical activity and oxytocin release, as well as benefits for dogs, such as improved socialization and reduced cortisol. The chapter highlights the importance of studying human–dog play, especially in Latin America, where it has been scarcely researched, and its potential practical applications.
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... In today's classrooms, integrating thinking skills into the curriculum has become quite common as educators work to support student capabilities in critical thinking, creativity, collaboration, etc. Research points towards the effectiveness of play in developing a variety of these skills, including problem solving, self-regulation, and recall (Bergen, 2002). Play contributes to both convergent and divergent thinking in students due to its flexible and experimental characteristics (Barnett, 1990). Students who have opportunities to implement play as a strategy for learning experience gains in academic and thinking capacities, leading towards their success in acquiring 21st century skills (Yunianti, 2020). ...
Patterns and representation in play-based learning: a systematic meta-synthesis of empirical studies in K-13+ settings
Article
Full-text available
  • Mar 2025
This systematic review provides a comprehensive meta-synthesis that examines empirical research on the implementation of play-based learning in formal educational settings. The review aims to identify patterns in the enactment of play-based learning, including its representation across academic disciplines, methodologies, grade levels, geographic contexts, and key indicators of play—choice, wonder, and delight. A comprehensive search across nine databases yielded 1,475 studies, of which 87 met stringent inclusion criteria: empirical, K-13+ formal settings, and an intentional learning objective tied to play. We extracted data from each study and used thematic synthesis to analyze patterns across multiple dimensions. Findings indicate that play-based learning is predominantly explored in early childhood and elementary education, with limited research on its implementation in secondary and post-secondary contexts. Studies were concentrated in North America and Europe, highlighting a need for greater geographic diversity. Findings also reveal significant gaps in nature-based play and its role in formal learning environments. Limitations include potential selection bias due to English-language restrictions and the exclusion of studies without a curricular focus. This review underscores the need for broader research on play-based learning, particularly in underrepresented populations and adolescent education. By providing a systematic overview of current research trends and limitations, this meta-synthesis contributes to the growing body of knowledge on play-based learning and informs future research directions.
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... Play is understood to be universal in the lives of children, regardless of culture [1], and important for their development [2,3]. There exists a robust literature on the science of learning, indicating that children learn best when play is constructed in ways that are meaningful, iterative, and joyful [4][5][6][7]. ...
Engendering Playful Purpose in Pre-Service Early Childhood Educator Preparation: Why Community-Engaged Courses Matter
Article
Full-text available
  • Dec 2024
Play is often called the work of children, but questions abound about how early childhood educators are prepared to support children’s learning through play. In this study, we investigated undergraduate pre-service teachers’ perception of community-engaged coursework in the early childhood and elementary educator preparation program of a U.S.-based Hispanic-Serving Institution and how such a course could support student training and capacity for planning playful lessons. We analyzed data collected by our institutional Center for Community Engagement to understand the impact of field-based engagement on student experiences. Findings indicate that despite initially mixed perceptions, students developed professionally and felt positively about engaging children in various play types in the classroom. Practical implications for teacher educators and directions for future research are discussed.
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Permainan Kartu Kreatif sebagai Media Belajar pada Anak Usia Dini
Article
Full-text available
  • Feb 2025
Dunia anak dunia bermain, belajarnya anak sebagian belajar melalui bermain permainan yang mereka lakukan. Belajar melalui bermain inilah pola hubungan yang paling ideal antara belajar dan bermain. Bermain sambil bermain adalah lebih mengutamakan belajar daripada permainan. Bermain hanya sebatas sarana, bukan sebagai tujuan. Permainannya bisa dalam bentuk apa saja, salah satunya permainan kartu kreatif untuk meningkatkan rasa percaya diri anak. Kartu kreatif memberikan manfaat memberikan atau menciptakan inovasi pembelajaran yang efektif dan menyenangkan dan. Dalam aktivitas gerak memberikan banyak kegiatan untuk mengembangkan kreatifitas pada anak usia dini, menggunakan bergabai aktivitas dengan motorik kasar maupun motork halus. Adapun permainan yang dipilih disesuikan dengan tingkat pertumbuhan dan perkembangan pada anak. Ketercapaian semua kegiatan aktivitas pada anak tidak lepas dari perhatian jangka Panjang yang diperagakan oleh anak, mulai dari Gerakan-gerakan tangan dan Gerakan-gerakan lainya serta perpaduan atau pengorganisasian antara gerakan motorik kasar dan motorik halus.Pelaksanaan pembuatan kartu kreatif bagi orang tua dan guru PAUD Matahari Tegalgondo yang bertujuan untuk memenuhi permintaan pendidik paud matahari dalam proses pembelajaran untuk meningkatkan aktivitas gerak dalam pemebalajaran pengembangan fisik motorik anak usia dini. Permainan kartu kreatif sebagai media belajar pada anak usia dini sangat membantu pada proses pembelajaran aktivitas gerak pada anak usia dini di PAUD Matahari
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Exercise, Play, and Physical Training in Animals
Chapter
  • Jan 1976
Since animal play includes vigorous physical exercise, such behavior has been hypothesized to serve in part as physical training for young animals. Citing recent physiological studies of training responses of muscle, bone, and the cardiopulmonary, endocrine, and nervous systems, I offer seven testable, physiologically based predictions about play, including its behavioral composition, interruption and repetition, age dependence, and phylogenetic distribution. 1 also discuss manipulative, social, and diversive aspects of play which the physical training hypothesis alone does not fully explain.
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RELATION OF SOCIAL FANTASY PLAY TO SOCIAL COMPETENCE IN PRESCHOOLERS
Article
  • Jan 1984
The relation of social fantasy play to several indices of social competence was examined in a sample of 91 preschoolers, aged 35 months to 69 months. Naturalistic observations of the frequency and complexity of social fantasy play during freeplay periods were collected. Competence measures included teacher ratings of social competence, popularity, social role-taking skills, and observations of social behavior. Multiple regression procedures were used to analyze the prediction of social competence from the fantasy measures, independent of age, sex, IQ, and frequency of social activity. The results indicated that the amount and complexity of fantasy play significantly predicted four of the competence measures: teacher rating of peer social skill, popularity, affective role taking, and a behavioral summary score reflecting positive social activity. Fantasy play was also found to be more positive, sustained, and group oriented than was nonfantasy play. Implications of these findings on the role of fantasy play and peer-peer activity in social-skill acquisition are discussed. Fantasy play during the preschool years has been hypothesized to exercise a leading role in the young child's growth and development (Bruner, 1972; Singer, 1973; Vygotsky, 1966). It has also been suggested that fantasy play in the context of a social interaction may lead to the development of socially relevant cognitive skills and a repertoire of competent social behaviors (Garvey, 1977; Smilansky, 1968). According to this view, participation in fantasy play with another child requires a high level of complex cognitive and social abilities. Sharing and cooperation, self-regulation of affect, and an appreciation of cognitive and behavioral role reciprocity are all important underlying skills. Social fantasy play is a unique
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Mammalian Dispersal and the Ontogeny of Individual Behavioral Phenotypes
Article
  • Jul 1977
Explanations of dispersal mechanisms in mammals that have stressed the importance of aggression by dominant (?) individuals as the immediate cause of the dispersal of less aggressive (more subordinate?) individuals are insufficient for explaining recent data collected on a variety of mammals. In fact, avoidance of social interaction at the time of dispersal is more characteristic of some species in which individuals emigrate. Studies that have investigated genetic correlates of dispersal in rodent populations that undergo regular cycles are few and have not provided any "causative" explanations. In various canids and rodents, behavioral interactions at the time of dispersal do not appear to provide the necessary stimuli for dispersal. These observations suggest that knowledge of the behavioral interactions that occur before dispersal may provide a key to understanding both interspecific and intraspecific differences in social organization and dispersal patterns. It is suggested that individuals who have t...
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