On World Play Day, educational psychologist Luciana Brites explains why playing is the basis of child development and how excessive screen time and routine can hinder this process
May 28th is known as World Play Day. Recognized by UNICEF, the date aims to raise awareness about the importance of playing in child development. It is still common to treat playing as a pastime or distraction. In early childhood, playing is not the opposite of learning, it is the main path.
What happens in the brain when a child plays
Neuroscience research shows that, during playful activities, the brain remains intensely active. Because it is pleasurable, it tends to be repeated frequently. In play, circuits linked to memory, attention and language work simultaneously.
Play creates a rich environment for the development of executive functions, which are cognitive skills such as attention, memory, inhibitory control and cognitive flexibility. These functions require stimulation and mediation to be developed.
A study by researcher Adele Diamond, one of the world’s leading experts in child development, showed that playing is essential for developing skills such as attention, self-control and decision-making. According to research, in its seminal review published in the Annual Review of Psychology (2013), activities that mix movement, language, social interaction and imagination help stimulate areas of the brain linked to planning and learning.
This evidence is perceived through games such as, for example, playing house, in which the child learns to respect rules, support a narrative and adapt when the story changes, mobilizing skills such as memory, attention, self-control and cognitive flexibility.
In tag, a complex task for a developing brain, she needs to monitor rules, space, movement and interaction. In construction games, evaluate what didn’t work, reorganize the strategy and try again. This process is central to the maturation of brain areas linked to planning, decision-making and learning.
Making mistakes while playing also teaches
Without the pressure of error, play becomes a cognitively safe space to experiment. When something doesn’t go as expected, the child evaluates what happened and reorganizes his action. Thus, making mistakes does not represent failure, but learning. This process favors the development of resilience, frustration tolerance and adaptation.
Another point is free play. Open environments, such as the street, offer unpredictability. Uneven terrain, unexpected rain and conflicts require adaptability. And adult life demands this ability to deal with the unexpected. Outdoors, children develop balance, motor coordination, emotional intelligence and regulate their emotions.
There is a relationship between the reduction in free play and the increase in school difficulties. Formal learning depends on executive functions. To read, write, solve mathematical problems or sustain attention, it is necessary to use memory, attention and inhibitory control.
In pretend play, for example, the child sustains attention, creates narratives, negotiates roles and improvises in the face of changes in the story. In games with rules, monitor actions, respect agreements and adjust strategies. In this process, skills such as language, problem solving and concentration are stimulated. From a social point of view, games allow children to learn to give in, lead, wait their turn, deal with losses and monitor their own behavior.
Screens and busy routine: what can get in the way of playing
However, with excessive screen time, they have shown delays in oral language and reduced fine motor development. When the screen takes the place of active exploration, the experience becomes passive. It does not require initiative, creativity or problem solving. Digital overstimulation raises a child’s interest threshold. What is slower, calmer or requires effort may seem unattractive or tiring. This affects the willingness to learn, persistence and tolerance.
Another obstacle is the hyperorganization of the routine. Children with busy schedules have no real free time. Leisure favors creativity, imagination and reflection. A busy schedule reduces space for surprise, spontaneous exploration and autonomy. Autonomy is also built through play, because, in free activity, without a script, they decide what to do, how to do it and how to resolve it. The child becomes the protagonist of their own choices and learns self-responsibility.
Therefore, playing builds cognitive, emotional, social and behavioral foundations that accompany the individual throughout life. Protecting play time is not a concession to fun. It is an evidence-based decision.
Luciana Brites, educational psychologist
CEO of Instituto NeuroSaber, master and doctoral student in developmental disorders and author of the book “Playing is Fundamental”
