As children and families begin another school year, it presents an opportunity for growth, learning, and a return to high-quality instruction and mentorship after the disruptions caused by the COVID-19 pandemic. However, along with the return of school, teachers and caregivers are facing the reality that children are struggling with social and emotional skills at alarming rates.
A 2022 survey conducted by the National Center for Education Statistics in 846 public schools revealed that 87% of schools reported a negative impact on children’s socio-emotional development during the past academic year due to the pandemic. Additionally, 84% agreed that students’ behavioral development has also been hindered. Another report from the state of New York in March, citing data from the same survey, highlighted even greater declines in fourth-grade math and reading compared to the national average.
A clear picture is emerging, both in schools and at home, of the immediate social and emotional impacts on children during the pandemic. Requests for mental health services have been increasing, indicating that children from the COVID-19 generation require robust academic, social, and emotional support to recover.
In these stressful times, it is crucial for parents and teachers to recognize the importance of play in child development. Play has a neurorestorative effect on a brain affected by stress. Developmentally appropriate play helps children feel secure and reminds them that the world can be manageable, thereby calming their nervous system. Additionally, play fosters creativity, curiosity, and problem-solving skills, which are essential for executive function. These skills enable a child to self-regulate their behavior and adapt throughout their life, making them vital to overall development.
Unfortunately, schools in New York have not prioritized play to the extent that our children need. Despite overwhelming evidence of the value of play for children, concerns about learning loss have led to a counterproductive focus on academics. Recess and playtime have been reduced in favor of devoting more time to raising test scores and teaching challenging curricula.
Connecticut lawmakers have proposed a “play bill” that aims to incorporate play-based learning in grades prekindergarten to five to improve students’ executive functions and reduce the negative impact of childhood anxiety.
Just like Connecticut, it is crucial for New York to prioritize play. This requires a fundamental shift in our cultural understanding of what is necessary for children’s learning and healthy growth. We must accept that learning occurs through play, just as it does through academic and structured activities.
Extensive research consistently demonstrates that children learn through play. In a culture that values academics over play, children deserve the opportunity to engage in the type of learning that best suits them. As adults, it is our responsibility to advocate for and ensure they have that opportunity. New York should follow Connecticut’s lead and take action to incorporate play in classrooms.
Kimberly Kopko, a child development expert and professor in Cornell University’s College of Human Ecology.
