Growing up in northern Indiana in the 1960s, from my perspective as a young child, life was pretty simple. Our family had one car, a rotary dial telephone, and a color television that could pick up several stations (a luxury!) because of our proximity to Chicago. If you missed a phone call you had to wait until the caller tried again. The pace was definitely slower than it is today.
I remember reading for hours and hours. My neighborhood friends and I would play outside – exploring the woods behind our backyards, picking wild raspberries, and looking up at the moon the night that Neil Armstrong made history. I was a Girl Scout. I took violin lessons. All of these experiences helped make me who I am today – a science educator who loves the outdoor world – but play was an important part of all of this.
Don’t get me wrong – I would never want to go back to the ’60s. I love technology. I love Facebook and Pinterest and my DVR. But as a child in that simpler era there were fewer distractions, fewer things competing for my free time. I had ample opportunities to play, to imagine and to dream.
Today’s children have little free time and few opportunities to play. As the mom of a third-grader, I know firsthand that life rushes at our kids at a frenetic pace. Children of all ages have schedules that are booked solid with organized activities: music lessons, gymnastics and soccer games. They are often in front of a screen, for hours on end, instead of having real experiences. At some schools, tight finances mean fewer physical education classes or shorter recesses. And low-income children face even greater obstacles to playtime, such as neighborhoods that are unsafe for outdoor play, or caregivers who do not have the resources to provide opportunities for play.
While organized activities and access to technology are important, we know that children need down time. They need time to play, in all its forms – from physical play, to social play, to fantasy play. They need to create, explore, build and do. They need balance in their schedules.
Our children’s pediatricians agree. Recent reports from the American Academy of Pediatrics weigh in on the importance of play, stating: “Play is essential for the cognitive, physical and emotional well-being of children and youth.” The authors stress the importance of undirected free play, saying that it allows children to develop imagination and physical, mental and emotional strength. It helps children conquer fears, practice adult roles and develop confidence. Play allows children to learn to work with others, share and self-advocate, and it builds active, healthy bodies. They also make the connection between play and success in the classroom, saying that play is essential to learning. It helps children adjust to school settings and enhances learning readiness, learning behaviors and problem-solving skills.
All of this sets the stage for places of informal learning, such as museums, to fill a void – to provide families with safe places for play and play-based learning. At the Illinois State Museum we’ve created such a place called the Mary Ann MacLean Play Museum, where children can learn through play about the nature and culture of Illinois. Geared for children aged 3-10 and their adult caregivers, the Play Museum offers a variety of hands-on and role-playing activities. One of our teacher advisors described what we offer as “play with a purpose.” I like that. Helping create this space has truly been a highlight of my career. Please join me in making play a priority for our children.
Beth Shea is mom to Beatrice, and has served as the State Museum’s Head of Education since 1994.
Mary Ann MacLean Play Museum at the Illinois State Museum, 502 S. Spring Street, Springfield. Hours: Monday-Saturday 9:30 a.m. – 4 p.m. and Sunday 1-5 p.m. Free admission.
www.facebook.com/illinoisstatemuseum
This article appears in Capital City Parent January 2013.
