Todd Reade's Blog

Rita Shackel, Visiting Scholar, Duke University, Reprinted with permission from www.ipaworld.org

Introduction
Cities around the world have undergone dramatic social and economic changes over the past 15-20 years (UN Centre Human Settlements, 2001). Some of these changes have been very recent and some are still continuing. These changes have arguably had a profound impact on the way people are living their lives including how children are being raised. Changes in urban lifestyles seemingly have influenced a shift in the attitudes of adults towards childrenʼs play, their recreation & leisure activities. Unfortunately, the childʼs right to “play” is not being given adequate priority (UNICEF, 1998, p. 420). This paper discusses the impact of city living on attitudes to childrenʼs play and examines some of the key factors that may be influencing the current undervaluing of childrenʼs play.

Article 31 of the United Nations Convention on the Rights of the Child (UNCRC)
This article specifically protects and promotes the right of the child to engage in play and recreational activities. It also ensures the childʼs right to rest and leisure. Article 31 provides that: (Ed: see back page of PlayRights) This provision highlights that such activities should be “appropriate” to the childʼs age. The intended aim of Article 31 is to promote and protect the childʼs development within the context of the childʼs community as well as the childʼs school and family (Detrick, 1999). The UNCRC is the first legally binding international human rights instrument to expressly recognize the right of the child to engage in play and recreational activities (Detrick, 1999). Article 31 of the Convention is extremely important because it expressly addresses the childʼs right to play, which is often a “forgotten right” (UNICEF, 1998, p. 417).

Article 31 distinguishes between “play” and “recreational” activities. Recreational activities embrace a wide range of activities undertaken for pleasure. The Implementation Handbook for the Convention on the Rights of the Child published by UNICEF defines “play” as activities which are not controlled by adults and which do not necessarily conform to any rules (UNICEF, 1998, p. 417). Play is distinguished from recreational activities on this basis.

Article 31 begs the question: What constitutes “age appropriate” play and recreation? In considering the impact of urbanization on childrenʼs play the following questions also arise: What are the perceptions within urban communities of what constitutes age “appropriate” play? Have perceptions of “age appropriate” play changed over time and as a consequence of changes in urban lifestyles? Undoubtedly, there are differences between urban communities within and without each country as to what is considered “age appropriate” play. However, some consistent trends may be present across different urban centres.

One such trend is an apparent tendency in many urban communities to undervalue and trivialize childrenʼs play, particularly when compared to other activities such as academic pursuits and competitive physical and sporting activities, which tend to be perceived as much more important than simply “playing.” Playing just for the sake of playing is often viewed as a waste of time both for children and for adults. As the Implementation Handbook for the Convention on the Rights of the Child highlights “the haphazard, anarchic nature of play contributes nothing to the nationʼs economy or international profile” (UNICEF, 1998). Accordingly, neither politicians nor the broader community seem to regard childrenʼs “play” as important.

The undervaluing of play in urban communities (and possibly in society more generally) is reflected in the erosion of both structured and free playtime in formal settings such as schools where there is now greater emphasis on formal instruction, testing and assessment of children from the very early stages of kindergarten (NAEYC, 2000; 2001). The trend emerging is of more formalised instruction and testing coupled with the elimination of free playtime, for example elimination of recess. Even in preschools and child-care facilities, the focus of daily activities is frequently on educational objectives rather than recreational, relaxation and creative time. This approach to childrenʼs learning often extends into out of school time and into extra-curricula activities. It is not uncommon for children to be shuffled from one-after school activity to another e.g. enrichment classes, soccer training, ballet classes, piano lessons, and gymnastics. Some of these activities may be recreational activities but they do not constitute play. Unfortunately, many teachers, parents, policy makers and other adults are increasingly failing to recognise this fundamental distinction. Play is unstructured and free from adult direction (although it may be facilitated and overseen by adults) (UNICEF, 1998, p. 420).

Therefore, a very important question that needs to be addressed is: When do children simply get time to PLAY in this array of very busy and highly structured schedules? Also, very importantly when can children play simply for fun? Unfortunately, within an urban setting the answer to these questions may increasingly be: not often enough. This view is supported by research data. For example, United States data collected in 1997 as part of the Child Development Supplement of the Panel Study of Income Dynamics showed that children were spending less time engaged in free play in the nineties than they did in the early eighties (Hofferth and Sandberg, 2001). This data revealed that children spent about three hours less a week in unstructured play and outdoor activities in 1997 than they did in 1981. Further, over this period, time spent studying increased by almost 50% per week. Similarly, the time spent in organized sports more than doubled in the period 1981-1997.

Characteristics of Urban Living that may Undermine Play
What characteristics of urban living have led to the undervaluing of childrenʼs play? The following factors may be influential.

The Social Focus of Urban Living.
The social focus and context of urban living may be an important influence on peopleʼs attitudes to childrenʼs play. A principal focus for people who live in urban communities is often, trying to gain a competitive edge in a fast paced world. Adults may be transferring such lifestyle priorities to their children. Furthermore, the social context of urban life highlights three inter-related factors that may be impacting on changing perceptions towards childrenʼs play:

• A competitive social hierarchy
• A “fast paced” way of life
• A degree of social isolation.

These factors may have undermined the perceived importance of childrenʼs play as a legitimate and meaningful activity and inhibited play opportunities for children.

Changes in Traditional Family Structures.
Another important factor likely to be influencing family life and consequently childrenʼs recreational and play activities is changes in traditional family structures. First, the role of the extended family has been eroded. One reason is that increasingly families are living in different urban centers. Secondly, families tend to be more fragmented in urban communities today than in years gone by. Divorce and marital breakdown is a frequent event. In Australia for example, between 1986 and 2001 the number of one-parent families increased by 53% (ABS, 2003). In many cities around the world, close to half of all marriages end in divorce (Americans for Divorce Reform, 1996). Following marital breakdown, custody and care of children is often shared between parents (National Center for Health Statistics, 2004), sometimes in estranged circumstances. Joint custody arrangements, while often in the best interests of the child in terms of preserving ongoing contact and a relationship with both parents, may lead to inefficiencies and duplication in childrenʼs use of time. In effect, a child who is a member of two households may be expected to contribute equally to both. Indirectly, this situation may further restrict a childʼs free time for play and recreation. More research needs to be conducted into the impact of joint custody or care arrangements on children and their use of time.

Parental Employment Patterns & Advances in Technology.
Another factor that may be having an impact on childrenʼs playtime is changes in parental employment. In urban areas many families have two working parents (ABS, 2003; Statistics NZ, 1996). Parents also are often working long hours (ABS, 2003; Major et al., 2002). This situation coupled with the heavy schedules that children themselves often have at school and with extra-curricular activities is likely to curtail the amount of time left for free and unstructured playtime.

Although more parents are increasingly working from home both on a full-time and part-time basis, due to technological advances many are spending long hours in front of the computer (ABS, 2003). The computer is increasingly becoming a focal point for all members of the household. Advances in technology have seen changes in the way children spend their time. Research shows that children are spending a large proportion of their free time in front of the computer or television. In Australia, the most common leisure activities for children are watching TV or videos and playing electronic or computer games (ABS, 2003). Over 50% of children in Australia spend 10 hours or more a week watching TV or videos. Brazil in its Initial report to the Committee on the Rights of the Child reported that children spend over 2 hours of the 3 hours of free time they have in the day in front of the television screen (UNICEF, 1998, p. 421). On weekends and holidays they spend 4 of their 7 hours of free time in this way. Some of this time may be described as playtime, but “television, though providing culture and entertainment, must also be seen as sometimes inimical to play and recreation “appropriate to the age of the child.””(UNICEF, 1998, p.421).

Changing Attitudes to the Use of Public Space.
Another factor that may be impacting on childrenʼs play is the space available for play in urban settings. In some urban communities less public space is available for play areas that accommodate play equipment for children. This has arisen from the increased cost of living in such communities where the price of land often comes at a high premium. Not only are individual families more often moving into smaller homes such as apartments and town houses, which have less land attached to them for childrenʼs play but also less land is available for communities as a whole in the form of public parks and other areas.

In some big cities, the price of land has increased to such an extent that public land has been sold off to private developers by governments trying to take advantage of increased values (see e.g. Protectors for Public Land). The property boom such as has consumed several cities in Australia, is changing community views to public space and land; public space and land are increasingly being viewed in terms of their monetary value rather than a community resource for public enjoyment. Paradoxically, the need for public land for recreational purposes is heightened as the density of living increases in many cities.

Increased Crime Rates and Fears for Personal Safety.
Increased crime rates in some urban communities may also limit childrenʼs playtime. Crimes statistics in many cities show increased rates of crime committed against the person (ABS, 2002). Children and young people are increasingly becoming the victims of violent crimes (AIC, 2002). There is also a reported increased fear of crime in many urban communities (Indermaur, 1996). As a result of increased crime rates and increased fears concerning personal safety in urban communities, children are often discouraged from outside play particularly if it is away from direct adult supervision. Because parents have less time for closely supervised playtime, some forms of play may no longer be viable for children. Further, the risks associated with high levels of traffic in urban communities may also be a factor that restricts childrenʼs play in the neighbourhood and outside the family home.

Litigious Trends.
Finally, another factor likely to have undermined play opportunities for children is the impact of increased litigation in our society. Governmental bodies, schools, and private organizations are acutely aware of the potential for litigation resulting from a childʼs injury during play. However, rather than addressing the deficiencies that may be the cause of such injuries fear of legal action sometimes leads to simply restricting childrenʼs play in order to minimize such risks. Frequently, the costs of rectifying design flaws and modification of play areas so as to improve childrenʼs safety during play is a disincentive. This may result in play areas that inappropriately restrict childrenʼs play but serve to minimize the risk of any physical injuries (Chancellor, 2003). Alternatively, simply eliminating play opportunities all together is sometimes considered the best and “safest” course of action. Such actions undermine childrenʼs opportunity for developmentally appropriate play.

The Consequences of Undermining Childrenʼs Play
The cost of limiting childrenʼs play in any society is very high. First, children are not spending adequate time on activities, which help build self-esteem, a strong sense of self and also important social skills. Further, children may be deprived of playtime that encourages creativity. The repression of creativity not only limits the individual but the whole of society since all areas of human inquiry require creative input.

Secondly, children are spending less time outdoors engaging in physical activity. This may impact negatively on childrenʼs health, such as increased risk of obesity and coronary disease. In Australia about 25% of children are overweight or obese (Booth et al., 2001). These statistics are amongst the highest anywhere in the world. In the ten-year period from 1985 to 1995 the level of overweight/obesity in Australian children more than doubled (NSW Health, 2002). High rates of childhood obesity have also been reported in the United States and in other countries (National Center for Health Statistics, 2002; Tremblay et al., 2002). Some research suggests that urban children are most at risk (Public Health Association of Australia). Obesity not only represents a growing burden for health systems and carries economic costs but also is associated with risks of low self-esteem and depression (NSW Health, 2002).

Finally, children are living a more high-pressured life and are being forced to often engage in activities that are not age appropriate and which may not be enjoyable for them. More is expected of younger children today. This, coupled with childrenʼs decreased opportunities for play and leisure time may be linked to an increase in mental health problems, suicide and drug abuse. The childʼs right to engage in play, recreation and leisure activities, which are age appropriate must be vigilantly protected for the sake of the individual child as well as for society as a whole. The wisdom of pursuing highly structured, academically focused and competitive activities at the expense of childrenʼs free play must be questioned and checked in light of research that reinforces the importance of play as part of the childʼs normal development.

Correspondence
Rita Shackel is a visiting scholar within the School of Law at Duke University in Durham, North Carolina.
She can be reached at HYPERLINK “mailto:Rita.Shackel@law.duke.edu” Rita.Shackel@law.duke.edu