Via Aeon Magazine, psychologist and researcher Peter Gray writes that children’s free time to play is an essential form of learning which is now being denied them:
For more than 50 years now, we in the United States have been gradually reducing children’s opportunities to play. By about 1900, the need for child labour had declined, so children had a good deal of free time. But then, beginning around 1960, adults began chipping away at that freedom by increasing the time that children had to spend at schoolwork and by reducing children’s freedom to play on their own, even when they were out of school and not doing homework. Parents’ fears led them, ever more, to forbid children from going out to play with other kids unsupervised.
Over the same decades that children’s play has been declining, childhood mental disorders have been increasing. It’s not just that we’re seeing disorders that we overlooked before. Clinical questionnaires aimed at assessing anxiety and depression, for example, have been given in unchanged form to normative groups of schoolchildren in the US ever since the 1950s. Analyses of the results reveal a continuous, essentially linear, increase in anxiety and depression in young people, such that the rates of what today would be diagnosed as generalised anxiety disorder and major depression are five to eight times what they were in the 1950s.
The decline in opportunity to play has also been accompanied by a decline in empathy and a rise in narcissism, both of which have been assessed since the late 1970s with standard questionnaires given to normative samples of college students. A decline of empathy and a rise in narcissism are exactly what we would expect to see in children who have little opportunity to play socially. Children can’t learn these social skills and values in school, because school is an authoritarian, not a democratic setting. School fosters competition, not co-operation.
I argue that the rise in mental disorders among children is largely the result of the decline in children’s freedom. Yet policymakers and powerful philanthropists are continuing to push us in the opposite direction — toward more schooling, more testing, more adult direction of children, and less opportunity for free play.
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