FREE PLAY: THE CREATIVE AND EXPLORATORY BENEFITS OF UNSTRUCTURE TIME IN SCHOOL-AGED CHILDREN AT THE MCCALL OUTDOOR SCIENCE

SCHOOL

Free play: the creative and exploratory benefits of unstructured time in school-aged children at the McCall Outdoor Science School

Kelly Martin University of Idaho 1800 University Ln McCall, ID 83638

FREE PLAY: THE CREATIVE AND EXPLORATORY BENEFITS OF UNSTRUCTURE TIME IN SCHOOL-AGED CHILDREN AT THE MCCALL OUTDOOR SCIENCE SCHOOL Abstract Free play can be defined as unstructured time when a child isnt following any rules or guidelines (Onderko, 2012). There are many benefits of unrestricted playtime, but research shows that this time for children is disappearing. The objective in this study was to provide students with the opportunity for unstructured free play and investigate whether or not creativity and/or an interest in nature increased due to that time. This research was conducted over a week at the McCall Outdoor Science School in McCall, Idaho. Results showed that overall, students had a positive experience when given the opportunity for free play. Key Words Free play; creativity; McCall Outdoor Science School Problem Statement Children are spending less time in unstructured and unrestricted play. Introduction Free play can be defined as unstructured time when a child isnt following any rules or guidelines (Onderko, 2012). This type of play is crucial for cognitive,

physical, and social processes, and for the emotional well being of a child (Ginsburg, 2007). According to Barros et. al (2009), free play in and outside of school should be of high importance for teachers and parents to stimulate healthy brain development and to acquire beneficial social skills in school-aged children. Children thrive when they have some choice in their day and time to create games and stories and to play (Santa, 2007). There are many benefits of unstructured, unsupervised, and unrestricted free play, but research shows that this time for children is disappearing. On average, 40% of schools have cut recess time to focus on more rigid academics (Santa, 2007). This seems contrary to many studies that have shown the benefits of recess time during school days. One study found that classroom behavior was better for

FREE PLAY: THE CREATIVE AND EXPLORATORY BENEFITS OF UNSTRUCTURE TIME IN SCHOOL-AGED CHILDREN AT THE MCCALL OUTDOOR SCIENCE SCHOOL children who had at least one daily break or more than for children who had no recess at all (Barros et. al, 2009). Recess time at school is being limited, but what about free play at home? It is suggested that children are also spending less time outside and more time under adult supervision (King & Howard, 2010). Parents

keep children on tight schedules and are concerned about safety in unrestricted play outside (Roberts, 2009). A study by Veitch et. al (2010) found that parents who reported that their children had more friends in the neighborhood spent more time outside in their own street, indicating the importance of social networking between families for social development skills of children. It is this connection in neighborhoods that is key to establishing active free play (Veitch et. al, 2010). However, many children also spend a significant amount of time watching television or using the computer, instead of playing outside, being creative or imaginative, and engaging in physical activity (Roberts, 2009). The objective in this study was to provide students with the opportunity for unstructured free play and investigate whether or not creativity and/or an interest in nature increased due to that time. It was hypothesized that increasing the amount of time for unstructured play during a day at the McCall Outdoor Science School would increase perceived creativity and interest in nature in students because they would have more time to explore on their own, use their imaginations, and become comfortable with their surroundings at their own pace. While playing outdoors a child is likely to encounter opportunities for decision-making that stimulate problem solving and creative thinking because outdoor spaces are often more varied and less structured than indoor spaces (Burdette & Whitaker, 2005). The McCall Outdoor Science School (MOSS) is a residential outdoor school that facilitates place-based scientific inquiry within the context of Idahos land, water and communities. School-aged children from all over the state of Idaho come to MOSS to learn about science and develop critical thinking skills. An average day at MOSS includes around six hours outside or in the field doing hands-on science lessons and activities. The context of this research is perhaps different than that of a regular

FREE PLAY: THE CREATIVE AND EXPLORATORY BENEFITS OF UNSTRUCTURE TIME IN SCHOOL-AGED CHILDREN AT THE MCCALL OUTDOOR SCIENCE SCHOOL classroom, but the principles and implications are still relevant to the field of education. Methods and Results This research was conducted over a week at the McCall Outdoor Science

School in McCall, Idaho. A group six 6th graders had two science lesson field days. On day one, no time was given for any sort of play and the day was very structured, following a strict lesson and time schedule. At the end of the day the six students and one chaperone were given a survey with questions like How creative did you feel during the day? Was there enough time for self-exploration?, and How much fun did you have? On day two, a significant amount of time for free play was given throughout the day and there was minimal structure and a loose time schedule. At the end of the day the same survey was given to the six students and one chaperone. The surveys were collected and analyzed for changes in response from day one to day two. Data from the chaperone survey showed an increase in positive rating from day one to day two for the questions, Did the students have time to explore on their own? and Did the students have fun in the field? (Fig. 1). All other questions were answered with the same rating from day one to day two.
6 5 4 3 2 1 0 Fun in field Time to explore Day 1 Day 2

Fig. 1. Data from chaperone survey.

FREE PLAY: THE CREATIVE AND EXPLORATORY BENEFITS OF UNSTRUCTURE TIME IN SCHOOL-AGED CHILDREN AT THE MCCALL OUTDOOR SCIENCE SCHOOL

Data from the student surveys showed an increase in positive rating for four of the seven questions. For the question Did you have enough time to explore on your own? five students had a higher rating on day two and one student had the same rating as day one (Fig. 2). For the question How much fun did you have? four students had a higher rating on day two, one student had the same rating as day one, and one student marked a lower rating for day two (Fig. 3). For both questions How creative did you feel? (Fig. 4) and Do you like to explore on your own? (Fig. 5) three students had a higher rating for day two and three students had the same rating as day one.

Enough time to explore on your own?

Increased Same

Fig. 2. Proportion of students that had a higher rating on day two versus proportion who had the same rating from day one to day two.

How much fun did you have?

Increased Same Decreased

Fig. 3. Proportion of students that had a higher rating on day two, had the same rating from day one to day two and proportion of students who had a lower rating from day one to day two.

FREE PLAY: THE CREATIVE AND EXPLORATORY BENEFITS OF UNSTRUCTURE TIME IN SCHOOL-AGED CHILDREN AT THE MCCALL OUTDOOR SCIENCE SCHOOL
How creative did you feel?

Increased
Same

Fig. 4. Proportion of students that had a higher rating on day two versus proportion of students that had the same rating from day one to day two.

Do you like to explore on your own?

Increased Same

Fig. 5. Proportion of students that had a higher rating on day two versus proportion of students that had the same rating from day one to day two. Discussion According to the data from the student surveys, the hypothesis was not supported. Although feelings of creativity did increase in some students, the results for this question did not have the highest number of increase in rating on day two compared to other questions. It is important to mention the variability in feelings of creativity and subjectivity in the definition itself. How each student perceived individual creativeness in each day and how they understood what creativity was affected their rating on the survey. Even so, a simple survey is not inclusive to the many facets of creativity, most of which cannot be answered on a rating scale. The question, Did you have time on your own to explore? had the highest increase in

FREE PLAY: THE CREATIVE AND EXPLORATORY BENEFITS OF UNSTRUCTURE TIME IN SCHOOL-AGED CHILDREN AT THE MCCALL OUTDOOR SCIENCE SCHOOL ratings from day one to day two. How much fun did you have? had the second highest increase in ratings. Both of these questions were not directly a part of the

hypothesis, but are valuable to this research nonetheless. An increase in time to play on day two led to the students feeling like they could explore on their own and become more familiar with a new environment. The students also indicated that a significant amount of fun was had on each day, perhaps leaving students with a greater likeness for science and the outdoors. Overall, the students expressed a very positive experience and there was minimal decrease in ratings from day one to day two. Danforth (2011) suggests that play is the wellspring of creativity and that it is experiential and exploratory. The children surveyed in this research indicated a positive experience when they were given a significant amount of time to play and explore throughout a day at MOSS. Although surveys revealed that feelings of creativity did not change the most from day one to day two, an overall increase in creativity was indicated and also observed. The ambiguity in interpretation of creativity could have been curbed by clearly defining the term for all students. The survey could have included more questions and the questions could have been more specific. This research was also only conducted over two days, with a very small sample size. Ideally, a larger sample size (perhaps with different age groups) and longer research period would be necessary for more conclusive results. Overall the students responded well to the freedom that was given to them on the second day. Once they were able to explore and run around it was much easier for them to come back and pay attention to the lesson, a positive behavioral change due to free play. It is recommended that varying levels of free play be incorporated into a day at MOSS in the future. Encouraging exploration and unrestricted interaction with nature seemed to enhance the students overall experience. This time should also be of benefit to the instructor who can step down from the teacher role to explore and investigate with the students. Minimal guidance from an adult can cumulatively strengthen a childs personal connection to the natural world (Catchpole, 2012). Instead of watching over the children, telling them what to do or what not to do,

FREE PLAY: THE CREATIVE AND EXPLORATORY BENEFITS OF UNSTRUCTURE TIME IN SCHOOL-AGED CHILDREN AT THE MCCALL OUTDOOR SCIENCE SCHOOL instructors have the opportunity to participate in natural scientific inquiry with students at their level, which can be meaningful as an educator. Conclusions As recess around the globe is disappearing and children are spending less

time outside, it is imperative that educators, whether in a formal or informal setting, make time for free play. The emotional, psychological, and physical benefits of unstructured playtime are vast and immediately necessary to children of this era. Children deserve to be self-guided in creativity, exploration, and play as a means of positive development towards adulthood. This study revealed many positive aspects of free play and the implications of this type of loose facilitation for the wellbeing of school-aged children.

FREE PLAY: THE CREATIVE AND EXPLORATORY BENEFITS OF UNSTRUCTURE TIME IN SCHOOL-AGED CHILDREN AT THE MCCALL OUTDOOR SCIENCE SCHOOL References

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