Playfulness is a characteristic of young children and has been argued to have a critical role in all major areas of children’s development, particularly the acquisition of early academic skills. Opportunities to engage in play can therefore have long-term quality of life consequences for children. In this chapter we examine how attempts to increase children’s safety, undertaken to promote their growth and well-being, have paradoxically had an advice impact on their opportunities for play and limited this important avenue for children’s learning.
|Title of host publication||Children, families and communities|
|Subtitle of host publication||contexts and consequences|
|Editors||Jennifer Bowes, Rebekah Grace|
|Place of Publication||South Melbourne, Vic.|
|Publisher||Oxford University Press|
|Publication status||Published - 2009|
Bundy, A., Tranter, P., Naughton, G., Wyver, S., & Luckett, T. (2009). Playfulness: interactions between play contexts and child development. In J. Bowes, & R. Grace (Eds.), Children, families and communities: contexts and consequences (3rd ed., pp. 76-87). South Melbourne, Vic.: Oxford University Press.