The attitude of parents towards play, knowledge, and the benefits of play are the main factors that regulate the experience of play in children. Play has incredible growth, which endorses potential in a variety of developmental fields that include language, social communication, and reasoning. Children have a distinctive desire to play since, through play, they develop different skills and knowledge without grasping it. Almost everybody agrees that play is a beneficial aspect of child development. Mothers have discovered that both structured activities, such as activities that are goal-oriented, comprising of categorizations of events or actions, are not that playful, whereas those activities that are unstructured, like activities that have more creativity, are more playful.
Factors that influence play.
Family
Dhas et al. (2022) found that many factors influence play, one of which is family. Parents’ beliefs about play affect their children’s playing experience. Parents’ awareness of the benefits of playing in children’s development affects playing opportunities for children because they are the ones who determine the kind of activity or play that the child does.
Moreover, parents who know the importance of playing always dedicate more of their time to play and also encourage which kind of play seems to be more important to their children. For instance, parents who know the benefits of knowledgeable activities tend to prioritize play, while those who place the benefits of physical activities also lean towards physical play.
Knowledge
Similarly, the knowledge concerning play among the parents is also another factor that influences play. According to Dhas et al.,2022, those children whose parents are knowledgeable about playing are most likely to participate in advanced levels of play. Certain disabling conditions enforce specific disadvantages on playing skills for children with these conditions. For instance, children taking part in playing with Cerebral Palsy were linked to their skills of motors whereas, for children with Autism, certain play skills are impaired. Parents should be trained on how to play with their children to make play interactions worthwhile, and some helpful outcomes have been observed in interventions aiming at teaching play skills to parents.
Biological factors that influence play
Play does not normally exist equally among children, but there are some biological factors that influence play. Some of the factors include developmental transitions, gender, and socio-cultural factors. There are some distinctions in the awareness, experience, and knowledge of parents of children with various levels of development and culture and also those with physical, social, or intellectual disabilities.
Outcome Measures
There are two different measures. The first outcome measures is the primary outcome is the parent’s level of knowledge, experience, or awareness of the play. Awareness refers to the parent’s importance level, which is attached to play in a child’s development. Experience relates to when, where, how, and why parents play with their children and the schedule they use to organize their play. On the other hand, secondary outcomes are finding out a survey or the measures established to assess parent’s awareness, knowledge, and experience in relation to children’s play.
In conclusion, parents should determine the type of play that benefits their children. Parents are an essential part of their children’s play, and the experience of the play is associated with the parent’s choice. This is especially true for disabled children whose engagement in play occupation is inadequate because of their impairments in playing skills and environmental barriers.
Reference
Dhas, B. N., Chacko, S. M., David Solomon, V. S., & Sriram, V. (2022). Parents’ awareness, knowledge, and experiences of play and its benefits in child development: A systematic review protocol. Plos one, 17(9), e0274238.
https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9462721/
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