Department of Educational Psychology, Miami University, Ohio, USA
*Corresponding Author: Doris Bergen, Department of Educational Psychology, Miami University, Ohio, USA.
Received: June 19, 2020; Published: July 30, 2020
For many years I have been observing and writing about children’s play and its great importance for their healthy development (1988, 2013, 2015). More recently, however, I have discussed my deep concerns about how many of today’s children have lost the time and space to play independently, and I have speculated about the potential negative effects of this loss of self-designed, extended-time play that most children in the past experienced [1,2]. This is because many children today are often “scheduled” extensively. In addition to daycare, preschool, and school time, the rest of their time usually also is filled with structured activities. During the past few months, however, as restrictions on families have been imposed in an attempt to stop the extensive spread of the coronavirus, many of the typically scheduled activities of children, which are adult planned and controlled (e.g. school, sports, music/art lessons, etc.) have not been available to them.
Citation: Doris Bergen. “Commentary: Coronavirus Restrictions as Opportunities for Children’s Play". Acta Scientific Paediatrics 3.8 (2020): 76-77.
Copyright: © 2020 Doris Bergen. This is an open-access article distributed under the terms of the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited.