Children Are Back to School, but Is Play Still in Lockdown? Play Experiences, Social Interactions, and Children’s Quality of Life in Primary Education in the COVID-19 Pandemic in 2020
Lourenço, A.
;
Martins, F.
; Pereira, B.
; Mendes, R. M. S.
International Journal of Environmental Research and Public Health Vol. 18, Nº 23, pp. 12454 - 12454, November, 2021.
ISSN (print): 1661-7827
ISSN (online): 1660-4601
Scimago Journal Ranking: 0,81 (in 2021)
Digital Object Identifier: 10.3390/ijerph182312454
Download Full text PDF ( 343 KBs)
Abstract
The right to play is crucial for the overall development of children. Several studies highlight
the need to have time and space to play, especially at school where children spend much of their
time. Unfortunately, in formal education the obsession with academic achievements sidelines and
ignores the importance of play. The neglection of play had already reached a critical stage before the
pandemic, so data are needed to realize how the right to play in school is presently affected. This
paper aims to understand children’s play experience in primary education during the pandemic. It
investigates what activities children participated in and what materials were used, and provides
insight into the social interactions between peers. Furthermore, children’s quality of life is explored. A
group of 370 Portuguese children answered a questionnaire on play and social interactions, alongside
with Peds 4.0TM on health-related quality of life (HRQOL). The results showed that recess still
emerges as a significant element of children’s daily lives, but COVID-19 has brought limitations on
play experiences and peer-interaction. It might also have impacted HRQOL, especially in emotional
functioning. Since play, health and well-being are closely connected, play opportunities at school are
crucial in helping children to thrive in the pandemic, and should be invested in.
Keywords: children; COVID-19; HRQOL; play; primary education; school; peers