Renae Powell experienced an unsettling feeling the first time she sent her eldest child through the gates of primary school. Due to regulations regarding teacher supervision, playtime before and after school was eliminated. The carefree joy that characterized Powell’s own childhood during those hours outside the classroom was no longer present.
Her four-year-old son began to face disciplinary issues for simply moving around, according to Powell, who works as an early childhood educator in Brisbane. She noted that lunchtime was brief and opportunities for physical activity throughout the day were scarce. Powell’s straightforward yet perhaps unconventional belief was that her son and his peers required more time for play.
Research increasingly supports her perspective. Play, often defined as any child-led activity that lacks specific goals or rules, has been shown to foster emotional regulation, critical thinking, problem-solving abilities, and social skills. Experts argue that such “unstructured” or “free” play is essential for development, rather than a mere luxury. Alarmingly, studies indicate that Australian children are engaging in play less frequently.
Robyn Monro Miller, the CEO of Play Australia, points out that various factors, such as urban planning that overlooks children’s needs, heavy traffic, parental safety concerns, increased screen time, and the busy schedules of families, are all contributing to the decline in children’s playtime. “By the age of eight, the opportunity for play diminishes, and by twelve, as children enter high school, play is often not seen as a priority,” she explains. “Teenagers, often overlooked as children, also require time to play.”
Monro Miller emphasizes that play has been undervalued for too long. She advocates for governments to make play a priority, and Play Australia has released a report outlining a strategy for implementing a national play framework—an approach that is gaining traction in other countries. Such strategies integrate the need for play into various policy domains, including health, urban planning, transportation, and education.
She notes that play is currently absent from national health policies, despite robust evidence linking play to improved health outcomes for children, suggesting it should be recognized as a preventive health measure. Additionally, she calls for schools to be required to allocate a minimum amount of time for unstructured play.
In Adelaide’s northern suburbs, a two-year initiative named Time2Play is underway, involving twelve schools, including Wynn Vale Primary School. Principal Amanda Browne was eager to join the program after noticing a decline in students’ resilience, problem-solving, and collaboration skills. She believes unstructured play can effectively cultivate these essential abilities.
As part of the initiative, teachers take their classes to nearby bushland for half an hour two to three times a week, without any toys or equipment, encouraging children to create their own entertainment using natural elements. “Children have built mini teepees and staged imaginary campfires, and the level of collaboration and language development we’ve witnessed has been astonishing,” Browne reports. Initially aimed at grades one and two, the program has now expanded to include grades three and four.
While the idea of sacrificing classroom time for play can be daunting, Browne insists that this chance to explore and innovate enhances children’s ability to engage in more traditional, focused learning when they return to the classroom. The school aims to sustain this initiative beyond the trial period, even though the acceptance of unstructured play isn’t yet universal. A recent study revealed that many teachers are unsure about the role of play in primary education.
To mark the second annual International Day of Play, Wynn Vale Primary School has planned activities for tomorrow. Last year, students enjoyed exploring a dry creek bed a short walk from the school, receiving enthusiastic feedback from parents who described it as “one of the best days for my child ever.” Browne recalls some children, despite living nearby, had never explored the creek before. “There’s clearly a demand for this type of experience, and it’s our responsibility to ensure children have opportunities to disconnect from screens and engage in outdoor play,” she emphasizes.
The 2025 State of Play report identified several groups facing significant barriers to accessing play spaces, including children from low socioeconomic backgrounds living in high-density housing, families with disabilities, those in rural or remote areas, and Aboriginal and Torres Strait Islander children. Monro Miller advocates for the adoption of “play sufficiency measures” that would require local governments to evaluate the availability of play opportunities and the obstacles children face in their communities.
However, addressing play sufficiency cannot solely rely on financial investment. Monro Miller observes that children from higher socioeconomic backgrounds often miss out on playtime because they are enrolled in an increasing number of structured activities. “The issue isn’t purely about economic means; it often stems from parents perceiving play as optional rather than an essential aspect of their children’s everyday lives,” she concludes.
