Researchers from Aarhus University interviewed hundreds of play experts about the crucial elements of “good” play. Interestingly, the experts interviewed were the children themselves. Using the data from these interviews, they identified seven “critical factors” of play:

• Social inclusion—In fact, disharmony and exclusion resulted in “bad” play. If children felt disconnected or “out-of-sync,” the play was not good.
• Imagination
• Transgression—Ironically, not all good play experiences were “nice.” Sometimes it involved “transgression” or “going nuts, teasing, flouting the norms of society—or the playground.”
• Accessibility for all involved. Once again, good play was inclusive and made accommodations so all to participate.
• Wild and exciting play.
• Having something to do.
•  A “play feeling” as opposed to boredom or even annoyance.

Guess where the 7 elements of play arise most often. In an adult-supervised, structured sporting event? Maybe sometimes. But adult-structured sporting events often do not allow for any “going nuts” or “flouting of norms.” In addition, children may not “feel” like playing at times and find themselves bored or annoyed with the play, rather than experiencing the “play feeling.” 

In other adult-initiated play activities? Sometimes adult-initiated activities can inspire the “critical elements” of play. But only if the children really want to engage in the activity at that time. Many times, children feel limited by adult initiation. When adults initiate the play activity, the children often miss what they might perceive as the “wild and exciting” aspect of play as well as the imagination aspect of play, the imagination stemming from their own mind.

The place in which children most often experience all these elements of play is during child-directed, imaginative play with other children, where they “grow a head taller than themselves.”

• They choose the game or activity and work out the rules together. (Social inclusion)
• They develop the narrative of the play. (Imagination that could become wild and exciting)
• They involve one another, assigning roles and modifying those roles to match each child’s ability. (Accessibility and imagination)
• The game of their making provides something to do.
• It can get as “wild and exciting” as they choose. If they find themselves bored, they modify the direction to create greater excitement.
• At times, it may even involve some minor transgression—an imaginative or actual breaking of the norms, climbing higher than expected, riding faster than “allowed,” going slightly further than deemed “allowable.”  
• Overall, they enjoy a wonderful “play feeling.”

With all this in mind, here is a question for every parent: how will you provide time and space for your children to engage in this type of play? They will still participate in adult-supervised, structured play. They will still experience times of boredom. They will enjoy times of play with you and their family. But how will you provide the time and space needed for your children to engage in child-directed, imaginative play? How will you let the children play?