Research reminds us that, in spontaneous conditions, children naturally express an extraordinary capacity for play, lightness and relational involvement during the day. However, today this spontaneity tends to progressively decrease.
Even the little ones, in fact, are increasingly exposed to forms of stress related to school rhythms, structured commitments and an often very organized daily life, in which the time dedicated to free play has been significantly reduced.
More and more often they are asked to adopt mature behaviors from early childhood, anticipating relational modalities and responsibilities that once belonged to later stages of growth.
Added to this is the fact that many opportunities for direct interaction between children are replaced by digital activities and forms of individual entertainment, with a reduction in spontaneous relationship experiences.
Precisely for this reason, practices based on playfulness, expressive movement and participatory interaction are now studied with growing interest even in the developmental age.
It has been observed that activities of this type can contribute significantly to the psychophysical well-being of children, promoting:
- better emotional regulation;
- greater relational skills;
- the development of creativity;
- spontaneous expression;
- the reduction of tensions;
- a more positive willingness to learn.
In various school contexts, both in Italy and abroad, programs based on play, active participation and relational lightness dynamics have already been introduced as an integral part of educational paths, recognizing their value in supporting a harmonious development of the person.
Why children need to increase play
School pressure
Children naturally express themselves through play, movement, lightness and spontaneous interaction. However, in recent decades, the school environment has become increasingly demanding and competitive, requiring high levels of attention, performance and prolonged stay in a sedentary position from the earliest years.
To this are often added very high expectations on the part of the adults of reference — parents and teachers — who can push children towards goals that are not always proportionate to their stage of development.
When the demands exceed the child’s real possibilities, the risk is to generate frustration, stress and a progressive difficulty in emotional management, with possible repercussions on physical, mental and emotional well-being.
The excessive use of electronic devices
Body and three-dimensional play is a fundamental component of child development. Moving, experiencing space, physically interacting with others and experiencing the game in person contributes to the construction of personality and the development of relational, cognitive and emotional skills.
Shared play naturally promotes emotional participation, spontaneous expression and general well-being.
Conversely, excessive use of electronic devices reduces the time spent on these first-hand experiences and can limit valuable opportunities for growth.
In the long run, a daily life that is too centered on the screen risks impoverishing those natural processes that the body and the relationship spontaneously activate during play.
The lack of emotional connection
When, for reasons related to work, family separation or other living conditions, parents have little time to devote to their children, it can be more difficult to build a deep relational continuity.
The quality of emotional presence is in fact an essential element in the development of the child.
In the absence of a sufficiently nourishing bond, the child may experience loneliness or difficulty in consolidating some fundamental emotional skills, such as the recognition of their inner states, the regulation of emotions and trust in the relationship.
The lack of appreciation of spontaneity in the school environment
In many educational contexts, children’s expressive spontaneity is still contained today in the name of order, discipline and control.
Sometimes natural manifestations of enthusiasm, lightness or involvement are perceived as elements to be corrected rather than as vital expressions of the growth process.
This can lead the child to associate some spontaneous forms of expression with something inappropriate or to be repressed.
When this message is consolidated over time, it can generate in adults a difficulty in letting go, in showing themselves spontaneously and in naturally inhabiting moments of relational lightness.
Recovering this dimension in adulthood often requires a work of awareness, because many beliefs internalized since childhood continue to act even years later.
Benefits of playfulness and expressive practices in children
Development of emotional intelligence
Recent studies show that play, movement and spontaneous participation experiences contribute significantly to the development of emotional intelligence in children.
Playful activity is in fact a fundamental tool through which the child learns to recognize his emotions, to relate to others, to cooperate and to build social skills that will also be decisive in adult life.
A lack of meaningful play experiences during childhood can negatively affect emotional balance and the quality of future relationships.
Through the practices of Connected We Play, children are encouraged to move, participate in cooperative activities and experiment with expressive modes that allow them to manifest themselves in a more complete and authentic way.
Improvement of school performance
Activities that involve the body, breathing and movement promote better oxygenation of the body and a more effective activation of attention.
When the child experiences moments of active participation and mental lightening, the ability to concentrate improves and a favorable condition for learning is created.
This often translates into greater cognitive availability, better listening quality and more effective assimilation of school content.
Improved attention and concentration
In recent decades, a significant increase in attentional difficulties has been observed in developmental age, with a growing presence of children who manifest impulsivity, hyperactivity and difficulties in regulating behavior.
In these cases, practices that integrate movement, involvement and guided attention can be a valuable support.
Connected We Play activities help reduce tension and emotional overload, promoting greater centering and progressively improving attention span, even in children with ADHD characteristics. Attention deficit hyperactivity disorder
Strengthening of general well-being
Stress also affects the immune response and physical well-being of children.
In everyday school life, especially in periods of greater fatigue, it is common to observe greater vulnerability to small recurrent disorders.
Activities that promote relaxation, movement and a positive emotional condition help to support the overall balance of the body and strengthen the natural resources of adaptation.
Teacher training
Teachers can also benefit from dedicated courses.
The proposed workshops offer practical tools that can be adapted to the school context and allow educators to independently integrate activities calibrated to the needs of their students, promoting a more participatory, serene and collaborative classroom climate.
