While prior research has examined associations between outdoor play and screen time, and child development outcomes, few studies have explicitly compared the independent contributions of screen time, outdoor play, and risky play to developmental vulnerability at kindergarten entry with a longitudinal study design. In this study from the University of British Columbia, participants included children between the ages of 5 and 6 years whose parents had a completed the Childhood Experiences Questionnaire (CHEQ) and whose teachers had completed the Early Development Instrument (EDI). CHEQ is a parent-report survey designed to assess children's early experiences prior to kindergarten entry and completed in the first or second month of the kindergarten school year. Researchers specifically looked at three variables from the CHEQ: outdoor play, chance for risky play, and screen time. The EDI is a teacher-report survey designed to assess children's achievement of age-appropriate developmental milestones across five domains: (1) physical health and well-being, (2) social competence, (3) emotional maturity, (4) language and cognitive development, and (5) communication skills and general knowledge.
What they found was that risky play, defined as ‘thrilling and exciting forms of physical play that involve uncertainty and a risk of physical injury’ was associated with lower developmental vulnerability in kindergarten. Risky play allows children to test their limits, assess risks, experience feelings of exhilaration and fear, and develop critical decision-making skills. These skills were linked to better emotional regulation, social competence, and cognitive development, which are foundational for kindergarten readiness. Conversely, increased screen time was associated with higher developmental vulnerability in kindergarten suggesting that excessive screen time may displace opportunities for physical activity, social interaction, and outdoor play, which are crucial for holistic development. While outdoor play was not associated with overall developmental vulnerability, however, it was associated with reduced vulnerability in physical health and well-being area and it contributed to better developmental outcomes, including enhanced motor skills, communication skills, creativity, and resilience.
The researchers conclude by calling for a shift toward balanced play environments that include both structured and unstructured outdoor play, with an emphasis on risky play. They encourage early childhood educators and policymakers to create environments that foster safe yet challenging play opportunities to support children’s developmental health.
StepUp Note
Acceptable risk is an important part of NeuroNet Learning. We learn about gravity from standing, jumping, and stepping up and down. Matching speech rhythms and body movement rhythms creates focused attention. Matching speech and movement rhythms to auditory rhythms creates anticipation, helping children tell themselves what to do and when to do it.
Note by Nancy W. Rowe, MS, CCC/A