Grade 1 Students’ Out-of-School Play and Its Relationship to School-Based Academic, Behavior, and Creativity Outcomes

Abstract

Research Findings: This study explored the relationship between play and child development at the Grade 1 level. As previous research has noted a sudden curtailment of classroom play during this period, the relationship between play at home and children's school grades, behavior, and creativity scores was examined using correlational and regression analyses. In particular, this study sought to assess whether particular types of play (pretend play, active physical play, construction play, etc.) and social arrangements during play (play with siblings, with parents, alone, with friends) predicted any of the outcome measures. A total of 56 children ages 6 and 7 from suburban areas outside of Montreal, as well as their parents and teachers, participated in the study. Practice or Policy: Findings indicated that children spent between 1 and 2 hr playing after school each day and that the most common form of play was active physical play. The most common social arrangement during play was play with siblings. Children's free time in the morning and freedom to choose their play activities in the afternoon were predictive of children's academic progress. Watching others play and the ability to choose their own activities in the afternoon predicted positive adaptive behaviors at school. Play with commercial toys and playing alone were predictive of creativity scores.

ACKNOWLEDGMENTS

We would like to thank Lise Lemay for her assistance with the Results section of the manuscript.

Notes

¹A school board is a local board or authority responsible for the provision and maintenance of schools. These differ from school districts, which are geographical entities. In Canada, there are often at least two different school boards in each geographical area. In many parts of Quebec, there is a French- and an English-language school board. In other parts of Canada, there is usually a secular and a Catholic school board, as well as a French-language school board.

Note. 0 = none, 1 = less than 30 min, 2 = between 31 and 60 min, 3 = between 61 and 90 min, 4 = between 91 and 120 min, 5 = more than 120 min.

²A commercial toy that can be spun, balanced, and used to do circus-type tricks.

Note. 0 = none, 1 = less than 30 min, 2 = between 31 and 60 min, 3 = between 61 and 90 min, 4 = between 91 and 120 min, 5 = more than 120 min.

Note. BASC = Behavior Assessment System for Children, Second Edition; TCAM = Thinking Creatively in Action and Movement.

*p < .05.

**p < .01.

Note. BASC = Behavior Assessment System for Children, Second Edition; TCAM = Thinking Creatively in Action and Movement.

*p < .05.

**p < .01.

*p < .05.

**p < .01.

*p < .05.

*p < .05.

Note. BASC = Behavior Assessment System for Children, Second Edition.

*p < .05.

**p < .01.

Note. BASC = Behavior Assessment System for Children, Second Edition.

*p < .05.

Note. BASC = Behavior Assessment System for Children, Second Edition.

**p < .01.

Note. BASC = Behavior Assessment System for Children, Second Edition.

*p < .05.

Note. TCAM = Thinking Creatively in Action and Movement.

*p < .05.

Note. TCAM = Thinking Creatively in Action and Movement.

*p < .05.

Note. TCAM = Thinking Creatively in Action and Movement.

*p < .05. **p < .01.

Note. TCAM = Thinking Creatively in Action and Movement.

*p < .05.