Opinions

Opinion: Why Playtime May Be the Best Investment in Your Child’s Future

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By Imre Wessels

Illustrations and captions by Kalsum Harun

From the Editor: Recognizing and affirming the educational power of play requires a mindset shift: from seeing play as a break from learning to embracing it as a vital part of it. In this article, Imre Wessels, a publicist and advocate for self-directed education, writes about the importance of play and shares simple yet powerful tips for parents.

Astronomer Carl Sagan once observed that young children are “natural-born scientists” as “provocative and insightful questions bubble out of them.” However, he noticed a shift when teaching older children: the joy of discovery seemed to have faded. This change in curiosity may reflect a broader trend in how traditional education systems influence children’s intrinsic motivation.

Academic achievement is highly emphasized in many education systems, including Singapore’s. Singaporean parents recognize the value of play in early development; however, academic pressures and societal norms often influence their practices. While academic rigour can be valuable, it usually comes at the cost of other equally critical developmental needs. Many parents prioritize high grades through structured learning methods such as worksheets and memorization. This focus, however, may inadvertently limit the opportunities and time children could have spent engaging in play—a free and unstructured form of learning that researchers increasingly recognize as essential for cognitive, emotional, and social development.

Why Play?

Self-directed play can promote foundational academic and life skills. It’s easy to overlook the learning that occurs during play, especially when it doesn’t resemble formal instruction. When children play with others, they negotiate rules, express their ideas, and learn to empathize, practicing essential skills such as communication, emotional regulation, and collaboration. There is usually a lot of imagination, which involves abstract thinking. The rules they make to facilitate the game develop their planning and logical thinking skills. Even solo play, such as building a tower with blocks without falling over, involves experimentation, problem-solving, and spatial reasoning. Therefore, while play may not resemble conventional learning, it often involves rich cognitive, social, and emotional processes. As Albert Einstein once remarked:

Image credit: Sovannkiry Sim on Unsplash, Composition: Kalsum Harun

Play allows children to practice creativity, collaboration, initiative, adaptability, and resilience—skills that don’t always align with traditional academic grading systems but are increasingly valued in today’s workforce. For example, when a child invents a game or resolves a dispute among peers, they actively build competencies that align with what the World Economic Forum identifies as future skills: critical thinking, innovation, communication, and emotional intelligence. 

However, many school environments still reflect structures designed for an earlier industrial era, which may not fully prepare students for today’s more dynamic and interdisciplinary careers. Children are grouped by age, follow standardized curricula, and move through grade levels in a manner reminiscent of assembly lines. While many industries have transformed in response to technology and globalization, changes in mainstream classroom practices have been slower and more incremental. While there have been significant innovations, including project-based learning and digital integration, critics argue that these changes do not address the more profound questions about the purpose and structure of schooling.

Constant top-down instruction may limit opportunities for self-expression and autonomy, which are essential for personal fulfillment and growth. Living a satisfying and meaningful life is hindered when one is constantly being told what to do. Eventually, it even suppresses the natural curiosity that each child is born with. Overly directive environments may dampen a child’s natural curiosity and intrinsic learning motivation over time. On the flip side, because play is voluntary and self-initiated, children are typically more engaged and motivated.

Alternative Educational Models

Alternative educational models provide valuable insights into how children can thrive in more flexible learning environments. For instance, Summerhill School in the UK—one of the pioneers of the democratic school movement— allows children to choose whether or not to attend lessons and encourages shared decision-making between staff and students. Students have ample time for unstructured free play. School inspectors praise the school for fostering student confidence, resilience, and personal development. 

Similarly, Sudbury Valley schools and unschooling approaches view education as a lifelong, learner-driven process. These schools emphasize autonomy, curiosity, and hands-on learning experiences that are grounded in real-world applications. Advocates for self-directed education view education as the sum of everything a person learns that supports them in living a satisfying and meaningful life.

Evidence from such environments is promising. Researchers have found that students in democratic schools tend to maintain or even increase their interest in science over time. Alumni from self-directed learning environments, including graduates of the Summerhill School, have succeeded in diverse fields, citing confidence, independence, and adaptability as key outcomes. 

Focused and free: A child explores problem-solving and creativity through hands-on play with clay. Image credit: Sudbury Valley School
Unstructured outdoor play fosters confidence, collaboration, and physical resilience. Image credit: Sudbury Valley School
Self-directed projects in flexible learning environments nurture autonomy and critical thinking. Image credit: Summerhill School

Although such schools are not yet established in Singapore, the principles they embody—respect for the child’s autonomy, trust in their capacity to learn, and an emphasis on intrinsic motivation—can still inform parenting and educational practices locally. 

Making an Event Out of Play – Literally.

Community-based events can offer meaningful platforms for children to exercise autonomy, creativity, and initiative outside traditional schooling. One example is the Children’s Entrepreneurship Fair, which will be held on Saturday, 14 June. At this event, children take the lead in conceptualizing, designing, and running their small businesses. Whether selling handmade crafts or hosting interactive games, participants develop real-world problem-solving and communication skills in a playful, pressure-free environment. Events like this demonstrate how unstructured, child-led experiences can build precisely the kinds of future-ready competencies schools often struggle to cultivate.

Taking Baby Steps towards Play: Some Tips

The value of unstructured learning through play is not confined to alternative schools or special events—it can be integrated into everyday routines at home and in mainstream classrooms. Recognizing and affirming the educational power of play requires a mindset shift: from seeing play as a break from learning to embracing it as a vital part of it.

Kalsum Harun

To support children’s development, parents and educators can take simple but powerful steps: 

Image credits: Canva

Rather than seeing play as separate from learning, we can begin to recognize it as the fertile ground where future skills take root. In a world where adaptability, creativity, and critical thinking are increasingly prized, play is not a luxury but an investment in our children’s future.

Featured image credit: Myles Tan on Unsplash

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