Free play

Lote Roze, 5 months

Examine the object from different distances, bring it to your mouth and then move it away, put it in your mouth again.

Grasp it with your left hand, grasp it with both hands, then release it with one hand:

“Now it looks completely different.”

Put it in your mouth, release it.

“I did this. What does my hand look like when I open and close it?”

Play is a set of purposeful activities based on a unified genetic algorithm, expressed in both physical and mental development. Artūrs Utināns, in his book Cilvēka psihe (The Human Psyche, 2005), describes various human instincts, noting that humans possess a self-development instinct, an attachment instinct, a play instinct, and a need to gain experience and acquire skills. He explains that play arises from an internal need, from an inner impulse, and provides pleasure.

Through play, individuals can adapt to different life situations. Humans have a natural need to explore and understand the world. Play can involve the body as well as manipulation of objects. It is crucial for children to discover new things and solve challenges independently to obtain answers to their questions. Knowledge gained through trial and error is far more valuable than knowledge that is simply taught.

Psychologist Thomas Harms identifies four basic needs of a child: physical needs, the need for safety, the need for stimulation, and the need for autonomy or independence. When any of these basic needs are unmet, the child experiences physical tension and stress. Only when all needs are satisfied does interest in the surrounding environment emerge. Interest motivates various activities. To sustain play activity, interest aimed at exploring and understanding the unknown is necessary.

Free play is an activity chosen by the child that brings joy and satisfies inner curiosity and needs. To meet a child's needs during play, it is important that the child experiences a sense of freedom, the ability to move freely, and to be in a comfortable, safe position. An inability to play independently can lead to dependence on adults. Therefore, it is essential that adults can recognize the child’s interests and abilities and prepare an environment that engages the child.

A child’s drive to play stems from natural necessity—at different stages of development, play is a central part of life. The Pikler Institute has examined and described how play develops from the moment a child discovers their hands to the point where they begin building complex structures. Play is not merely a pastime; it is a way for children to learn social interaction, cause-and-effect relationships, physical laws, their own abilities, and problem-solving. During play, various forms of attention span can be observed, laying the foundation for concentration skills. More details can be found in the book The Beginning of Free Play—[link to purchase].

Jean Piaget developed the four-stage theory of cognitive development, emphasizing the importance of self-directed manipulation of objects and repetition of play activities. Piaget described that infant play is not merely entertainment—it promotes the development of thinking, problem-solving skills, and understanding of the world. By providing an environment that supports a child’s natural curiosity and play, parents help the child develop healthily and harmoniously. He noted that children learn by manipulating objects and repeating actions, which fosters logical understanding of the world. While Piaget focused more on cognitive processes, and Emmi Pikler on physical, cognitive and emotional development, their perspectives complement each other, highlighting the child’s natural ability to develop through self-directed exploration and play.

Used literature:

1. Alī Monika. 2009. Mana bērna attīstības ceļš (My child's development path). Jumava. 

2. Encarnacao Pedrom Ray-Kaeser Sylvie, Bianquin Nicole. 2018. Guidelines for supporting children with disabilities, play. Published by De Gruyter Poland Ltd, Warsaw/Berlin. 4-12, 14-18. Iegūts no datubāzes eBook Collection (EBSCOhost):

3. Harmss Tomass. 2020. Nebaidies no bērna raudāšanas (Don't be afraid of your child crying). Ģimenes psiholoģijas centrs.LĪNA. 

4. Kālo Eva un Balogs Ģērģija. 1996. Brīvās spēlēšanās sākums (The origins of Free Play). SIA "Barons Consulting".

5. Sebre Sandra un Miltuze Anika. Attīstības psiholoģija. Cilvēka attīstība visas dzīves garumā (Developmental psychology. Human development throughout life). 2022. Apgāds Zvaigzne ABC.

6. Utināns Artūrs.2005. Cilvēka psihe. Tās darbība, funkcionēšanas traucējumi un ārstēšanas iespējas (The human psyche. Its functioning, dysfunctions and treatment options).Nacionālais apgāds. 

7. Veresov, N., Veraksa, A., Gavrilova, M., & Sukhikh, V. 2021. Do Children Need Adult Support During Sociodramatic Play to Develop Executive Functions? Experimental Evidence. Frontiers in Psychology. 12. Iegūts no: 10.3389/fpsyg.2021.779023 [sk.03.01.2023]