As children return to schools after an extended period of time away (with the exception of some), they do so among the narrative that pupils are 'behind' academically and there will be pressure for them to 'catch up'. This could mean amalgamating those onsite lessons that have been missed into a single year, resulting in an increased workload for children. In order to accommodate this, primary schools could be tempted to see play-times as an opportunity to facilitate this additional learning. Such a decision would be counter-productive and detrimental to children's development and well-being.

Play-time is fundamental for children to develop socially and emotionally through physical interaction. This is a part of the school day that helps children to relieve stress, resolve problems and improve their wellbeing. Unstructured play is essential for creative problem-solving, cooperation and logical thinking (Oldfield, 2015). Play-time can also be useful to those children that learn differently and find the convention of the classroom difficult. This gives children the time and space to process what has been delivered in lessons and apply learning in their own way.

As a parent to a primary age child, I know that the coming year could be an upheaval for children and recognise the benefits of play. I call upon the government to acknowledge the importance of play-time in primary school and protect this in law as a child's fundamental right.

References:
Oldfield, E (2015) Playtime is crucial for a child's development – cut it at your peril [ONLINE] Available at: https://www.theguardian.com/teacher-network/2015/sep/17/playtime-child-development-learning-cut-at-peril