THE POWER OF PLAY: BUILDING A CREATIVE BRITAIN

Abstract

Ask an adult what the word ‘play’ conjures up for them, and they may share memories of time spent in nature, on the street - playing out, fashioning a daisy chain or a bow and arrow. It may also mean moments of less stress, building a rocket and flying to the very furthest edges of imagination. Play may also have been an urgently needed escape for some who had challenging experiences during childhood. Play in childhood undoubtedly resonates through the ages and as such, it provides a lifelong, multi-generational and community-enhancing opportunity for all. To educators, play may be viewed as a provision of space for the child to act independently physically and emotionally. The importance of play and associated creative learning is heartily acknowledged by early childhood professionals. However, so often society decides that ‘free play’ ought to be put to one side, ‘to allow children to learn effectively’. It isn’t surprising, therefore, that recognition of the value of play dwindles ever more as the pressures of life, and competing needs and attractions, impact upon the family/class/nursery/community. Our environments have also changed; we have busier streets, continuous news alerts warning us about the ‘dangers’ on our doorsteps and we hear less about opportunities for freedom. Children’s lives are easily guided by structured time and structured play, rather than free time for child-initiated and child-led, free play. Despite this current context, the United Kingdom has such a vibrant history of creative thinkers, from world-renowned researchers and theorists to the best in music and art, technology and science. To ensure the sustainability and enhancement of the UK’s position in such industries, and indeed to sustain children’s access to the opportunities needed to inspire their entrance into associated career choices later in life, we must be appreciative of the ever-evolving social, cultural and economic landscape. With this in mind, it isn’t surprising that the very creators of generative AI are emphasising play as a significant tool and area of focus, "I believe that the use of play, the attitude of play, has great potential in the development of AI systems" (Veloso, 2020). If we want the UK to truly achieve in this changing world, with AI advancing at a rapid pace, we will need to prioritise children’s opportunities for creativity, with flexibility of mind and adaptability nurtured through free play