Unstructured Play

Play has been defined as behavior that is intrinsically motivated and performed only for the sake of the individual. As such, play is associated with the absence of external constraints and the exercising of personal freedom. In essence, unstructured play, which has also been referred to as spontaneous and free play, is the epitome of definitions of play, occurring when an individual freely engages in play.

The values of unstructured play to the individual and society are similar to those associated with play in general. In other words, unstructured play can aid in the socialization and acculturation or assimilation of individuals, personal development, education and relaxation, and the development of problem-solving skills. Unstructured play also offers potential stimulation for individuals. The benefit of unstructured play compared to structured play is that it provides spontaneity and a constantly changing environment that ensures novelty and stimulation, as well as an exciting and empowering experience for the individual. Consequently, unstructured play may offer higher-quality outcomes compared to structured play.

The boundaries of children's unstructured play are, potentially, limitless. Examples of unstructured play include fantasy/make-believe games, construction activities that do not follow blueprints, and games that evolve as the play occurs without recourse to identifiable set rules. A number of attempts have been made in the past to provide children with opportunities for unstructured play. One of the most famous of these is LEGOs, which offers endless opportunities for unstructured construction. The junk and adventure playground is a specific site where unstructured play has been given rein. It is fundamentally different to the highly structured space that is the standard playground.

The first adventure/junk playground opened in 1943 in Copenhagen, where apile of raw materials rather than static play instruments was made available for play. The concept of these playgrounds stemmed from recognition of the interest children take in playing with what adults often see as “junk.” In the post-World War II era, junk and adventure playgrounds spread across Western Europe and into North America. Schools and pre-schools have also attempted to bring unstructured play into their curriculum despite the obvious difficulties of placing an unstructured activity within a highly ordered, externally driven structure, such as the formal educational system.

Although the majority of research on unstructured play has focused on children, the adult population also clearly seeks to engage in this type of play and may benefit from doing so in similar ways to children. An example of adult unstructured play includes backpacking, which incorporates escaping from the home environment in search of novel experiences to aid personal development and education outside of social structures. Similarly, Urban Exploration, which entails participants venturing into areas of civilization normally off-limits to the public and/or unseen, such as sewers and transit tunnels, [Page 768]in a manner that is not formally socially sanctioned is clearly a type of unstructured play. In addition, Extreme Sports, an umbrella term that encompasses a diverse range of adult play activities that have emerged in recent years, may be defined as unstructured play. In their original incarnations, these sports tended to be deliberately bereft of the type of rules that govern, and hence limit, traditional sports.

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