As childhoods become more ‘phone-based’ and less ‘play-based’, Trinity Grammar School has taken up the cause to ensure that students have the opportunity to engage in play each day – particularly unsupervised play.
Parents are encouraged to not be put off by the idea of unsupervised play, with a reminder that the term doesn’t equate to ‘dangerous’ play. In these settings, the kids call the shots, creating their own games and deciding how to interact with those around them with adult supervision, but not intervention.
- Free play helps to build basic skills as children explore the world, interact with peers, test their abilities and learn new things.
- Children can overcome their fears and anxieties.
- Independence is nurtured as children rely less on supervision.
- Social bonds are strengthened as connections are fostered.
- Resilience grows as children experience small things going wrong, learn how to problem solve, recognise error, and apologise.
At Trinity’s Preparatory School, students now engage in Free Play afternoons where parents are encouraged to stay away and staff stand at a distance, supervising for safety but not interrupting.
“The focus is on the boys as they use personal problem solving and channel their creativity to invent games and play freely,” says Mr Chris Wyatt, Head of the Preparatory School.
The students have access to a range of different areas including a basketball court, climbing equipment, a nature playground with a water pump, an open area, a new adventure playground and a bike track – all on offer to challenge ‘boredom’ and foster essential independence skills.
Unsupervised play is for the big kids too
Students in Middle and Senior School also lead their own ‘independent play’, even if it doesn’t quite look like it did in the younger years. Simultaneously, they can fall into the FOMO trap of a phone-based adolescence.
Trinity’s Field Studies Program is designed to combat this – bringing in real-life experiences to supplement and replace phone-based activities. Supervision is present but students also take initiative, entertain themselves, problem solve, navigate social relationships, and guide their own growth journey.
In all the same ways as unsupervised play for younger students, the Field Studies Program fosters in each student:
- Optimism and confidence that he can achieve success in the learning ahead of him because he has overcome challenges in the past, so knows he can do it again.
- Belonging as he connects to and values the place in which he learns.
- Self-management and independence as he develops a set of behaviours that allow him to deal with obstacles such as periods of demotivation, competing priorities, and frustration.
- Resilience and adaptability as he uses mistakes as motivation to discover new strategies and embrace escalating challenges.
“The boys gain improved self-esteem and confidence as they overcome challenges and realise their capabilities,” says Mr Tim Knowles, Head of the Field Studies Centre. “They have an opportunity to develop a true sense of agency, taking charge of more aspects of their daily living and organisation than they would at home, as well as owning their academic commitments and managing assessment workloads.”
With unsupervised play comes the risk of failure, hurt, and frustration. It’s understandable that parents want to run interference to protect their children but in the long run, being exposed to this risk is what makes them stronger, more resilient and well-rounded humans, says Headmaster Mr Tim Bowden.
“The boys are learning about how to get on with one another, how to handle friction and disagreement, how to step into leadership and have a positive influence. These all transfer to the rest of their life.”
To learn more about Trinity Grammar School, visit https://www.trinity.nsw.edu.au/
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