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The appearance of safety encourages unreasonable risk-taking in children, who might take more reasonable risks if they correctly understood that it is possible to break a bone on the soft surfaces under most modern equipment. [30] [38] Finally, the playground that is designed to appear low-risk is boring, especially to older children. [30]
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Learning through play is a term used in education and psychology to describe how a child can learn to make sense of the world around them. Through play children can develop social and cognitive skills, mature emotionally, and gain the self-confidence required to engage in new experiences and environments.
The older the children are, the less frequently they engage in this type of play. However, even older preschool children engage in parallel play, an enduring and frequent activity over the preschool years. The image of parallel play is two children playing side by side in a sandbox, each absorbed in their own game, not interacting with the other.
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Watches and imitates the play of other children, but seldom interacts directly; plays near others, often choosing similar toys and activities (parallel play); [39] solitary play is often simple and repetitive. [40] Offers toys to other children, but is usually possessive of playthings; still tends to hoard toys.
Jean Piaget emphasized play as an essential expression of children's feelings, especially because they do not know how to communicate their feelings with words. [3] Play helps a child develop a sense of true self and a mastery over their innate abilities resulting in a sense of worth and aptitude. [4]