Revitalising Learning: Unleashing Play and Creativity in Italian Schools

At the Caledonian School of English, we cater to children of all ages, while also actively participating in our local elementary school as parents of two children. We collaborate with schools by organising various activities, courses, and projects. We strive to develop and maintain strong relationships with school head teachers and teachers, and we aim to help local schools modernise and improve learning environments for the benefit of all children.

Italian schools traditionally adopt a conservative approach to learning, with students confined to overcrowded classrooms for long hours and limited breaks, often taken at their desks. Physical education is restricted to one or two hours per week, and unsupervised recreational activities are non-existent, with no opportunities for outdoor play. School facilities are often under-equipped, resulting in minimal exposure to engaging, hands-on activities. Furthermore, even young elementary students face one to two hours of daily homework.

Regrettably, this situation persists through middle and high school. As English teachers and external consultants, my wife and I have witnessed the impact on children's mental and physical well-being firsthand. Fortunately, Italy's vibrant culture and emphasis on extracurricular activities help to counterbalance these challenges. However, children from low-income or marginalised backgrounds may not have access to these opportunities.

The infrastructure of our town, like many in southern Italy, presents additional difficulties, with heavy traffic, poorly maintained pavements, and scarce green spaces. While the coastal town's beaches offer a seasonal reprieve, parents understandably hesitate to leave young children unsupervised near the sea.

Given these logistical challenges, it is crucial for local schools to provide opportunities for unsupervised play and physical activity. We are prepared to translate relevant material into Italian to support schools in implementing these changes. Although this may be unfamiliar territory for many Italian schools, we believe that teachers and parents will embrace the initiative once they grasp its importance for their children's well-being.

The Importance of Unsupervised Play

Mixed-age play allows older students to develop responsibility, leadership, and empathy, while younger children enhance their executive function by emulating their older peers.

As we strive to improve learning environments in Italian schools, it's essential to understand the importance of unsupervised play for children. Children develop vital skills and life lessons when they can interact without constant adult involvement, leading to a more supportive and inclusive school culture. Mixed-age play allows older students to develop responsibility, leadership, and empathy, while younger children enhance their executive function by emulating their older peers.

Offering unsupervised playtime before, during, or after school promotes fun and friendship among students, which educators have reported leads to reduced behaviour problems and a more positive school climate. Organising their own games and resolving conflicts independently teaches children real-world problem-solving and social skills that they may not develop with constant adult supervision.

The Science of Play

Play is an essential aspect of human development

In the US and UK, schools that have integrated unsupervised Play Clubs have witnessed a decline in behaviour problems, including bullying. The Science of Play indicates that play is an essential aspect of human development, allowing children to learn the skills they need to succeed as adults. When children have the time and space to create and collaborate on their own, they ultimately thrive.

"Decline in Independent Activity as a Cause of Decline in Children's Mental Well-being"

However, as described in the Journal of Pediatrics' article "Decline in Independent Activity as a Cause of Decline in Children's Mental Well-being," children's free time and play have been decreasing since the 1970s, replaced by adult-supervised activities. While the intention was to keep children safe, excessive "safety" can be counterproductive. When children are granted the freedom to play without adult intervention, they develop an internal locus of control, which is essential for mental well-being. Children who lack this ability are more susceptible to anxiety and depression, regardless of age.

Integrating this perspective into our mission to modernise Italian schools, we aim to help children develop essential life skills and foster a more positive learning environment. By promoting unsupervised play and encouraging independent problem-solving, we can pave the way for more resilient, confident, and mentally healthy students.

For additional reading and references, consider the following sources:

By incorporating these insights into our approach, we hope to create a brighter future for Italian students and contribute to a more dynamic and engaging educational experience.

Author: David Macfarlane BAHons, MRes

Innovative Language Teacher | Social Researcher | Freelance Consultant | Empowering Students, Teachers, and Professionals at Caledonian School of English