11 Jun Why play matters — even when screens are involved
On International Day of Play (June 11), early childhood experts say it may be time to rethink how families talk about technology, learning and screen time.
For many parents, screens and play can feel like opposites. One is often seen as active, imaginative and social; the other as passive, isolating and something to be limited.
But early childhood researchers say the picture is more complicated. When children’s digital experiences are thoughtful, interactive and shared with adults, technology can support literacy, creativity, problem-solving and connection.
As the United Nations marks the International Day of Play on 11 June, Professor Lisa Kervin AM from Monash University is encouraging families to look beyond rigid screen-time rules and consider the quality of children’s digital play.
Play helps children make sense of the world
Professor Kervin, from Monash University’s School of Education, Culture and Society, says play remains one of the most important ways children learn.
“Play is the most natural way for children to make sense of their world, and in our increasingly digital society, technology must be a meaningful part of that landscape,” she says.
Rather than seeing screens only as a distraction, Professor Kervin says well-designed digital experiences can spark curiosity, creativity and critical thinking.
That might include children making up stories with digital tools, solving interactive challenges, creating content, exploring ideas with a parent or carer, or using technology to extend imaginative play.
The difference is how children use technology
The concern for many families is not technology itself, but how it is used.
Passive scrolling or endless autoplay is very different from a child using digital media to create, question, problem-solve or play with someone else.
Professor Kervin says playful digital exploration can help lower barriers to learning.
“When children engage in playful digital exploration, whether they are redesigning digital content or navigating interactive challenges, the traditional barriers to learning drop away,” she says.
She says play strengthens children’s emotional engagement, making learning more memorable and helping children become active creators of technology rather than simply passive users.
Digital play can be shared play
One of the strongest messages for parents is that digital play does not need to be solitary.
Professor Kervin’s work through the Play for Wellbeing project highlights the importance of connection, including play between generations.
When parents, grandparents, carers or educators join in, digital experiences can become a chance to talk, laugh, explain, question and learn together.
“Our research through the Play for Wellbeing project emphasises that play is not solitary; it thrives on connection,” Professor Kervin says.
She says shared digital play can also help adults guide children’s early digital literacy, including how to evaluate online information, make safe choices and understand the digital world around them.
What parents can try at home
For families, the message is not that all screen time is equal, or that limits do not matter. Rather, it is a reminder to look at what children are doing, who they are doing it with and what they are learning from it.
Parents and carers might ask:
- Is my child creating, exploring or solving something?
- Can we play or talk about this together?
- Does this experience encourage imagination, language or problem-solving?
- Is the content age-appropriate and safe?
- Does it balance with sleep, outdoor play, reading, movement and face-to-face time?
A short shared digital activity may be far more valuable than a longer session of passive viewing.
A more balanced screen-time conversation
As families mark International Day of Play, Professor Kervin says the conversation needs to shift.
“As we celebrate the International Day of Play, we must shift the conversation away from rigid screen-time limits and focus instead on the quality of the digital experience,” she says.
“By embracing a playful approach to parenting and early education, we can turn technology into a powerful vehicle for connection, collaboration and lifelong wellbeing.”
For parents, that may mean less guilt and more guidance: choosing quality, joining in when possible, and remembering that play — whether with blocks, books, mud, music or media — is how children learn about themselves and the world.
