Firstly, let address ‘what is play’? There is no agreed upon definition of play amongst education theorists, and psychologists. Perhaps because it is a complex term and to reduce its components to only its behaviours would be a disservice. However, Play is often described by the following common four descriptors:

1. It is intrinsic within each of us; self-motivated and self-directed with the option to leave at any time
2. It is freely chosen; there is no predetermined end goal
3. It is pleasurable (fun)
4. The player is actively engaged

Therefore, play deprivation is the name given to the notion that NOT playing may deprive children of experiences that are developmentally, biologically, and socially essential (Hughes, 2003).
 

• Inadequate or unsafe play spaces and equipment
• An over structured routine including too many organised sports, and not enough time for free choice
• Short recess or play blocks of time at school
• High consumption of technology including viewing and video gaming
• Over vigilant parents/educators concerned with safety and giving little access to free open-ended play
• Unfortunately, a new factor is now present; a global pandemic causing social isolation and inaccessibility to play spaces