We've all seen the happiness on the face of a child while playing in the school yard. Or the blissful abandon of a golden retriever racing across a lawn. This is the joy of play. By definition, play is purposeless, all-consuming, and fun. But as Dr. Stuart Brown illustrates, play is anything but trivial. It is a biological drive as integral to our health as sleep or nutrition. We are designed by nature to flourish through play. Dr. Brown has spent his career studying animal behavior and conducting more than six-thousand "play histories" of humans from all walks of life-from serial murderers to Nobel Prize winners. Backed by the latest research, Play explains why play is essential to our social skills, adaptability, intelligence, creativity, ability to problem solve and more. Particularly in tough times, we need to play more than ever, as it's the very means by which we prepare for the unexpected, search out new solutions, and remain optimistic. A fascinating blend of cutting-edge neuroscience, biology, psychology, social science, and inspiring human stories of the transformative power of play, this book proves why play just might be the most important work we can ever do.

Brown, S., & Vaughan, C.C. (2009). Play: How It Shapes the Brain, Opens the Imagination, and Invigorates the Soul. 

Play is a central feature of childhood and a fundamental right of all children. Currently, our understanding of autistic play is based on a deficit perspective, most often framed in comparison to neurotypical ‘norms’ and assumptions where the views of the players themselves have been overlooked. In moving towards a strengths-based neuroaffirmative understanding of autistic play, this study consulted with 19 autistic children (aged 5 to 13 years) using a series of semi-structured interviews and a range of creative and participatory methods. Reflexive thematic analysis generated three themes where children conceptualised: (1) enjoyment and pleasure as central to the definition of play, (2) social connections as fundamental to play and (3) play as engagement with meaningful materials and activities. Children’s autonomy and agency in play was important to all themes. These findings challenge long-standing deficit-oriented assumptions that have persisted throughout the literature for decades and have implications for future programmes of research, theory and practice, in particular on the importance of providing and facilitating authentic play experiences for autistic children in education and care contexts.

O’Keeffe, C., & McNally, S. (2025). ‘Like it’s making my heart run’: A strengths-based understanding of the play of autistic children. Autism, 29(6), 1469-1482. https://doi.org/10.1177/13623613251315985 

Play is of vital importance for the healthy development of children. From a developmental perspective, play offers ample physical, emotional, cognitive, and social benefits. It allows children and adolescents to develop motor skills, experiment with their (social) behavioural repertoire, simulate alternative scenarios, and address the various positive and negative consequences of their behaviour in a safe and engaging context.Children with a chronic or life-threatening disease may face obstacles that negatively impact play and play development, possibly impeding developmental milestones, beyond the actual illness itself. Currently, there is limited understanding of the impact of (1) aberrant or suppressed play and (2) play-related interventions on the development of chronic diseased children. We argue that stimulating play behaviour enhances the adaptability of a child to a (chronic) stressful condition and promotes cognitive, social, emotional and psychomotor functioning, thereby strengthening the basis for their future health. Systematic play research will help to develop interventions for young patients, to better cope with the negative consequences of their illness and stimulate healthy development.

Nijhof, S.L., Vinkers, C.H., van Geelen, S.M., et.al., (2018). Healthy play, better coping: The importance of play for the development of children in health and disease. Neuroscience & Biobehavioral Reviews, 95, 421-429. 

Children with autism spectrum disorder (ASD) experience social communication difficulties which can be compounded by increased social demands and expectations of the school environment. Play offers a unique context for social communication development in educational settings. This systematic review aimed to synthesize play-based interventions for the social communication skills of children with ASD in educational contexts and identified nine studies. Overall, studies in this review provided a promising evidence base for supporting social communication skills through play in education for children with ASD. The review also highlighted gaps in research on play-based interventions for the social communication skills of children with ASD within naturalistic educational settings.

O’Keeffe, C., McNally, S. (2023). A systematic review of play-based interventions targeting the social communication skills of children with Autism Spectrum Disorder in educational contexts. Rev J Autism Dev Disord 10, 51–81. https://doi.org/10.1007/s40489-021-00286-3 

Children need to develop a variety of skill sets to optimize their development and manage toxic stress. Research demonstrates that developmentally appropriate play with parents and peers is a singular opportunity to promote the social-emotional, cognitive, language, and self-regulation skills that build executive function and a prosocial brain. Furthermore, play supports the formation of the safe, stable, and nurturing relationships with all caregivers that children need to thrive.Play is not frivolous: it enhances brain structure and function and promotes executive function (ie, the process of learning, rather than the content), which allow us to pursue goals and ignore distractions.When play and safe, stable, nurturing relationships are missing in a child's life, toxic stress can disrupt the development of executive function and the learning of prosocial behavior; in the presence of childhood adversity, play becomes even more important. The mutual joy and shared communication and attunement (harmonious serve and return interactions) that parents and children can experience during play regulate the body's stress response. This clinical report provides pediatric providers with the information they need to promote the benefits of play and and to write a prescription for play at well visits to complement reach out and read. At a time when early childhood programs are pressured to add more didactic components and less playful learning, pediatricians can play an important role in emphasizing the role of a balanced curriculum that includes the importance of playful learning for the promotion of healthy child development.

Yogman M, Garner A, Hutchinson J, Hirsh-Pasek K, Golinkoff RM. (2018). The power of play: A pediatric role in enhancing development in young children. Pediatrics, 142(3), 2018-2058. 

The COVID-19 pandemic created high levels of stress that negatively affect mental health and well-being. The stress and coping process is influenced by individual difference factors, such as personality, that impact perceptual processes and emotional reactions. Adult playfulness is a personality characteristic that may lead to better mental and physical health outcomes. We test a theoretical model to determine whether the two factors of perceived stress, perceived self-efficacy (PSE) and perceived helplessness (PH), mediate the relationship among playfulness and coping in adults (N = 694). Scores on the Perceived Stress Scale were high indicating high levels of pandemic-related stress. The SEM model demonstrated direct effects of playfulness on PSE, PH, adaptive, maladaptive, and supportive coping. Both dimensions of perceived stress were partial mediators in the relationship among playfulness and coping outcomes. Findings illustrate the pathways by which adult playfulness can amplify or attenuate the impact of stress perceptions on coping strategies. The importance of building psychological resources such as playfulness to boost adaptive outcomes in stressful situations such as the COVID-19 pandemic is discussed.

Clifford, C., Paulk, E., Lin, Q., Cadwallader, J., Lubbers, K., & Frazier, L. D. (2024). Relationships among adult playfulness, stress, and coping during the COVID-19 pandemic: Research and reviews. Current Psychology, 43(9), 8403-8412. doi:https://doi.org/10.1007/s12144-022-02870-0 

Play is generally considered an immature affair. However, adult play is present in several mammal species living in complex social systems. Here, I hypothesize that adult social play is favored by natural selection in those species characterized by high level of social tolerance and/or by the need of others’ cooperation to reach a goal (i.e., leverage). The integration and comparison of bio-behavioral data on non-human primates and wild social carnivores allows drawing a comprehensive picture on the importance of adult play in facing unpredictable, novel social situations and in overcoming stressful experiences. The ability to cope with potentially competitive interactions through play can favor the emergence of egalitarian societies. A further interesting and beneficial aspect of adult play is its role in synchronizing group activities and favoring collective decision making by renovating the motivation to cooperate in groupmates. As a last step, some considerations about the presence of adult play in the most egalitarian and cooperative human groups (e.g., hunter-gatherer societies) allows discussing the apparent dichotomy between cultural and biological evolution of certain behavioral traits, including social play in adulthood

Palagi, E. (2023). Adult play and the evolution of tolerant and cooperative societies. Neuroscience & Biobehavioral Reviews, 148, 105124. 

Over the past half century, in the United States and other developed nations, children’s free play with other children has declined sharply. Over the same period, anxiety, depression, suicide, feelings of helplessness, and narcissism have increased sharply in children, adolescents, and young adults. This article documents these historical changes and contends that the decline in play has contributed to the rise in the psychopathology of young people. Play functions as the major means by which children (1) develop intrinsic interests and competencies; (2) learn how to make decisions, solve problems, exert self-control, and follow rules; (3) learn to regulate their emotions; (4) make friends and learn to get along with others as equals; and (5) experience joy. Through all of these effects, play promotes mental health.

Gray, P. (2011). ​ The decline of play and the rise of psychopathology in children and adolescents. ​ American Journal of Play, 3(4), 443–463.