Play and development in rural Zimbabwean children

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Abstract
A field study of three different groups of rural Zimbabwean pre-school children to assess the impact of structured play on cognitive development assessed with appropriately adapted formal developmental tests. This was conducted over a 12 week period. Structured play appears to have an effect on cognitive development regardless of socioeconomic background, but the groups were not matched and no definite conclusion could be reached. Additional observations were undertaken of existing pre-school playgroups, children's daily play activities and their play materials. Although resources were very limited for play both at home and in the playgroups, children were found to be imaginative and creative in their use of play materials and games, relating them to their environment and future adult lives. Mothers were interviewed as to their perceptions of play in their children's development. They related active play to intelligence and good health. This was essentially a descriptive study of play activities of preschool children in rural Zimbabwe.

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