I think these definitions work for me. I would like to see how adults can tell that they aren't 'playing' and how to make things like work more like 'play.'

I believe that a true understanding of the meaning of play will help me to purposefully integrate play into my classroom. Many of the characteristics stated above, I have observed during my students free choice center time. I feel as though I try to overthink, overplan, and overpower my students' play time. Within my current school we have allowed the administration to force us to dictate what, when, and how our content is taught. This is why I really connected with the statement, "Play is self-chosen and self-directed; players are always free to quit." Our students are often told what to do, when to do it, and how they will participate. I now understand why my students don't always get along in centers or produce quality work. After reading this article, I know I need to reevaluate how I promote play in my classroom.

I enjoyed this article. As a teacher of preschoolers, I have the privilege of observing play often. The characteristics of play as described in the article fit what I have observed in my own children and in my students. It is interesting to note what my students consider play. If I have an activity planned, even if it is playful or fun, they don't consider it play unless they choose it for themselves. If they play inside because it is raining, they ask why they didn't get to play, even though they just finished playing. It wasn't what they had in mind.

I am curious about the areas of the brain that control play. It is fascinating that humans are programmed to play and that each year's student's play in similar ways.

I worry that our teachers who face many pressures to get their students to perform on mandated tests will lose their playfulness. Their work is no longer enjoyable and this translates into less creative classrooms for children. I would like to see teachers have the liberty to play in their classrooms even if it is just play with language, math, or science.

I am currently working on an assignment relating to play in preschools in Singapore. I would like to know what is then the teacher's role in play, according to the above definition, which is what all western perspectives claim?
If "fun" educational activities are not regarded as play then our role would be that of the "more experince peer" in a play episode?

Interesting premise that Play has structure and "rules". This initially seems to be counter intuitive to what Play means, in the pure sense. However, after thinking of my own childhood experience and that of my children and when I am coaching, I see that actually it is not counterintuitive but intuitive that play has order. I recall as a child playing touch football on one of the guys' lawn. His mom had a diagonal shaped planter in the middle of the field. One of the rules we made up was, "no dodging around the planter". This rule was not applicable anywhere else, but at that "field".
Two of the characteristics seem to be a bit of an overgeneralization though. but only as it relates to specific sports. When children are engaged in formal sports, do we consider it play? I don't know of any kids I have coached that did not want to win, and while the participation was important, winning, the "ends" is as well. Actually, I found that when they do win, they find the experience more enjoyable. This is because they have achieved their goal. In your research, was there an age group that was studied from which your conclusions were drawn?