Analysis of Parents’ Attitudes towards Play Activities as a Factor in the Development of Play Competence of Primary School Pupils

Abstract

Introduction. One of the key tasks of modern education is to create conditions for the harmonious development of primary school children, which involves the combination of physical activity, social interaction, and the formation of key competences within the framework of the New Ukrainian School (NUS). Play activity is an effective means of achieving these goals; however, its effectiveness largely depends on the parents’ position and the level of their support. The family environment shapes children’s attitudes toward play, determines the balance between digital technologies and physical activity, and influences their motivation to engage in physical education. Purpose of the Research – to identify and analyze trends in parents’ attitudes toward the play activities of primary school children and to outline directions for optimizing family–school interaction in developing children’s physical activity. Methods of the Research. A survey was conducted among 75 parents of pupils in grades 1– 4 of general secondary education institutions in the Lutsk territorial community. The questionnaire was administered via Google Forms and included both open and closed questions related to the level of children’s physical activity, time spent using gadgets, game preferences, and key difficulties associated with motor activity. Descriptive statistics and qualitative analysis of responses were applied to process the results. Results of the Research. The majority of parents positively assessed the level of their children’s physical activity (73,8 %), while at the same time noting problems with excessive gadget use and the fact that children do not always get enough movement. Most children (80,5 %) are able to organise games independently, with the most popular activities being football, cycling, and traditional outdoor games. The main barriers identified were low motivation of children, the influence of digital technologies, and limited opportunities to attend sports clubs. Conclusions. The development of play competence in primary school children largely depends on parental support. Its effectiveness can be ensured through cooperation between school and family and by creating favourable conditions for children’s physical activity.