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The authors argue that play is intrinsic to healthy human development and that the play environment must support children’s exercise of this right. Through analysis of observed nonplay activities, five categories are identified—conversations, practical tasks, passive observation, wandering, and conflicts or crying. 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Their study seeks to understand what children do when they appear not to play during free play periods at early childhood education and care institutions. Their analysis of nonplay activities produced five categories: conversations, practical tasks, passive observation, wandering, and conflicts (or crying) . These categories, they believe, can help kindergarten teachers become aware offactors in the physical environment that prevent children from playing and detect children who fall outside the play community. Key words: affordances; child friendly environment; early childhood education and care (ECEC); nonplay; play  \nIntroduction  \nArticle 31 of the United Nations Convention on the Rights of the Child (UNGA 1989) challenges us to understand play from the perspective of children. Viewing play as a fundamental need and right of all children offers a powerful construct that legitimizes and secures the place of play in the lives of young children (Kernan 2007). Children’s play has been described as a form of daily participation in the cultural, social, and physical environments of everyday life (Meire 2007). As such, play is a critical and intrinsic part of healthy human life and development, and a child’s ability to exercise the right to play should be supported by the environmental conditions in which that child lives.  \nA recent Norwegian study exploring children’s free play in early childhood education and care (ECEC) institutions demonstrated that there was a significant and positive correlation between children’s play and their well-being and involvement in play activities (Storli and Sandseter 2019) . Children spent two-thirds of their time in different kinds of play, both indoors and outdoors,  \n254  \nAmerican Journal of Play, volume 14, number 3 © 2022 by The Strong Contact Rune Storli at [rus@dmmh.no](rus@dmmh.no)  \nduring their free play time in ECEC. However, Sandseter and Storli’s study also demonstrated that almost one-third of the activity in the prime time for free play did not fit the categories of play (functional, constructive, and symbolic play) and was therefore registered as nonplay, which was shown to be significantly and negatively correlated with both well-being and involvement.  \nPlay and the Play Environment in ECEC  \nThe Norwegian framework plan for the content and tasks of kindergartens (NMER 2017) emphasizes the importance of play for children’s development and learning and states that play should have a prominent role in ECEC institutions. The plan acknowledges, then, that play is a key aspect in children’s lives and in their daily lives in ECEC institutions.  \nPlay is an activity that children carry out because they like doing it rather than using it as a means to an end (Sutton-Smith 1997) . From children’s perspectives, play is voluntary and self-controlled, fun, active, spontaneous, free, unlimited, natural, and self-initiated (Eberle 2014; Wiltz and Fein 2006) and, as such, is intrinsically motivated. Play promotes learning, including learning skills that are important for adulthood (Bjorklund and Pellegrini 2002; Pellegrini and Smith 1998). Play and learning can be seen as inseparable dimensions in preschool practice that stimulate each other (Pramling Samuelsson and Johansson 2006) . Environments that provide children with meaningful contexts for play, learning, and a diversity of choices and possibilities for following their interest are those in which children learn best (Hirsh-Pasek, Golinkoff, and Eyer 2003) .  \nLillemyr (2007) described the motivation to play as a form of driving force, a desire to feel competent and motivated by the joy and mastery of","cbCaiqMWLHu0bUQ9","https://ap.wps.com/l/cbCaiqMWLHu0bUQ9","pdf",200527,23,"English","# Introduction\n## Play and the Play Environment in ECEC","[{\"question\":\"What is the study’s main focus regarding children in ECEC institutions?\",\"answer\":\"The study examines what children do during free play periods when their behavior appears to be nonplay.\"},{\"question\":\"How does the research define and categorize nonplay activities?\",\"answer\":\"Nonplay activities are analyzed and grouped into five categories: conversations, practical tasks, passive observation, wandering, and conflicts or crying.\"},{\"question\":\"Why do the authors connect play and nonplay to children’s well-being and involvement?\",\"answer\":\"The analysis reports that nonplay is significantly and negatively correlated with both well-being and involvement, while play shows a significant positive correlation.\"}]","Nonplay in Norwegian Early Childhood Education and Care Institutions - Article | PDF",1792073389,58]