Apolinar Varela holds a PhD in Education from the University of A Coruña; he completed his ethnographic thesis on popular games in a rural community in Galicia. He is also a collaborator with the Galega do Xogo Popular and Traditional Association.

He currently forms part of the Researching and Promoting Character Education in Latin American Secondary Schools project, which the School of Education and Psychology and the Institute for Culture and Society of the University of Navarra co-organize. The project receives funding from the Templeton World Charity Foundation.

Using the framework of his research on the development of virtues, in this interview, he offers some thoughts about play as a source of values ​​for children. He will soon give a seminar related to this issue at the School of Education and Psychology entitled, “Play in the social and educational field.”

The research project on character education in Latin America focuses on seven virtues. How do they relate to children's play?
In the first place, many games require a skill and competition... self-discipline is needed to be able to execute these skills. Justice and honesty relate to establishing and respecting norms in a recreational space, including physical limits, the normative framework that calls for fair play... Likewise, humility is important in accepting defeat and that another player is better; compassion, on the other hand, is related to empathy towards the loser, or when we choose someone for our team, even if we know he is not that good, to balance things out. Gratitude is important for the person who is chosen in said circumstances. Courage is necessary for overcoming the difficulties that arise during play and also in the face of a challenging natural environment, like in surfing.

What types of play help children acquire and practice values?
Play is fundamental for children’s cognitive and social development. The virtues are related to the latter sphere. The virtue that is developed depends on the type of play: games with a more physical component aimat perseverance and self-discipline; in other more cooperative games, values ​​such as solidarity or compassion are emphasized.

Today, a lot of games have a strong pedagogical angle in contrast with the spontaneity of games in the past. Why has free play been replaced?
Recent times have been witness to a process of “making play official." Free play, which took place on the streets, has practically disappeared; now, play only takes place in the institutional triangle of home, school and extracurricular activities (sports clubs, playrooms). Parents often worry too much about looking for a game oriented at a specific age to develop a skill of some kind... They should control this tendency. Children need moments of free play, with their parents or alone, to develop their imagination. There’s nothing more educational than imagining new situations. Educational play with apedagogical orientation is appropriate at times and free play at others. They are not at odds, but rather should be tactfully combined.

Are both kinds of play equally valid when talking about education in values?
Reinforcement from a teacher or pedagogue,or any adult really, is always welcome. In fact, children often demand that their parents play more with them. Free play poses the risk of fomenting anti values ​​ such as violence, discrimination, etc. More educational forms of play try to all eviate these behaviors and enhance the educational part at the level of psychology, content, etc.

In any case, during free play, children learn to self-manage: if a kid misbehaves with his team mates, cheats or cries when he loses, he ends up finding out that others will reject him. If I am more competitive, the group leaves me out because it is not pleasant to play with someone who continually reacts with anger. Play therefore modulates the type of behavior that manifests itself. And without play, it is difficult for children to relate to others, as well as to acquire cultural and social values​​...

When children are small, it is more difficult, but when play starts to become more social,a change occurs, including at the moral level.

You mentioned playing with parents. What does this give to children?
Intergenerational exchange is essential, not only with parents, but also with other adults. The older person transmits values, knowledge, rules of play, etc.

Do hi-tech toys help with education in values?
Video games and hi-tech games in general make up a large part of contemporary childhood. They have positive aspects, such as helping to develop certain cognitive skills. However, although I am not against them, I do not highlight them so much because they are missing something important, namely physical interaction with others. I am more in favor of traditional play where cultural and communicative elements are patent. Hopscotch or jump rope are known all over the world and are easily understood across ages and cultures. In addition, traditional play has the added value that it includes the construction of one’s own toy or the inclusion of a new element in a game.