The leisure activities are not much studied in France. However, this environment is important to consider in the view of what it allows to children and adolescents, a self-fulfillment and sharing with others. We will return on the dimensions underlying the practice of a non-academic activity, and what it allows for children’s and adolescent’s developing.
Family and school are the two main developmental environments of a child. However, the out-of-school environment (leisure) is also conducive to the development of the child (Bronfenbrenner, 1979).
However, opinions differ on the benefits of a out-of-school activity. Some focus on the fact that it allows for self-knowledge, social adaptability, and emotional and behavioral regulation.
Others suggest that these activities favor risky behavior and consumption (tobacco, alcohol) for pro-social reasons (Persson, Kerr and Stattin, 2004).
Furthermore, leisure play possibly a part in the moderation against the effect of the socio-cultural environment.
Choosing with interest for the child, leisure activity is an important factor of cognitive and social development, also self-expression and self-fulfilment.
The leisure activity would have a close connection with the personality of the child, and even vocational guidance (Holmberg, Rosen and Holland, 1991 ; Vrignaud and Bernaud, 2005).
The activity is also a place of self-expression and revelation of our functioning. Thus, it is possible to identify problem (anorexia for example) through the way in which the activity is exercises (Davis, Kennedy, Ravelshi and Dionne, 1994).
On a social level, the meeting of children and adolescents with adults differ from others relations like parents and teachers, and give them a positif external support for their future relationship (Eccles, Barber, Stone and Hunt, 2003).
The positive effect of leisure activity depends on the positive influence of peers (non-deviants) and the level of investment of the child or adolescent himself, and why he practices it (for pleasure, relaxation, exchange, sharing…). Thus, self-esteem and well-being are promoted.
On the contrary, a willingness to compete, to dominate or to excel oneself to extremes leads to risky behavior (consumption), a higher level of anxiety, and a risk of depression (Eccles and al., 2003 ; Storch, Storch, Killiany and Roberti, 2005).
In this way, practicing an activity for external reasons (to please family for example) can be deleterious in case of failure, and does not offer the space possible to blossom, which allows an individual motivation (to relax, to have an activity to self, to share a moment with friends etc) (Valleirand and al., 2000).
Two others dimensions are to be considered. The first is that the practice of a structured activity (collective sport for example) leads to a better adaptation to school. As for more recreational activities, unstructured and not supervised by an adult, adolescents can have a breather and socialize without adults (Zaffran, 2000).
The leisure activities are an important context of development for children and adolescents, when this activity is selected with interest and practice with pleasure. The children and the adolescents learn to develop their psychosocial and relationnal skills, to reveal their own identity and personality by being active in their development. It allows them to be adapt to differents environment like at school and for their future. This context of development has to be considered by adults, parents and professional, and not has to be underestimate by them. It is a place of live in its own right.
Cécile Kindelberger, Nadine Le Floc’h et René Clarisse (2007). Les activités de loisirs des enfants et des adolescents comme milieu de développement. 36/4, p.485-502. Orientation Scolaire et Professionnelle.
Références électronique et papier :
Cécile Kindelberger, Nadine Le Floc’h et René Clarisse, « Les activités de loisirs des enfants etdes adolescents comme milieu de développement », L’orientation scolaire et professionnelle [Enligne], 36/4 | 2007, mis en ligne le 15 décembre 2010, consulté le 22 avril 2015. URL : http://osp.revues.org/1527 ; DOI : 10.4000/osp.1527
Cécile Kindelberger, Nadine Le Floc’h et René Clarisse, « Les activités de loisirs des enfants etdes adolescents comme milieu de développement », L’orientation scolaire et professionnelle, 36/4 | 2007, 485-502.
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