Frolicsome Running is the joyful, spontaneous, and imaginative movement young children naturally engage in when given the freedom to explore their environment. Unlike structured or goal-oriented running, such as training for sports or running for fitness, frolicsome running is characterized by its unstructured and playful nature. Children may dart, leap, spin, or zigzag without a specific endpoint, often combining running with imaginative play. They might pretend to be animals bounding through the forest, chase after friends in a kid-invented game, or evade imaginary monsters. This type of running is deeply rooted in the intrinsic joy of movement and discovery rather than external objectives like speed, distance, or physical conditioning.

In contrast, the running adults engage in is often purposeful and driven by goals like maintaining physical fitness, achieving personal bests, or competing in races. Adult running tends to focus on measured outcomes, such as miles covered or calories burned and typically lacks the imaginative, open-ended qualities that define frolicsome running. Where adults may see running as a means to an end, children experience frolicsome running as an end in itself—a way to connect with their peers, their surroundings, and their boundless creativity. This distinction highlights the unique value of frolicsome running as an essential element of childhood play, fostering physical development and social, emotional, and cognitive growth.

It should also be noted that frolicsome running is often frowned upon or outlawed in early learning settings because it is considered dangerous. Instead of banning it, programs should seek to support it.

This is the fourth in a series of posts highlighting the developmental benefits of everyday early learning activities.

The Frolicsome Running PDF

This interactive PDF looks at the benefits of using scissors during real play.

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Wrap-Up

As you can see, frolicsome running offers deep and wide developmental benefits and should be actively supported in early learning settings. Instead of hindering children’s desire to run, we should look for ways to create play spaces that support the activity.

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