Transformations in Children's Play in Rural Areas: Teachers' and Parents' Perspectives

Play for young children in rural areas is changing with social, cultural shifts and increased digitaltechnology use. This study explores changes in play among children aged 4–6 in three Gunungkidul villages, from parents' and ECE teachers' perspectives. Using a descriptive qualitative approach, data from 21 parents and six teachers were collected via online questionnaires and analysed thematically. The findings indicate that children's play has evolved into a hybrid play ecology in which physical, social, imaginative, traditional and digital play coexist across homes, schools and communities, rather than shifting linearly towards digital play. However, notable changes were observed in the context and proportion of play, including increased indoor and individual play, reduced spontaneous group play, a weakening of traditional play transmission and shorter durations of imaginative engagement. These shifts were associated with digital access, weakened peer ecosystems, parental safety concerns, changing family time structures, the use of devices as time‐filling and calming tools and post‐pandemic social habits. The study highlights the need for school–family collaboration and context‐sensitive digital parenting and media mediation strategies to support balanced and developmentally meaningful play in rural early childhood settings.