Beijing city local market regulator said on Sunday, four online education agencies have been fined 500,000 yuan ($76,988) each for misleading customers with false advertising.

The regulator said the firms; GSX Techedu Inc, TAL Education Group, Koolearn Technology Holding Ltd and Gaosi, were all given the maximum fine for falsely claiming that the price for their online courses before discount was much higher than it actually was.

Chinese authorities have recently started paying closer attention to the regulation of online learning platforms.

Earlier this month, the education ministry forbade online education firms from offering minors live-streamed courses and games at night, to ensure children get enough sleep.

Education experts and child psychologists have raised the alarm about the increasing scholarisation of childhood in the United Kingdom as evidence grows that free play both at school and at home is being eroded in favour of academic, sporting and cultural activities.

Experts are concerned that children in the UK are losing unstructured play time during the school day, with shorter lunch breaks filled with supervised educational activities, followed by homework and extracurricular pursuits once school ends.

They are calling on the government to take advantage of the pause created by the pandemic to think afresh about childhood beyond the narrow lens of academic attainment and bring a halt to the increasing “schoolification” of young lives.

This week the British Children’s Play survey showed youngsters are having to wait longer before they are allowed to play outside on their own – they are typically 11, while their parents were two years younger – and often engage in less adventurous play than previous generations.

Meanwhile, debate continues to rage about measures to support children’s recovery following the pandemic disruption. While the government’s focus is on academic catchup, extended school days and shorter holidays, child psychologists have called for a summer of play to protect children’s mental health.

Dr Naomi Lott, an expert on the right to play at University of Nottingham, warned that tihe loss of play is incredibly serious.

She said that it has such wide-ranging impacts on children. But because play is viewed as frivolous, all the benefits are forgotten, which have a long-term effect on children and society as a whole.

Research by the UCL Institute of Education has shown that school breaktimes have been curtailed over the years and are as much as an hour shorter than they were two decades ago, often filled with a range of organised activities further limiting free play.

Former headteacher and Ofsted chief Sir Michael Wilshaw said school breaktimes had decreased as a performance culture took over in schools and he called for a better balance.

Experts say other examples of the “schoolification of childhood” include: breakfast and after-school clubs, which help working parents but extend the school day into once free time; the growing importance of homework even in primary schools; the pressure to get very young children “school-ready”; and the advent of the “back-seat generation” who are picked up from school and ferried to activities.

a professor of child psychology at the University of Reading, Helen Dodd, said children’s breaktimes at school have decreased, the age they are allowed without supervision has increased and the focus after a year of having their social play restricted is on ‘academic catchup.

She warns that this scholarisation of childhood, and the increase in time children spend in adult-led activities, decreases children’s time spent playing, removes opportunities for independence and denies them the simple joys and freedoms of childhood.

According to senior educational psychologist Dr Melernie Meheux: “Reduced opportunities for play and a heavy focus on structured/formal learning both at home and at school place unnecessary pressure on children and families.

“Parents can feel pressure for their children to perform and achieve, as can children, which in the long term can affect children’s sense of self, confidence and willingness to take risks.”

Meheux said learning is important, however, without opportunities to play and engage with friends and family, children will not have the capacity to engage with learning and thus achieve their full potential.

In its response, a Department for Education spokesperson cited the government’s £1.7bn catchup funding, including £950m to support pupils’ mental health, plus its sport and activity action plan.

The spokesperson added that indeed young people have faced unprecedented challenges over the past year, including with wellbeing and development, and so support for pupil mental and physical health is a vital part of the recovery.