The Importance of Play

Play is a way for children to explore, use their imagination and make decisions about things. It is very enjoyable for them.

Play is a way for children to learn. “Free” or unstructured play in early childhood is an important way that children learn about their world.

Play is also a way for developing social skills. As they grow older, children learn by making up games with rules, as well as about winning and losing and ‘playing fair’. They also learn about controlling their impulses to do well at something and about space, negotiating and problem solving.

Play is needed for fun and relaxation. It allows children to use their creativity and is important for healthy brain development.

It is through play that children at a very early age engage and interact in the world around them. Play allows children to create and explore a world they can master. It is a way for them to conquer their fears while practicing adult roles, sometimes with other children or adult caregivers.

Exploring Play

Here are tips for encouraging your child to explore play:

  1. Start with what your child loves to do. You could use toys or activities that you know are of interest to your child, or if there is a toy or activity that your child loves in one setting, take it out into another.
  2. Show what an unfamiliar toy does and how it can be used. Make sure you get down to your child’s level and use simple, step by step instructions.
  3. Praise and encourage any responses you get from your child. The praise should clearly state what you are praising them for.
  4. Alternate sit-down, structured play with more active, free play.
  5. If the game has too many rules, break it down to simpler steps.
  6. Use everyday moments to engage your child with play, for example, playing dress up will help your child to dress themselves.
  7. Understand that play won’t always go to plan – have some back up activities that you know your child loves if the new activity gets too challenging.
  8. Remember it can take a lot of effort for a child to engage in play, so plan regular breaks.

What activities can help improve play?

  • Experiment: Find out through experimentation what types of fun activities and games your child enjoys.
  • Engage regularly in play with your child.
  • Follow your child’s lead and copy what they do with a toy (i.e. don’t be limited by what adults think should be done with a toy).
  • Different locations: Play in different places (on the floor, at the table, outside on the grass).
  • Face-to-face: Make sure you are face-to-face with your child while playing so they have better opportunities to imitate/copy you.
  • Board games: For an older child, play regularly with board games (e.g. Snakes and Ladders, Guess Who). This will help to teach them how to play these types of games with other children and teach them that it’s alright to not always be the winner.
  • Develop stories as you play and ensure play is directed by your child.

 

Below outlines how a child develops their play skills over time

 Age

Skill 

0-6 months

Establishing eye contact (for a few seconds).

Smiling when socially approached.

Laughing in response to play.

Calming/settling (cries frequently).

Manipulating and exploring objects.

6-12 months

Establishing eye contact (for a few seconds).

Smiling when socially approached.

Laughing in response to play.

Calming/settling (cries frequently).

Manipulating and exploring objects.

Playing peek a boo.

Clapping when prompted.

Spontaneously lifting arms to parent.

Spontaneously extend toys to others.

Responding to facial expressions.

Imitating an adult’s actions.

Spontaneously placing a doll with head upright and vertical to the ground.

1-2 years       

Establishing eye contact.

Smiling when socially approached.

Laughing in response to play.

Calming/settling (cries frequently).

Manipulating and exploring objects.

Clapping when prompted.

Spontaneously lifting arms to parent.

Spontaneously extend toys to others.

Responding to facial expressions.

Imitating an adult’s actions.

Spontaneously placing a doll with head upright and vertical to the ground.

Identifying self in mirror.

Spontaneously looking for hidden objects.

Role playing simple actions previously seen.

Imitating a pretend play action (e.g. giving a drink) or demonstrating play related to their body (e.g. sleeping, eating).

Saying ‘hi’, ‘bye’ or ‘please’.

2-3 years

Spontaneously looking for hidden objects.

Role playing simple actions previously seen.

Imitating a pretend play action (e.g. giving a drink) or demonstrating play related to their body (e.g. sleeping, eating).

Verbalising their desires/feelings (e.g. ‘I want a drink’).

Treating dolls or teddies as if they are alive.

Playing beside other children.

Using symbols in play such as a stick becoming a sword (beginning to).

Engaging in play themes which reflect less frequently experienced life events (e.g. visiting the doctor).

3-4 years

Treating dolls or teddies as if they are alive.

Playing beside other children.

Using symbols in their play such as a stick becoming a sword.

Engaging in play themes which reflect less frequently experienced life events (e.g. visiting the doctor).

Playing with mechanical toys.

Taking turns with other children.

Playing with 2 or 3 children in a group.

Engaging in play themes which expand beyond personal experience (e.g. fireman rescuing people).

Talking about their feelings.

Feeling shame when caught doing the wrong thing.

4-5 years

Playing with mechanical toys.

Taking turns with other children.

Playing with 2 or 3 children in a group.

Engaging in play themes which expand beyond personal experience (e.g. fireman rescuing people).

Talking about their feelings.

Feeling shame when caught doing the wrong thing.

Playing with other children with shared aims within play.

Playing imaginatively for instance playing in the home-corner, dressing up and cooking.

Engaging in games with simple rules (e.g. hide and seek).

5-6 years

Playing with other children with shared aims within play.

Playing imaginatively for instance playing in the home-corner, dressing up and cooking.

Engaging in games with simple rules (e.g. hide and seek).

Engaging in play which includes themes never personally experienced (e.g. going to space).

Negotiating during play.

Engaging in well-organised play.

6-7 years

Engaging in play which includes themes never personally experienced (e.g. going to space).

Negotiating during play.

Engaging in well-organised play.

Playing with small groups and making up their own games with rules.

Playing co-operative games but not usually coping with losing.

Enjoying play with other children of their own sex.

7-8 years

Engaging in play which includes themes never personally experienced (e.g. going to space).

Negotiating during play.

Engaging in well-organised play.

Playing with small groups and making up their own games with rules.

Playing co-operative games (getting better at coping with losing).

Enjoying play with other children of their own sex.

Why should I seek therapy if I notice difficulties with play in my child?

Therapeutic intervention (which is a type of specialised support) can help:

  • Improve the child’s ability to interact and play with peers.
  • Encourage the child to engage positively with other children at school and when visiting places, such as the park or swimming pool.
  • Develop problem solving skills.
  • Help the child to develop better receptive and expressive language skills.
  • Help the child to engage and complete activities at school that involve peer interactions (e.g. group project, playing sport).
  • Help the child to learn about different activities/scenarios within the community (e.g. playing shopping can model to a child how to select food, take it to the cashier and then pay for the items).

Further information