Why Play matters
“To play is to explore, to discover, to experiment…play gives children the opportunity to develop and use the many talents they were born with.” Lego, 1985
Play is not just a pastime, it’s how children build their brains. It’s how they make meaning of the world, test boundaries, and discover who they are. We “play” music, we “play” sports, and in the early years, play underpins everything: emotional wellbeing, cognitive development, and social understanding.
UNICEF (2024) calls “play” a human right. Peter Gray (2024) describes it as nature’s way of ensuring young mammals, including humans, acquire the skills they need to thrive. Without play, children are disadvantaged emotionally, socially, and intellectually.
🧠 Play builds brains
In the early years, brain architecture develops rapidly (Harvard, 2024). As educators, our role is to support this growth through sensory experiences, exploration, and meaningful interactions. When play is understood and facilitated well, it becomes a powerful strategy to nurture creative, problem-solving learners.
In the UK, this development is structured through the seven areas of learning in the EYFS (DfE, 2024), delivered from birth to the end of Reception. But behind these frameworks lies something deeper: the child’s innate drive to play, to learn, and to connect.
🏫 The risk of losing Play
Sir Ken Robinson (2015) warned that play is being withdrawn from education in favour of standardised testing. This industrial model risks sidelining children whose strengths lie outside traditional academics, those with musical, spatial, interpersonal, or naturalistic intelligences (Gardiner, 2006).
Time spent playing isn’t wasted, it’s essential. It’s how children develop the skills that matter most in life: resilience, empathy, curiosity, and collaboration.
👨👩👧👦 A partnership with Parents
Rosemary Roberts (2002) found that outcomes improve for children, when parents and practitioners work together. Yet many still separate “learning time” from “play time,” missing the vital connection between the two (Leo, 1924–98).
At Forest School for Life, we encourage a two-way flow of information between home and setting. Understanding a child’s cultural capital and ecological context (Bronfenbrenner, 1979) helps us tailor experiences that truly resonate.
🌈 Observing the magic
As practitioners, attuned observation is key. When children find their flow (Csikszentmihalyi, 1997), we glimpse their deepest interests and motivations. By creating enabling environments and recognising learning schemas, we unlock their potential.
So next time you see a child immersed in play, don’t rush them. Give them space. Watch quietly. Celebrate their discoveries. And if they invite you in, consider it an honour.
🌟 Final thoughts
“Play is educational too.” Pahl, 2024
In the UK, early childhood is the only stage where play is actively encouraged. That makes our role all the more vital. The American Academy of Paediatrics (Milteer, 2012) even suggests that play should be part of the very definition of childhood.
At Forest School For Life, we honour play as sacred. It’s how children grow, connect, and thrive. Let’s protect it, celebrate it, and never underestimate its power. We spend time at CPD ensuring the team have plenty of time to play together as a reminder of the significance of play. How much time do you spend playing?
🦡 Wildlife Watch & DIY Adventure
Our monthly trail cam update reveals nocturnal wonders: the Badgers, the Foxes, the Hares and more.
Warm wishes from the woods,
Victoria & the Forest School team 🌿
📣 Want to experience our playful adventures? 👉 Connect here Forest School Wymondham – Outdoor Education Norfolk
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