Play: Power Behind Child Development & Well-being

Play is a fundamental right of all children, as recognised by Article 31 of the UN Convention on the Rights of the Child. Play is essential for mental health, well-being and the holistic development of all children and young people. Developing Personal, Social, Health, and Economic (PSHE) skills is essential throughout childhood. However, this isn’t always recognised in all schools or settings, nor is it emphasised in official guidance beyond the Early Years.

What do we mean by ‘play’?

Play is described as voluntary, intrinsically motivated, and enjoyable. It allows children to explore their world, express themselves, and make sense of their experiences. It is suggested that there are up to 16 types of play, including imaginative, physical, constructive and exploratory[i]. Play means doing something for fun, rather than for practical reasons with no one set way to play. It is versatile and can mean different things to different people. For some people, it’s building a rocket. For others, it could be chasing a ball, writing or painting a picture.

Play is often misunderstood, or seen as an activity, break or reserved for the youngest children:

Play is a very misused adult word. To a child it is a way of life. To an adult it often means unimportant recreational things we do when we are not working.

Jean-Jacques Rousseau

Instead, it is a complex, purposeful process that supports cognitive, emotional, and social growth. Research by several sources including UNICEF [ii] have found that play is especially important during the first 8 years of a child’s life because this is the period a when their brain develops most rapidly[iii].

Yet opportunities to play have been declining in schools. In the UK, it has been poorly researched in education and is often associated with only the early years. There is also a significant decline in the amount of time children have for playing at school, with a noticeable reduction in afternoon breaks and shortening of lunchtimes[iv]. The impact of this is significant on children and their mental health and well-being. Play is important to children. A report found that 93% of children aged 5 to 12 across nine countries report feeling happier when they have had the opportunity to play[v].

Why is play important?

Play is important for all children’s PSHE. It provides a sense of joy, belonging, and purpose. It offers children a way to decompress, process their emotions, and connect with others. Through play, children are able to have the opportunity to explore and experiment in an open-ended and unstructured way. Play is not separate from learning – it is learning. Through play, children acquire foundational PSHE skills that are essential for navigating the complexities of life. Imaginative play helps children to explore feelings in a safe environment, supporting their emotional regulation. The development of a sense of self through play can influence children’s ability to cope with stress. It gives children opportunities to develop their social skills, which builds skills of empathy, teamwork and conflict resolution. Language and communication skills can also be developed through play, as children have the space to practise communication and expand their vocabulary. Active play promotes physical health, reduces stress, and improves mood.

Language and communication skills can also be developed through play, as children have the space to practise communication and expand their vocabulary.

Play Schemas: The Building Blocks of Development

Schematic play happens when babies, toddlers and young children are involved in repeated actions or certain behaviours as they explore the world around them and try to find out how things work, such as the act of tipping and pouring or moving and sorting. There are many different types of play schemas, all referring to repeated patterns of behaviour through which children explore and learn about the world. This is a key cognitive process through which they construct knowledge and actively make meaning of the world around them.

While these are often discussed in the context of toddlers, schemas remain relevant for older children, as they lay the groundwork for understanding more abstract concepts and skills. For older children, these evolve into more sophisticated play, such as building detailed and thought through structures or thinking of strategies in team sports. These activities support the development of PSHE skills, such as teamwork, resilience and critical thinking.

Children who do not have opportunities to explore and play may not develop play schemas during their early childhood, and this has been shown to have an impact on development, specifically on a child’s cognitive, emotional and social skills. Children may then find it difficult to form relationships, work in teams and communicate effectively, which can have a lasting impact on their lives.

Play is the universal language of childhood. It is a cornerstone of mental health, well- being and PSHE development for all children. Through play, children learn to navigate their world with confidence, creativity, and resilience – qualities that will serve them well into adulthood. By fostering opportunities for play in schools, homes and communities, we are investing in a healthier, happier future for all.

As featured in Bigger Picture.

Written by Amy Jones, Jigsaw Outdoors and Games Programme Lead & EYFS and Primary PSHE Specialist

Amy Jones is a qualified primary school teacher with over 10 years of experience, including 6.5 years specialising in EYFS as a Reception teacher. She holds a First-Class BA (Hons) degree in Education from Bath Spa University, as well as a Foundation Degree in Early Childhood Studies. Amy is passionate about learning through play and connecting children with nature. She is a strong advocate for outdoor learning and the consistent teaching of PSHE to support children’s emotional well-being and mental health. Amy is Programme Lead for Jigsaw Outdoors and Games as well as an EYFS PSHE Specialist at Jigsaw Education Group. Outside of work, Amy enjoys gardening, wildlife and reading.