Adult role in play

Given that play is such a powerful element of a child’s development understanding our role as the adult in child’s play is critical in promoting play and embracing the development and learning.

Our role in child’s play is important. Knowing the balance and defining our role is key.

We can build a positive relationship with a child or alternatively we can hinder play for a child and negatively impact our relationship.

We can extend a child’ learning provided we don’t stifle it.

Adults can scaffold a child’s learning and development through play by praising and supporting the play.

Every child’s brain development is done through play.

Play stimulates the brain which is critical in making connections between nerve cells which in turn  helps to develop a child’s gross motor skills, fine motor skills, cognitive skills, emotional skills and support their overall development.

We need to be mindful to support play without influencing or controlling play.

The way we engage in play changes over time as a response to meeting the needs of the child as they progress through the different ages and stages of development.

Play provides the building blocks of the development of skills that will the child will require throughout life.

Play and development go hand in hand.

An adult may wish to join in a child’s play but it is important to be invited to play.

When you are invited to join the child’s play, take the passive role and follow the children’s lead and suggestions because it is their play. This is how they learn. If we innocently think we are helping and teaching a child something in place of allowing them to learn themselves then we are essentially hindering them.

If we take the tact of teaching a child how to do it we are doing it for them. We are taking away their opportunity for valuable learning to take place.

There is a fine line between interacting and engaging in play with a child and leading the play.

If we lead the play or structure the play then essentially we are interfering with the play.

If the play is no longer a voluntary or intrinsically motivated act for a child then we have interfered.

Participating in their play, as long as it is child led is a positive interaction and supports play.

When we participate in their play we show them that we think they are important. That is important for the child.

Adult’s often feel that a child needs to be entertained all the time, that you need to interact, need to plan their day. This is a myth.

Often the easiest, and sometimes the best learning comes from unplanned spontaneous activities and interactions. These interactions more often the most positive and a child is sharing the learning with you. They are sharing their experience with you.

A good example would be you are in your back garden. Your child is playing at the basket of picked flowers from the garden. You are sitting nearby. You watch as the child is busy looking, perhaps sorting and using the home corner tea set on the table and chatting away to themselves.

The child will check you are near. They may run up to you with a leaf. This is an invitation to join in. You can add value to this exploration by talking with them about the leaf, asking them questions. Follow the child’s lead. This interaction shows you are interested in what they are doing.

Adult interaction can extend on the play once the child has finished with the initial activity.

Interacting in a child’s exploration and play is far superior to structured activities or activities where you have maintained control over or it has been adult led. The child has led the play. They have ownership of the exploration and the learning.

The child must guide the direction of the play.

Defining of our role in child play challenges us to ask ourselves and reflect on what is the main purpose and importance of play in the first place.

Once we reflect on this question then we can more clearly understand the role we have in a child’s play.

Play for a child needs only a few elements to be a positive learning experience.

For learning and development through play a child needs:

• A welcoming play environment where they can make choices.
• Provision of play materials. Providing a variety of resources and sufficient amounts so that children do not have to tolerate long waits.
• Let them follow their own play urges.
• A mixture of alone play, play with others and play with adults.
• Opportunities to play. Provide a child with the space and opportunity to be frantic, chaotic and messy as this is essential part of the play process.

• Provide age appropriate.
• Allowing the child take the lead (or at least think they are in control over the play if you need to lead).
• Be patient, follow their directions and don’t criticize, compete or discourage any of their ideas (unless they are unsafe). Some things take time when you are learning or acquiring a new skill.
• Support without interrupting.
• Be on the lookout for opportunities to join in their play or enhance their everyday activities to a play like environment.
• Play is all about learning and development for the person who is doing the playing, the experience is a personal thing.
• Make sure you remember your involvement is to add to their fun and learning.
• Watch and wait as they discover, invent and explore.
• Provide a safe environment. Be mindful that excessively removing risks ruins the enjoyment, learning and skills.
• Support their intrinsic need for play, learn and discover.
• Allow the child to make the decisions.
• Watch and wait as they explore, discover and invent.
• Make play a priority.
• Be an advocate for children’s play. Play is essential for healthy development and well-being. It is a legitimate behaviour and applies to children playing indoors and outdoors.
• Let play be natural. Don’t force or prolong play.