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The Importance of Play
What is the first question you ask your child when you see them at the end of the day? If you have a child in primary school, you might ask them who they played with and if they had fun. Perhaps you ask what they learned today.
If your child is older, you might ask about how the assessment or SAC they had went. If your child is in Senior School, it’s probably very unlikely that asking about play even crosses your mind. After all, play is just for the young, isn’t it?
In the modern world, education is very often viewed as a series of stages that must be passed. At the conclusion of each stage, or year, the student receives a grade. A judgement is passed regarding the level of individual achievement. If it is deemed satisfactory, the student progresses to the next level.
This concludes at the end of Year 12 with the all-important ATAR. What a depressing thought.
So, where’s the fun? What happened to the play that is so strongly emphasised when your child is in kindergarten and early primary school? Be assured that it’s still there.
While not immediately obvious, your child is actively engaged in play every day. It looks different to the play and fun they engaged in a decade or more ago, but it is still play.
The importance of play in childhood is well documented. The Early Years Learning Framework describes play - based learning as ‘a context for learning through which children organise and make sense of their social worlds, as they actively engage with people, objects and representations’ (EYLF, 2009, p.46).
The importance of play for children is recognised by the United Nations Convention on the Rights of the Child. Some countries even have national play policies. The Welsh Government policy states ‘decision making at all levels of government should include consideration of the impact of those decisions, on children’s opportunities to play’ (Llywodraeth Cymru, Welsh Government, 4 November, 2008).
Search the definition of play and you will be bombarded with options. While there is not one universally accepted definition, the benefits of play are agreed upon. Play is associated with relieving stress, improving brain function and language, stimulating the mind, boosting creativity, and improving relationships and social skills.
Play is a pleasurable experience. If students have fun while learning, they are far more likely to continue their pursuit in that area. Dramatic play is associated with improved social, language, and emotional skills. It can encourage them to use unfamiliar language and socialise with peers they may not normally ‘play’ with.
We can’t play all the time and play is used as part of learning, not as the only form. Play is a great way of relieving the anxiety levels that often accompany the learning of unfamiliar and challenging concepts.
Decreased anxiety means the students are more receptive to the information and more likely to spend time out of the classroom reviewing the concept.
As a society, we are beginning to recognise the importance of post-child and even adult play. Encouraging creative thinking and problem solving are just a few of the reasons businesses undertake team-building exercises that are play-based.
Current research is exploring and assessing the value of play in people of all ages. The Age recently published an article about playfulness and the positive impact of play for adults navigating challenges (Ironmonger, Lauren, Too old for play? It’s time to embrace lemonading, The Age, 20 May 2025).
So, the next time you see your child after school, before you ask about their assessment or SAC result, maybe you can ask them if they had fun at school today. While your older child may look at you as if you’re from another planet, hopefully, the answer is yes. As the saying goes, ‘a bit of fun never hurt anyone’. Especially if that fun comes from play.
Mandy Barr, Sarah Quin and Joanne Devota Rando
School Counsellors
