For decades, researchers and educators have recognised play as fundamental to children’s development. Yet in many educational contexts, play is still treated as an optional extra – a reward at the end of the day or something squeezed in between ‘real’ lessons. This misses a crucial point of play, it is learning.
Why Play Matters
Play allows children to explore, take risks, and solve problems in ways that are meaningful to them. For children with special educational needs and disabilities (SEND), the benefits are particularly significant:
Communication and social skills – unstructured play fosters peer interaction, language use, and collaborative problem-solving.
Confidence and resilience – play-based outdoor learning helps children manage uncertainty, persist through challenges, and build a sense of capability.
Emotional regulation – play reduces stress and supports self-regulation, giving children strategies for managing emotions.
Inclusion – outdoor play environments often level the playing field. SEND children can engage physically, imaginatively, or socially at their own level, while still being part of the group.
Implementing Play-Centred Approaches
Making play central to learning doesn’t require overhauling an entire curriculum. Small, intentional changes can have a significant impact:
Create spaces for unstructured play – Whether indoors or outdoors, children need time and space where outcomes are not predetermined. A patch of woodland, a sandpit, or a set of loose parts can spark endless exploration.
Value process over product – Encourage activities where the doing is more important than the end result. Den-building, mud kitchens, and role play offer learning through trial and error.
Use storytelling and imagination – Inviting children into imaginative worlds fosters creativity, empathy, and communication. Linking stories to natural elements (sticks as magic wands, leaves as treasure) grounds play in the environment.
Model playful curiosity – Adults who show wonder, ask questions, and join in games signal that play is valuable and respected.
Adapt for accessibility – Provide multiple ways to engage. A child with limited mobility may still direct others in building a structure, or a child with limited verbal communication may participate through gestures, sounds, or movement.
Final Thoughts
When play is central, children are not just entertained. They develop the resilience to face challenges, the creativity to solve problems, and the social skills to connect with others. For children with SEND, play is not just beneficial: it is essential.
Recognising play as learning is not about lowering standards; it is about creating the conditions for every child to meet their potential.
References
Connolly, P. & Doyle, O. (2019). Study on unstructured play, peer interaction, and collaborative learning.
Knight, S. (2013); O’Brien, L. & Murray, R. (2007). Research on Forest School and the development of resilience and confidence.
Pellegrini, A. & Smith, P. (1998). Research on play, stress reduction, and emotional regulation.