Play Development

Play may be

  • Structured / Formal / Organised / Institutional
  • Unstructured / Informal / Casual / Spontaneous
  • Combinations of the above

We regard our role as being:

  • Co-ordinators / influencers for play (including the planning process)
  • Facilitators for the development of play within local communities
  • Advisers to managers of facilities and resources for play

Community Development Activities

  • In partnership running courses & training sessions for local communities in play related activities
  • Engaging "play advocates" to develop safe play environments e.g. equipment
  • inspections, programmed supervision
  • Organising community events particularly National Play Day
  • Developing multi-agency networks through activities with schools, playgroups,
  • Health Authority, youth service, private clubs etc
  • Grants budget for assisting local playgroups / play schemes

Physical Benefits

  • Provision of new equipment where there is an identifiable need
  • Enhancing play equipment
  • Through the local plan improving access links to existing play areas e.g. road
    crossings, footpaths, cycle routes, lighting, fencing etc
  • Improving community buildings to meet the requirements of the Children Act
  • New sport activity areas to meet wider needs e.g. 5-a-side area, basketball court, BMX area
  • Landscaped / woodland areas for creative play

About Play
What does play mean? What should it do? Play is about a child or young person being able to explore and learn about the world around them and their relationship within that world, this can either be on their own or with groups of other children and at their own pace.

It should also be child initiated and led, it can take place indoors or outdoors it can be with equipment or without. Adult involvement is sometimes not needed by the children when they are playing, other times they may need to prompt further discussion or actions to extend the play the children are involved in.

The opportunities for play should be provided in a safe and secure environment. Opportunities for children to engage in play away from adults is important to allow the children to experiment, explore take risks have fun in an environment that is their own.

Types of Play
Imaginative play
Physical play
Quiet / Reflective play
Interactive play
Solitary play
Group play
Boisterous play

What Can Children Learn and Gain from Play?
How to socialise, A sense of belonging, How to share, How to make friends, How to take turns, Life Skills, Family connections, Things that are pleasant as well as unpleasant, How things work, Fear, Taking risks, About their bodies.

The world around them, Understanding time and place, Weight, Distance, Heavy and Light. Colours, Empty, Full, Shapes, Technology, Language, Science, Music. Nature, Conservation.

This list is not conclusive there are many things that children learn through play.

This does not mean that all of young children's learning is divided up into areas.
One experience may provide a child with opportunities to develop a number of competencies, skills and concepts across several areas of learning.

Areas of learning and early learning goals:
Personal, social and emotional development
Language and literacy
Mathematical Development
Knowledge and understanding of the world
Physical development
Creative development

There are six areas to help practitioners plan the learning environment, activities and experiences and provide a framework for the early years. The Early Learning Goals set out what most children are expected to achieve by the end of the reception year.

Copies of the document can be obtained from
QCA Publications,
Tel: 01787 884444
Fax: 01787 312950
Price £5 order number QCA/99/436