CHILD-LED PLAY
In the busy days of childcare, it is so easy for the mountains of tasks, goals and paperwork to monopolize the time of educators in the classroom. We may unintentionally overshadow the most crucial part of children’s learning: the child’s own curiosity and interests.
In this blog post, we’ll focus on how we can shift the focus from the checklists and goals to learning alongside the child, and their interests, while myth busting some common misconceptions around child-led play and emergent curriculum.
What is Child-Led Play?
Child-led play is exactly what it sounds like: play that is initiated and directed by the child where they can take control of learning and exploration (Klavdija, 2023 & Nesbitt, 2024). Taking a slight step back as the educator, children can then take the lead in deciding what, when, and how they engage in their activities. We as educators may offer suggestions, provide materials, and create a safe, enriching environment, but the focus is on the child’s natural curiosity and intrinsic motivation. Child-led play at its core upholds the belief that children are capable and competent individuals that are more than able to guide their own learning and development.
It can be difficult, as an educator, to release control and allow children to be solely independent in their play. However, it is not about abandoning support and guidance all together, it's about finding the balance between observations, co-learning and support. It is important to remember that children need to feel safe and supported to freely discover the world around them, in this case the childcare environment that YOU create.
What Does Child Led Play Look Like?
Imagine a childcare centre where children are enthralled with every activity you help set up. A place where children have open access to materials and toys, setting up their own activities or assisting you in curating ideas and designs for their room and activities. Children learning together and you learning with them. These are all examples of how to support child-led play – allowing children to take charge of their own learning and environment.
It’s important to note that every room and every child, even in the same centre will not demonstrate child-led play the same. Some children might thrive in quiet, solitary play, while others might be more social, engaging in group play. The key is that they are the ones driving the experience, and we, as educators, are there to support, not direct.
Myth #1: Child-led play means no structure
Many people assume that if children are leading the way in their learning, there’s no structure in place. On the contrary, child-led play operates within a thoughtfully curated environment. Educators carefully observe children’s needs and interests, and they provide the materials, spaces, and guidance necessary to facilitate exploration. It’s not about a free-for-all with no rules; it's about creating a flexible, responsive environment where children can thrive while still having clear boundaries and support.
Myth #2: It is too unpredictable
Some may fear that an emergent curriculum is overly chaotic or unmanageable because it doesn't follow a strict, set plan. In reality, the beauty of child-led play lies in its adaptability. Educators can respond to children’s questions, interests, and experiences in real-time, while still having a foundational understanding of developmental milestones and learning outcomes.
Myth #3: Educators are not needed in child-led play
Another myth is that child-led play means children are left to their own devices without adult involvement. This is far from the truth. Educators play a critical role in child-led play by observing, guiding, and scaffolding learning experiences. They help extend children’s thinking through open-ended questions, provide new materials to spark curiosity, and support social interactions. Educators in these environments are not passive; they are active participants in fostering an enriching, safe, and engaging learning environment. It is also so important for educators to be ready to engage in children’s play if invited in.
Where to Start?
It’s about beginning with small, intentional steps. Start by reflecting on your practice. Take a day to observe yourself—how often do you intervene during play? Do you find yourself only supervising rather than intentionally observing? How do you engage with children? Are your current actions reflective of your view of the child? This reflection can provide insights into your own pedagogical style and your relationship with the children in your care.
Begin by observing the children in your care more closely. Notice how they interact with their environment, their peers, and their own ideas. Take the time to listen and understand their perspectives, rather than imposing your own.
These steps create a foundation for co-creating and co-learning with the children in your care. Supporting you in setting up invitations and provocations.
Understanding Invitations and Provocations
In a child-led environment, we don’t need to plan every moment, but we do need to create opportunities for children to engage. This can be achieved through invitations and provocations.
An invitation is a way of introducing an activity based on concepts or interests (Davis, 2023). It might be a new material or an open-ended activity that sparks curiosity, creativity and invites children to explore with directions and planned outcomes. When you notice that a child or children have a specific interest this step can allow for a foundation to multiple activities and play centres.
A provocation is designed to provoke action and stimulate thinking (Davis, 2023). It’s to ignite deeper exploration around an established interest, encouraging children to ask questions, problem-solve, and develop new ideas.
Imagine you are observing a child, and every day when they come in the morning you notice they go straight for the dinosaurs on the shelf. So, you decide to set up the dinosaurs in the block centre, creating mountains and rivers with loose parts and blocks. This is an example of an invitation. If they engage with the invitation meaningfully (you’ll notice this while observing and engaging with the children) you will observe their learning and growth with them.
This is your time to really allow the child to take control of their own learning, avoid flooding them with too many questions, and allow them to guide the play. This can be with their words or actions. It is up to you as the educator to encourage further exploration in their world at their pace. If you notice the interest is only growing, (i.e. they are asking you questions or exploring the room beyond your invitation) you can start setting up provocations. Work with the children and your co-educators to expand on their interests. For example, if the children want to know more about where the dinosaurs went, you can research books from the library or resource kits that help to support that learning. If they want to dig up dinosaurs and their bones, see what your centre has and work creatively with the children and your co-educators to make that activity come to life. There is so much information you can use and explore with children.
Both invitations and provocations are tools that inspire play without dictating its course. There isn’t one right way to set up an invitation or provocation, every child, room and centre is going to look different. It is a process of trial and error, reflection and action. Try not to feel defeated or frustrated when an activity doesn’t go the way you plan, this is the part of co-learning and co-constructing that can seem daunting. Have faith in yourself, co-educators and the children you care for. Find the joy in their play and sit there with them in it. Allow yourself to be part of their learning, not just the organizer of the room.
References:
Clinton, J., MD (2020). Love Builds Brains. Tall Pines Press.
Davis, E. (2023, July 20). Engage your early learners using provocations. https://www.famly.co/blog/learning-through-provocations
Klavdija. (2023, July 28). The benefits of child-led activities in early years. Kindergartens International Institution Blog. https://blog.kindergartens-international.com/child-led-activities/
Nesbitt, E. (2024, August 30). The Power of Child-Led Play: Nurturing Growth and Development in Children — Wildlings Forest School. Wildlings Forest School. https://www.wildlingsforestschool.com/blog/the-power-of-child-led-play