Children approach life and learning differently to adults. When performing tasks they may engage in repetition, detour from activities, or reconstruct experiences in their own vision. In short, there tends to be an inherent playfulness in everything they do. It is important that we offer respect for children’s play.
Play is a process that in its purest form is performed for intrinsic reasons. Society tends to prescribe instrumental outcomes to play, but it can also be viewed as an outcome in and of itself. Whether play is viewed from an instrumental or intrinsic perspective, respect for the process can have a profound impact on children’s well-being and development.
The relationship between well-being and development
Well-being and development are not separate; they are interconnected. There is a reciprocal relationship between the two. Development is a lifelong process throughout which our relationships with human and physical environments influence our well-being (Russell et al., 2024). Play is a core capability of human well-being, because of its potential to enhance social and environmental connections, and promote physical and psychological benefits (Nussbaum, 2007).
Adulteration
Whilst their intentions may be well-meaning, all too often, adults contaminate children’s play through insensitive interventions that redirect experiences, eliminate risks, and infringe on their choices and sense of control. Subsequently, children’s relationship with some other core capabilities can be compromised – including bodily health, the development and expression of senses, imagination and thought, emotional health, practical reason and control over one’s environment (Nussbaum, 2007). In playwork terms, this is known as ‘adulteration’.
Preoccupation with product
Play is often adulterated, because supporting its unique characteristics (pleasure, pretence, uncertainty) is difficult and requires adults to relinquish a large amount of control (Lester & Russell, 2008). Recently, though, I am noticing the same phenomenon when it comes to activities where process (play) is not the primary outcome. What I have observed, is a preoccupation with the end-product, especially in hands-on activities – whether it’s building a structure or making a bird’s nest – resulting in the dilution of children’s learning. When adults ‘take over’, they undermine children’s choices, interfere with tasks and constrain autonomy. Essentially, they restrict children’s capacity to support their own well-being. Meanwhile, crucial developmental processes involving exploration, trial and error, critical reflection and the opportunity for children to improve their own performance, are withdrawn.
Reframing process
When delivering programs with prescribed outcomes, there is scope to be productive whilst being respectful of process. ‘Process’ in this context, may refer to the steps taken to perform or become proficient at a new skill or task – decisions to refine approaches, lessons learned from failure, the resilience required to respond and adapt.
Playwork theorist, Bob Hughes, springs to mind whenever I encounter adulteration in a play environment. His work around intervention styles has been extremely influential to my professional practice. Based on Hughes’ (2001) work, I have developed a set of guiding principles (forming the acronym GROUNDED) which may assist professionals in making better choices regarding process.
Summing it Up: Respect for Children’s Play
Honouring the process—whether in play or structured activities—requires a conscious shift in how we, as adults, support children. By stepping back, tuning in, and trusting in their innate abilities, we not only safeguard their well-being but also nurture authentic, lifelong development. Approaches like GROUNDED remind us that our role is not to direct every step, but to create environments where children can explore, reflect, and grow—on their own terms.
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The GROUNDED approach
Give participants space – allow them to move at their own pace.
Reflect – on the learning process.
Observe – only intervene when necessary.
Underscore and value capabilities – recognise each participant’s strengths.
Normalise failures – create a secure environment, free from judgement.
Discover through the journey – focus on the experience, not just the destination.
Encourage exploration and creative thinking.
Direct only when necessary.
References
Hughes, B. (2001). The First Claim…A framework for playwork quality assessment. Play Wales.
Lester, S. & Russell, W. (2008). Play for a Change. NCB.
Nussbaum, (2007). Human rights and human capabilities, Harvard Human Rights Journal, 20, pp. 21-24.
Russell, W. Barclay, M. & Tawil, B. (2024). Playing and being well: A review of recent research into children’s play, social policy, and practice, with focus on Wales. Play Wales.