Protecting the work of childhood: Our role as the custodians of play

According to the ECA Statement on Play (2023): “Sometimes play is described as ‘the work of childhood’, or as ‘being to childhood what oxygen is to life’. No single theory, definition or cultural perspective is sufficient to capture the richness of play.” 

However, the value of play is sometimes overlooked due to factors such as time pressures, public misconception of play being irrelevant to learning, and adult-centric expectations. 

Education professionals often speak of struggling to balance the pressures of unnecessary additions to their curriculum, unrealistic documentation expectations and risk-averse policies that limit children's opportunities to engage in free, self-directed play. Embracing the notion of custodianship may help early educators re-imagine their role in play, starting with the play environment itself.

Early childhood educators hold a responsibility that carries enormous weight, not just as facilitators of play, but as custodians of play.

The central role of the play environment

Prominent theorists, including Bronfenbrenner and Montessori, emphasise the central role of the play environment in learning, however how does that look in practice? 

The ECA Statement on Play (2023) emphasises that while adults set up the conditions for play, children retain ownership. In unstructured settings, it is crucial that children remain the decision-makers in both the content and the manner of their play.

An early learning space, when designed and planned for rich play opportunities, goes well beyond the resources we place on the table. It should embrace the daily rhythm and present opportunities for educators to be responsive in their approach. 

As teachers and educators, we have the privilege of leaning in to children’s play and listening carefully for the cues they share about future learning. When we truly walk alongside children, we may even find ourselves invited into the play.

We must not forget that the environments that we create need to ensure equity in access to play. Children come to us with diverse cultural, linguistic, neurodivergent and socioeconomic lived experiences, each bringing unique perspectives and strengths. Environments need to allow for both exuberant expression and quiet reflection, to challenge and comfort the child as their needs change throughout the day.

Loris Malaguzzi describes the environment as the third teacher, which significantly influences play. It is our collective responsibility to understand, protect and value the importance of play for every child, essentially becoming ‘custodians of play’.

Family and play

Children’s play is influenced by their experiences at home, within their families, and by their connections and interactions with peers and within their community. Research shows that when relationships between families and early childhood education and care services are authentic and collaborative, children are more likely to experience positive outcomes and reach their full potential. 

Through these relationships, educators share with families and caregivers about each child’s fundamental right to play, its significance in children’s learning and development, and why play is central to an early childhood curriculum. 

Whether through storytelling sessions with Elders, visiting the local park or cultural celebrations shared together, the integration of community life into play fosters a sense of belonging and shared responsibility of children’s learning.

Balancing the tensions of play 

Navigating the tensions of play is a one of the main responsibilities of play custodianship. 

Play is multifaceted in nature, meaning, as teachers and educators, we need to face these tensions with a responsive and nuanced approach to enable us to ensure we are meeting the individual needs of every child. 

We do this with awareness that the balances are shifting constantly. When children want to climb a tree, is this play viewed as a chance for a child to develop confidence, resilience and curiosity - or does it challenge the adult perspective of safety from stagnant and outdated polices? 

When the play environment is loud and chaotic is it viewed through a lens that the environment is rich in excitement and social negotiation, creativity and children expressing their point of view… or does it challenge the outdated view that learning must be a quiet and calm space where every child will sit and listen in order to learn?

As a custodian of play, we must lean into these tensions with curiosity and care. Instead of wanting to limit and control play with our own agenda, perhaps we should be reflecting  on the ‘WHY’ of the play that is unfolding. When we do this, it will lead us to ask ourselves what is being communicated and what is needed from professional practise to scaffold and support these unfolding moments.

Relational pedagogy: Binding the pieces into a shared fabric of learning and care

At the heart of the play custodial role is a relational pedagogy—the approach that places relationships at the centre of our early childhood universe. According to the ECA Statement on Play, strong relationships between children, families, educators, the environment, and resources are essential in upholding every child’s right to play. 

Play can be understood as both a learning process and a meaningful context—an experience freely chosen by the child, where they make decisions, solve problems, take risks, and often find joy.

Relational pedagogy invites early childhood professionals to reflect on not only on what they do but on how they are present.

• Are we open to co-constructing meaning alongside the children in our service?
• Are we transparent and inclusive in our communications with families?
• Are we engaging with the community as co-partners in learning?

To be a custodian of play is to hold a deeply important and delicate role full of responsibility and commitment. It requires vigilance, empathy, creativity, and courage. It means standing firm in the belief that play is central to every child’s early childhood learning journey—and that environments rich in relationship and connection are essential to its flourishing.

As we continue to navigate the complexities of early childhood education, may we reaffirm our commitment to nurturing play in vibrant connection with the children, families and our communities. As custodians of play, we must vow to be vigilant and loud advocates for unstructured, imaginative, and exploratory play and this means curating space where play can unfold and thrive—spaces where children feel safe, valued and free.

References

ECA Statement on Play https://www.earlychildhoodaustralia.org.au/wp-content/uploads/2023/10/ECA-Statement-on-Play-Oct2023.pdf