Free play is a form of spontaneous play initiated by the child. It is both completely natural and absolutely essential. It represents a fundamental need for children, allowing them to experience a sense of freedom while developing the skills they need to understand the world and form mental representations of their surroundings.
Through free play, children express their ideas and put them into practice, either alone or with their peers. They develop creativity, imagination, and social skills such as expressing themselves, listening, communicating, collaborating, and sharing. This type of play also provides an opportunity for children to relive important life events whether joyful or difficult through role-playing and storytelling.
“Play is the most serious activity for a child.”
Freeplay
Play helps children process significant life experiences, such as the birth of a sibling, a major storm, childhood illness, parental separation, moving to a new home, or the loss of a grandparent. It also allows them to imitate adult behaviors. This is why it’s important to be mindful of what we offer as examples for them to imitate.
For instance, activities such as gardening, DIY projects, cooking, sewing, painting, brushing the dog, going to the market, feeding birds, maintaining the home, reading a book, playing music, singing, dancing, spending warm moments with friends, walking, or swimming in nature all provide rich and meaningful experiences. On the other hand, if an adult spends most of their time glued to their phone in the child’s presence, the experience will be extremely poor for the child’s development, if not harmful. Since young children learn primarily through imitation, one can only imagine where that will lead them…
One of the fundamental goals of free play is to encourage the child’s spontaneous movement, allowing them to develop their will one of the three essential aspects of human nature, alongside thinking and feeling (as described in Rudolf Steiner’s teachings and the Steiner-Waldorf pedagogy).
The educator does not announce, “it’s time for free play!” or “Now, play shopkeeper!” No. The idea is simply to allow children to start playing on their own. However, this does not mean it’s a time for chaos, quite the opposite. The play environment, as well as the resources and materials available, must be carefully considered and thoughtfully prepared by the facilitator.
What makes for a fulfilling free play session?
The quality of the educator’s presence
The adult does not actively play with the children. They may accept an occasional invitation, such as pretending to eat soup at a makebelieve restaurant or briefly joining an imaginary bus ride to the beach. However, their primary role is to be present, observant, and attentive to what unfolds.
At the same time, the educator can engage in a real-life task, such as preparing a snack, tidying up, or working on a craft or creative activity. In doing so, some children may naturally feel drawn to join in and participate.
Freeplay
he Play Space
If children are welcomed in a fixed location, careful thought should be given to the layout of the space. First and foremost, it must be safe. This means removing hazardous trees, trimming back excessive brambles, and installing a barrier if there is a pond or any other potential danger. Next, the space should be arranged to suit the children’s needs, with child-sized furniture such as a play kitchen, tables, chairs, logs, and other simple structures You can also enhance the environment by creating natural play features, such as digging holes, forming small hills, setting up a sandbox, or even introducing a small vegetable garden (though it should be considered experimental, as harvests are not guaranteed!) Rope play structures and other natural elements can also be added There are endless possibilities, and over time, the space will naturally evolve and improve The key principle should always be simplicity, no unnecessary frills! A final note: if you plan to include a campfire, be sure to keep it separate from the free play area. If free play takes place in a temporary natural setting, it’s essential to visit the location beforehand to assess potential risks and opportunities for play. Nature is, of course, an ideal environment for free play, as it offers endless possibilities, plenty of space, and a soothing soundscape.
“Play is the highest form of research.”
- Albert Einstein
Materials, Resources, and Objects Available
While adults do not direct free play, they are responsible for providing the physical elements that support it: the space and the objects. The quantity and quality of these objects must be carefully considered.
Quantity: Striking the right balance is crucial! Too many objects create clutter and can overwhelm children, making it harder for them to engage in meaningful play.
Quality: The best materials are natural and versatile, allowing children to assign them multiple functions. Good examples include wooden plates, chestnuts, moss, shovels, rakes, fabric pieces, and wooden sticks. The Imaginary World
The stories and tales read to children naturally become part of their play, as they relive them over and over, assigning roles, switching characters, and adapting elements of the narratives. This process is essential for their creativity, imagination, and emotional development. For this reason, storytelling and reading should be considered valuable moments and an integral part of the activities offered to children These shared stories provide inspiration, enrich their imaginative world, and create a foundation for their free play
As a reference, you will find a well-curated book that offers high-quality stories to incorporate into your sessions
