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 WHY PLAY MATTERS

This accessible book is full of play-based activities to support child development. Grounded
in evidence-based practice, it inspires and informs readers to understand play, and offers
ideas and practical activities to use with the children in their care.

Drawing from the holistic and inclusive model of Developmental Play, which includes
sensory play, creative-explorative play, meaning-making play and higher play, the activities
focus on supporting aspects of social, emotional, physical and cognitive development. Each
activity follows the helpful structure: “you’ll need,” “your child will learn” and “top tips,” and
shows how play can be used to enhance children’s development in five key areas:

• To build emotional wellbeing

• To build social skills

• To build school readiness

• To build physical skills

• To develop sensory processing skills.

Playfulness is fundamental to healthy holistic development and this book shows you why
play matters, how it works, and why each reader should bring play back into children’s lives
to give them the best start in life for the best chance in life. It is essential reading for early
years practitioners, primary school teachers, occupational therapists and parents.

Caroline Essame is an occupational therapist, art therapist and educator with over 37 years’
experience in creativity and human development. She has worked in clinical practice,
education and development, promoting the role of play and creativity in wellbeing, and
healing and development across the world. She is the CEO and Founder of CreateCATT, a
child-focused social enterprise, and runs an online academy training across the globe in
play-based approaches.

Barnaby Duffy is a British artist raised and educated in Singapore. He is an illustrator

of concept art and comic strips, with completed commissions ranging from professional
companies to student magazines and previous work for a documentary crew. He is the
animator and illustrator of all CreateCATT graphics.
 WHY PLAY MATTERS
101 ACTIVITIES FOR
DEVELOPMENTAL PLAY TO
SUPPORT YOUNG CHILDREN

Caroline Essame

Illustrations by Barnaby Duffy

Designed cover image: Barnaby Duffy

First published 2024

by Routledge
4 Park Square, Milton Park, Abingdon, Oxon OX14 4RN

and by Routledge
605 Third Avenue, New York, NY 10158

Routledge is an imprint of the Taylor & Francis Group, an informa business

© 2024 Caroline Essame

Illustrations © 2024 Barnaby Duffy

The right of Author to be identified as author of this work has been asserted in accordance with
sections 77 and 78 of the Copyright, Designs and Patents Act 1988.

All rights reserved. No part of this book may be reprinted or reproduced or utilised in any form
or by any electronic, mechanical, or other means, now known or hereafter invented, including
photocopying and recording, or in any information storage or retrieval system, without permission
in writing from the publishers.

Trademark notice: Product or corporate names may be trademarks or registered trademarks, and
are used only for identification and explanation without intent to infringe.

British Library Cataloguing-in-Publication Data

A catalogue record for this book is available from the British Library

Library of Congress Cataloging-in-Publication Data

Names: Essame, Caroline, author. | Duffy, Barnaby, illustrator.
Title: Why play matters: 101 activities for developmental play to support
young children / Caroline Essame; illustrations by Barnaby Duffy.
Other titles: One hundred one activities for developmental play to support
young children
Description: New York: Routledge, 2024. |
Includes bibliographical references and index. |
Identifiers: LCCN 2023015677 (print) | LCCN 2023015678 (ebook) |
ISBN 9781032420691 (hbk) | ISBN 9781032420707 (pbk) |
ISBN 9781003361060 (ebk)
Subjects: LCSH: Play. | Child development.
Classification: LCC LB1137 .E8 2024 (print) | LCC LB1137 (ebook) |
DDC 649/.5–dc23/eng/20230606
LC record available at https://lccn.loc.gov/2023015677
LC ebook record available at https://lccn.loc.gov/2023015678

ISBN: 9781032420691 (hbk)

ISBN: 9781032420707 (pbk)
ISBN: 9781003361060 (ebk)

DOI: 10.4324/9781003361060

Typeset in DINPro
by Deanta Global Publishing Services, Chennai, India
CONTENTS

1 The Developmental Play Model 1

The Beginnings of Developmental Play 2
The Global Perspective 4
The Right to Play 6
The Developmental Play Pyramid 7
Across the Ages 13
Developmental Play for Teenagers 17
Developmental Play for Trauma 17
Developmental Play for Adults 19
Developmental Play for Dementia? 20

2 Twenty Ideas for Developmental Play Pyramid Level 1:

Sensory-Body Play and Attachment-Safety Play 21
Stages Not Ages 24
Working with Neuro-Divergent Children  25
Action Songs 26
Big Breath Play 27
Body Massage 28
Bubble Play 29
Circle Play 30
Drum Hallo 31
Flying on the Bed 32
Hand Prints 33
Hide and Seek 34
“I See You” Play 35
Melting Coloured Ice Cubes 36
Mirror Play 37
Parentese 39

 v
Contents

Rhythm Play 40
Ribbon Dance 41
Roly-Poly 42
Toe Play 43
Torch and Shadow Play 44
Tummy Time 45
Water Play 46

3 Twenty Ideas for Developmental Play Pyramid Level 2:

Creative-Explorative Play 47
Working with Neuro-Divergent Children 50
8-4-2-1 Action Game 51
Build a Safe Space 52
Butterfly Prints 53
Cardboard Box Play 54
Circle Time with Ball 55
Coloured Brick Play 56
Goop 57
Hand Art 58
Indoor Circuits 59
Keepy-Uppy 60
Magic Potions 61
Make Your Own Play-Dough 62
Mirror and Shaving Foam Hide and Seek 63
Parachute Play 64
Pillow Fights 65
Printing 66
Random Materials Art-Making 67
Silly Songs and Made-Up Rhymes 68
Sing and Dance 69
String or Spaghetti Painting 70

vi
 Contents

4 Twenty Ideas for Developmental Play Pyramid Level 3:

Meaning-Making Play 71
Working with Neuro-Divergent Children 73
1-2-3 game 74
Big Body Schema 75
Body Writing on the Back 76
Create a Story from Found Objects 77
Dress Up and Put on a Play 79
Food Worlds 80
Make a Special Box 81
Mandala Drawings 82
Musical Statues 83
Paper Bag Puppet 84
Pass the Whisper 85
Pot-and-Pan Orchestra 86
Round-Robin Drawings 87
Sensory Mindfulness Bottle 88
Slithering Snakes 89
Small Body Schema 90
Sock Puppets 91
Sorting Games 92
Squiggle Game 93
World in a Box 94

5 Twenty Ideas for Developmental Play Pyramid Level 4:

Higher Play 95
Working with Neuro-Divergent Children 97
A Book of Me 98
Alphabet Game 99
Consequences 100
Cops and Robbers 102
Create a Group Dance 103
Fire on the Mountain 104

vii
 Contents

Fortunately/Unfortunately 105
Group poem 106
Guess the Emotion 107
I Went to Market 108
Leapfrog 109
Letter Game 110
Memory Game 111
Paper Hats 112
Phone Films 113
Rubbish Sculptures 114
Superhero Shield 115
“This Is Not a…” Game 116
Three-Legged Race 117
What’s the Time, Mr Wolf? 118

6 Twenty Ideas for Nature Play 120

Animal Care and Play (DP Level 4) 122
Bark Rubbing (DP Level 2) 123
Bean and Seed Art (DP Level 3) 124
Build a Den (DP Level 4) 125
Child-led Nature Walk (DP Level 1) 126
Climbing Trees (DP Level 2) 127
Create a World (DP Level 4) 128
Drawing from Nature (DP Level 3) 129
Hide and Seek in Nature (DP Level 3) 130
Journey Sticks (DP Level 3) 131
Make an Indoor Aquarium (DP Level 4) 132
Mime the Animal (DP Level 4) 133
Mud Pies (DP Level Two) 134
Nature Art (DP Level 3) 135
Nature Sensory Play (DP Level 1) 136
Planting Seeds (DP Level 3) 137

viii
 Contents

Rain Massage (DP Level 2) 138

The Tree Game (DP Level 2) 139
View from the Window (DP Level 3) 140
Water and Puddle Play (DP Level 1) 141

7 The Power of Messy Play: (CreateCATT’s Favourite Play

Activity) 142
Messy Play 147

8 How to Scaffold Climbing Up the Pyramid 149

Supporting Developmental Play 150

Bibliography 156

Index 159

ix
1
THE DEVELOPMENTAL
PLAY MODEL
Play is the language of childhood and the foundation of learning and development. But many
people have lost their understanding of this learning in the mists of time and deep memory.
Few can remember playing before the age of three to four years old, and when asked to
describe play, most people will describe it as imaginative play, role play and “as if”—that
magical ability to play at pretending and creating other worlds. This is what the Russian child
psychologist, Lev Vygotsky, describes as higher play, which is expected and often seen in
children from three to five years old.

Play starts way before that, however, and as many young parents know, playful interactions
start very early on (we explore this in the chapter on sensory-body and attachment-safety
play). According to the founder of neuro-developmental play, Sue Jennings, play begins
with the mother and when the baby is still in the womb. The baby is rocked and begins to
understand playful rhythm; the mother talks to the baby and it tunes into the sound of her
voice and begins to build playful communications. The child learns to kick and feel the power
of their body, safe in the security of the embryonic waters. Playfulness is about being alive.

Play is engagement, joy, social interaction and the medium that an infant and young child
uses to explore and express their place in the world. The Oxford English Dictionary talks
about play being pleasure and enjoyment as opposed to work, and states that play is the
natural disposition of children. If we can begin to see play as more than higher play, with
its focus on social and imaginative play, and start to look at play as a multifaceted, joy-
filled natural disposition, then our understanding can have far-reaching implications for
supporting children’s learning, development and wellbeing.

This is particularly important following the Covid-19 pandemic when many play opportunities
were lost due to extensive lockdowns, gaps in schooling and a rise in social anxiety.

DOI: 10.4324/9781003361060-1 1
The Developmental Play Model

Looking at play in this way also helps in understanding and supporting neuro-divergent
learners because it goes beyond social higher play and looks more deeply at the foundations
of playfulness that help children find their place in the world.

This book introduces Developmental Play, which assumes that play is a disposition of joyful
engagement which starts as soon as an infant is conscious, and that it is the language of
childhood which we need to nurture and understand for the wellbeing of our children. As
Loris Malaguzzi, the founder of the Reggio Emelia school in Italy, states in a wonderful
poem, there are more than a hundred languages of children and each one is precious. The
aim of this book is to help you to better hear and understand the child’s language of play, and
to nurture and treasure it for the world’s children.

The Beginnings of Developmental Play

The story of Developmental Play starts in a small village in Kerala, Southern India, where
a mother of a child with cerebral palsy set up a special needs school to support the local
population. Deepti Special School and Rehabilitation Centre is a place where a community
has come together to support neuro-divergent children, a place where hope is born, a place
of joy and potential. It was also a place where there were few experts and limited access
to therapy services or special-needs education; as a centre with a vision to care but few
resources, it was open to new ideas.

We were first invited to support Deepti in 2011, when the school was just starting out. The
aim was to embed creative and play-based approaches into its curriculum and services. It
was clear that the children and their families needed support and ideas to help the children
develop, and these needed to be simple and accessible but also true and rooted in best
practice. There was not a lot of time to train up specialists, nor resources to buy in the
professional support needed. The children needed support now. And what better way than to
root it in the child, to infuse it with joy and to build it through play?

We worked through translators to communicate the basic principles of child development.

That included best practice in neuro-development, the WHO principles of nurturing care,
developmental psychology, play-based education, sensory integration, creative arts and play
therapy and the model of human occupation. They all combined to create the concepts for
Developmental Play. But it also needed to be clear and concise, so it became embodied in
how children create, play, move and learn.

Our approach was to introduce a concept and then show it through a game. For example,
a simple clapping game will help a child organise themselves physically and subsequently
help them develop cognitively; then from this they will develop the organisation skills for

2
 The Developmental Play Model

more structured learning. Or we might introduce a child to flour-and-water paste; if they

become transfixed with the marks they can make, they will go on to develop the neuron
pathways for improved focus and attention and these in turn will build the foundations for
future writing skills. By exploring with their hands, with fingers rich in touch receptors, and
then being able to see the impact their bodies have on things around them, they understand
they can make a mark on the world. Most important, this process is infused with tangible
and concrete joy which paves the way for higher learning.

On the surface it looks like simple clapping or playing with goop; but underneath, inside the
child’s mind, a transformation is starting. That is at the heart of Developmental Play.

Many of the children at Deepti had profound challenges so we needed to start at the
beginning and look at the foundations of development through the foundations of play. If a
child could not talk, what were the foundations we needed to look at to build communication?
The answer is that we needed to find something that gave them joy that they could respond
to. If a child would not sit still, we needed to understand how they were experiencing their
body. The way they played showed us this.

Play became the lens for seeing, being and becoming.

From this experience, this book builds on the premise that play is important for all children.
Play brings joy. It is children’s language and it is their medium for development. These next
two stories give an insight into why play matters so much for children.

Aditya Steps into the World

Aditya, two weeks old, has just emerged into the busy, dazzling world from the warmth of her
mother’s womb. Her mother is smitten with her and encircles her in her arms and holds her
close, recreating a sense of safety as Aditya transitions into her new world. Her mother rocks
her, calming her and creating a sense of rhythm and predictability.
She looks intently into her baby’s face, cooing and talking to her in a calm voice. Aditya
has heard that cadence before and tunes in, noting the difference now it’s no longer through
the uterus wall. She is learning to listen and she is learning to focus on this adoring face that
moves and speaks, recreating a safe space and building a new concept of self in the world
through sound, movement and skin-on-skin touch.
Aditya is forming attachment and learning to engage through the playful nurture of her
mother. The foundations for social and emotional learning and wellbeing are being laid down
in Aditya’s rapidly developing brain.

The importance of early nurture cannot be underestimated and an infant’s brain is highly
receptive to these early experiences. This is why attachment and safety form the foundations

3
The Developmental Play Model

of Developmental Play. British psychotherapist Sue Gerhardt, in her book Why Love Matters,
outlines why these first experiences are so fundamental. The World Health Organisation
(WHO) Nurturing Care Framework talks about the importance of the first 1,000 days as the
foundations for optimum child development.

Children who have early traumas such as being born premature and placed in incubators,
abandoned at birth or left with mothers with post-natal depression are often shown to have
higher incidences of attachment difficulties, sensory issues and deeply embedded social and
emotional issues that are felt and experienced long before they develop the language to talk
about them or make any meaning of them. Instead, the trauma becomes embodied. So if we
are to support these children we need to go back to those early moments and recreate them
through sensory-body play and attachment-safety play to start the process of change.

The next story shows how children can and will harness play to transform their worlds
without adult intervention.

Joe Takes on the World

Joe is a four-year-old boy who comes home from pre-school having not had a good day. He
felt left out in the playground by his more boisterous classmates. And to add insult to injury,
he kept being told off by the teacher for not sitting still or paying attention.
Mum doesn’t need to ask how his day has been. It’s written all over him. His dejected
feelings need no language. He skulks into the house and upstairs into his bedroom where
Mum can hear him going through his toys.
Ten minutes later Joe emerges at the top of the stairs. His soldier’s breastplate over his
chest and helmet firmly on his head, he brandishes his toy sword.
Shoulders back, a determined look on his face and his dignity restored, he’s off to play in
the playground with his neighbourhood friends, and to take on the world again.
(© CreateCATT 2016. Reproduced with permission)

Joe uses play to transform his feelings and feel joy in his world again. He is too young to
analyse and articulate his emotions or to have the cognitive ability to process why he feels
so bad, but he instinctively uses his toys and the process of play to help transform his
emotions. Through a playful response, he changes his world and feels good about it again.
This is important for the social and emotional wellbeing of children and is a key focus of this
book.

The Global Perspective

Developmental Play is part of a growing movement to bring play back into children’s lives. It
seems odd that we’ve had to create movements and organisations to make that happen, but

4
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