Why Is Free Play So Important?
Firstly - What is Free Play?
Free play is child-led, unstructured play, where children are free to explore, imagine, and create without direct adult intervention. It is fundamentally different from structured or guided activities because it allows children to follow their own interests and develop at their own pace.
In early childhood, free play can take many forms—building dens with blankets, pretending to be doctors, creating entire worlds from simple objects, or even sweeping leaves outside. What makes it unique is that it arises from within the child, rather than being directed or shaped by an adult’s expectations.
Why is Free Play So Important?
A growing body of research highlights the deep and lasting benefits of free play for young children. Studies show that it supports:
Emotional intelligence & self-regulation – Children work through emotions and develop resilience by acting out scenarios in their play.
Social & communication skills – Negotiating roles, solving conflicts, and learning cooperation are all part of imaginative play.
Cognitive & critical thinking – Free play fosters problem-solving, creativity, and innovative thinking.
Physical & motor development – Activities like climbing, threading, and balancing improve coordination and strength.
Self-confidence & independence – Free play allows children to make choices and develop a sense of agency over their world.
Steiner Waldorf & Free Play Steiner Waldorf education places deep value on free play, seeing it as a therapeutic and essential part of childhood. It emphasises an environment that is rich, beautiful, and calming, with open-ended materials that encourage children to use their imagination.
Rather than focusing on adult-led goals, the Steiner approach sees free play as an opportunity for children to engage deeply in their own experiences. Play often reflects everyday adult activities—such as cooking, sweeping, and building—helping children to imitate and process the world around them in a natural, healthy way.
How Does Free Play Compare to the EYFS Approach?
The Early Years Foundation Stage (EYFS) framework in mainstream education acknowledges the importance of play but often structures it around specific learning goals. While it includes guidance on child-initiated play, it also encourages adults to observe, assess, and extend play to meet curriculum outcomes.
This can sometimes result in too much adult intervention, leading to play that is subtly directed rather than truly free. In contrast, the Steiner approach trusts the child’s innate ability to learn through self-directed play without constant adult shaping or predefined educational targets.
Real-Life Examples of Free Play in Action
Observations of children engaged in free play demonstrate its value:
A group of children build a car out of a table, chairs, and planks of wood, working together to decide how it should look and function.
A child pretends to be a doctor, creating treatments and bandaging imaginary injuries, processing real-world experiences through roleplay.
Outdoor play leads to sweeping leaves, where one child insists on doing it alone before eventually joining in cooperative play.
These moments highlight how free play allows children to experiment, express emotions, and engage with the world in meaningful ways.
Supporting Free Play at Home & in Early Years Settings
Create a calm, open environment with natural materials and simple toys.
Allow uninterrupted time for children to become deeply engaged in play.
Resist the urge to guide or correct—let children explore freely.
Trust the process—even if play seems repetitive or simple, it holds deep developmental value.
Free play is not just a pastime—it is the foundation of healthy development. By prioritising it, we support children's emotional, social, and cognitive growth in ways that will serve them for life.
Books on Free Play & Steiner Waldorf Education
Harvey-Zahra, L. (2014). Happy Child, Happy Home - Conscious Parenting and Creative Discipline. Glasgow: Floris Books.
A practical guide to Steiner-inspired parenting with a focus on free play, imitation, and rhythm.
Jaffke, F. (1991). Work and Play in Early Childhood. Stuttgart: Floris Books.
Explores the role of free play in child development and how to create a play-rich environment.
J. Nichol (2018). Understanding the Steiner Waldorf Approach. Oxon: Routledge.
A comparison of Steiner education with other approaches, including discussions on free play.
Long-Breiphol, R. (2012). Under the Stars - The Foundations of Steiner Waldorf Early Childhood Education. Gloucestershire: Hawthorn Press.
Explains the principles of Steiner early years education, including the role of play in childhood development.
Steiner, R. (2008). Educating Children Today. West Glamorgan: Rudolf Steiner Press.
A collection of lectures on childhood development and the importance of play in learning.
Research & Reports on Play & Child Development
Ahmed, S. K. D. S. & M. A. S. (2023). Let them play: A systematic review investigating the benefits of free play in emotional development of children. Academy of Education and Social Sciences Review, 3(4), pp. 509-520.
A research-backed review on how free play supports emotional intelligence, resilience, and self-regulation.
Moss, S. (2012). The Natural Childhood Report. The National Trust.
Examines how modern childhood has become disconnected from nature and the importance of outdoor free play.
Guidance Documents on Play in Early Years Education
The Department for Children, Schools and Families (2009). Learning, Playing and Interacting: Good practice in the Early Years Foundation Stage.
UK government guidance on balancing free play and structured learning in EYFS settings.
UNICEF (1989). Convention on the Rights of the Child.
Recognises play as a fundamental right for all children.
Online Articles & Reports
Brownlee, P. (2023). Children’s Play and Virtual Reality.
Examines the impact of digital technology on children's play. Available here
UNICEF (2023). Encouraging Free Play at Home.
Advice for parents on supporting child-led play. Available here