CFC 1: Confidence building for the young child through play
CFC 1 focuses on how play helps young children build confidence and self-esteem, and how adults can support that process in early years settings. The links on this page break the unit into smaller topics, including confidence-building play activities, the support children may need when trying new skills, and how play can help children express feelings. This introduction helps you keep the main idea clear: confidence grows when children feel safe, valued and capable.
Confidence in the early years is not about being fearless. It’s about a child feeling secure enough to explore, make mistakes, and have another go. Children build confidence through repeated experiences of success, and through adults who notice effort as well as outcomes. Sometimes that looks like waiting patiently while a child tries to zip a coat. Sometimes it looks like offering a choice of two activities, so the child feels a sense of control. These moments matter.
Play is the main “practice space” for young children. Through role play, sensory play, construction, messy play, outdoor play and simple games, children learn new skills and discover what they can do. Some children jump in quickly. Others prefer to watch first and join in slowly. Both are normal. Your role is to create conditions where every child can participate at their own pace, without being pushed or labelled.
This unit asks you to list play activities that would help build a child’s confidence. Think of activities that allow children to make choices, try things, and experience progress. For example, a simple obstacle course can support balance and “I can do it” feelings. A home corner role play area can help children practise social interaction in a safe way. A building area with blocks lets children test ideas and feel proud of what they create. Even helping to set out cups at snack time can be a confidence-building responsibility.
You will also outline the support a child may need while gaining confidence in an activity. Support should be “just enough”. Too little support can leave a child stuck and anxious. Too much support can turn into rescuing, which may send the message that the child can’t cope. A useful idea is scaffolding: you might model the first step, give a short prompt, or break a task into smaller steps, then gradually step back as the child becomes more confident.
Inclusive practice is part of this support. Some children will need adaptations due to disability, additional needs, or sensory differences. This could involve adapting resources, offering extra time, or creating quieter spaces. The aim is always participation and success on the child’s terms, not forcing children to fit one method.
CFC 1 also looks at feelings and how play can support emotional expression. Young children do not always have the words to explain what they feel, so play becomes their language. Role play, small-world figures, puppets, drawing, and sensory play can all help children express emotions safely. For example, a child may “care for the baby” repeatedly after a new sibling arrives, showing feelings through repeated play. A puppet can help a shy child “tell” a worry indirectly.
Interaction is another key theme. Children learn about themselves through how trusted adults respond to them. Warm, responsive interaction—getting down to the child’s level, using their name, showing genuine interest—helps children feel valued. Clear and fair boundaries matter too. When routines and expectations are predictable, children can relax and take risks in play because they feel safe.
Here’s a practice example: in a nursery, a child avoids the climbing frame and says “I can’t”. A supportive approach might be to offer a smaller first step (like climbing one rung), stay close for reassurance, and praise effort rather than pushing for a big achievement. Another example: in a childminder’s setting, a child gets frustrated when a puzzle piece won’t fit. You might reflect the feeling (“That’s tricky!”), give a brief prompt, then allow time for another try. Those small successes build resilience.
The play environment also affects confidence. Children are more likely to explore when resources are organised and easy to reach, when there is space for both active and quiet play, and when safety is checked so adults can focus on support rather than constant stopping. Positive risk-taking can be part of confidence-building, as long as supervision and safety measures are appropriate.
Observation is a practical skill throughout this unit. By noticing how a child approaches play—whether they avoid, watch, rush in, or seek reassurance—you can plan support that fits. Short, factual notes help track progress and share information with colleagues. If you have concerns about development, you follow your setting’s procedures and speak to the appropriate person, keeping confidentiality and safeguarding in mind.
As you use the links on this page, keep your examples rooted in real early years practice. By the end of CFC 1, you should be able to describe confidence-building play activities, outline the right kind of adult support, and explain how play and interaction can help children express feelings and build self-esteem.
1. Know the support a young child needs to gain confidence through play
- 1.1. List play activities that would help build a child’s confidence
- 1.2. Outline the support that the child may need whilst gaining confidence in an activity
2. Know how to encourage a young child to express their feelings through play
