L3CD PW5 Understand play and wellbeing

L3CD PW5 Understand play and wellbeing explores how play supports children’s holistic development and mental wellbeing, and how playwork practice can help children manage feelings, build resilience and cope with change. At Level 3, the aim is to connect what you observe in play with what might be happening for a child emotionally, socially and physically, without jumping to assumptions or turning play into therapy.

Play supports the whole child. It can help children explore identity, practise relationships, test limits, recover from stress, and express feelings that are hard to put into words. Sometimes play looks joyful and light. Sometimes it looks intense, repetitive, noisy or “stuck”. Your role is to create conditions where children can play in their own way and at their own pace, while keeping the space safe and inclusive.

The links on this page guide you through each outcome. Use them to build a clear picture: how play contributes to wellbeing, what factors may impact how children feel, how emotions can affect actions, how play supports self-regulation, and how transitions and adversity can influence play. As you read, keep linking the ideas back to real examples you’ve seen.

  • how play supports holistic development and wellbeing across physical, emotional, social and cognitive areas
  • factors that may impact how children feel, including home life, friendships, stress, tiredness and change
  • how feelings and emotions can shape behaviour and choices in the setting
  • how play can support expression of feelings and help children process experiences safely
  • how play supports self-regulation and what “nurturing experiences” can look like in a play setting
  • types of factors that may affect children’s mental health and wellbeing, including adversity and trauma
  • the meaning of adverse childhood experiences (ACEs) and why they can have long-term impact
  • the role of trauma-informed practice and what it means for day-to-day playwork responses
  • how transitions (big and small) can influence how children play and how they present in the setting
  • how playwork can support resilience, self-esteem and self-confidence through enabling practice

Children’s feelings show up in play and behaviour, but not always in obvious ways. A child who is anxious might cling, control games, or become easily frustrated. A child who is tired might be more impulsive. Another child might retreat and watch from the edges. Seeing behaviour as communication helps you respond with curiosity rather than blame, while still keeping boundaries clear.

For example, after a change of school, a child may start repeating “chase” games that end in conflict. Rather than stopping the play immediately, you might support clearer consent and boundaries (“Are you both still happy with this game?”), provide space for high-energy play, and offer a calmer option nearby for when they need a break. In a community play setting, a child who has had a difficult weekend might choose messy play and repeatedly cover and uncover objects; staying alongside, keeping materials available, and avoiding too many questions can help the child settle and regulate.

Self-regulation is a key theme. Children learn to manage feelings and impulses through experience, not lectures. Play can provide that experience: negotiating rules, taking turns, getting it wrong, trying again, and finding ways to calm down. Nurturing experiences in a play setting might include consistent routines, predictable boundaries, welcoming greetings, accessible “retreat” spaces, and adults who remain calm when emotions run high.

This unit also introduces how adversity and trauma may influence children. Trauma-informed practice in a playwork context is about safety, trust, choice and empowerment. It means noticing triggers, reducing unnecessary power struggles, and avoiding approaches that shame children. It does not mean diagnosing children or trying to “treat” them. It means making the environment and adult responses more supportive and less likely to escalate distress.

Transitions matter too, from everyday ones (arriving, snack time, going home) to bigger changes (moving house, new family arrangements, bereavement, starting secondary school). Transitions can affect how children play: some may seek control, others may become risk-seeking, and others may withdraw. Thoughtful routines, clear information, and flexible spaces can help children feel steadier.

By the end of L3CD PW5, you should feel confident explaining how play links to wellbeing, identifying factors that can impact how children feel, and describing how playwork practice supports regulation, resilience and self-esteem. The emphasis is always practical: what you can notice, what you can provide, and how your responses can help children feel safe enough to play.

1. Understand the role of play for holistic development and wellbeing

2. Understand factors that impact how children feel

3. Understand the role of play for regulation

4. Understand the factors affecting children’s mental health and wellbeing

5. Understand the impact of transitions on children

6. Understand the role of playwork in supporting children’s mental health and wellbeing

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