2.1 Identify factors that may impact how children feel

This guide will help you answer 2.1 Identify factors that may impact how children feel.

Children’s emotions are shaped by many different influences in their daily lives. These factors can link to their physical health, their relationships, their play experiences, and their environment. Understanding these influences helps playworkers to notice and respond to changes in mood, behaviour, and engagement.

Children’s feelings often shift quickly and may be affected by events that seem small to an adult. A change in routine, a sudden noise, or a minor disagreement can have a big impact on how a child feels at that moment. Observing patterns and knowing what may affect each individual child can help create a supportive play space.

Physical Health

A child’s health can directly affect mood and emotions. Poor physical health can leave children tired, irritable, or withdrawn. Good health can help them feel energetic, cheerful, and ready to play.

Common health-related factors include:

• Illness or injury
• Tiredness from lack of sleep
• Hunger or thirst
• Pain, discomfort, or recovery from an operation

If a child has a long-term medical condition, feelings may be affected by the daily challenges of managing it. Staff should consider how health needs influence behaviour and emotional responses to play opportunities.

Home Life and Relationships

Children’s feelings are closely linked to their relationships at home. Supportive family relationships can help children feel secure and confident, while conflict or stress at home can cause worry or sadness.

Factors within the home may include:

• Parenting style or behaviour from carers
• Level of emotional support given by family
• Arguments or tension between family members
• Changes such as separation, divorce, or introduction of a new partner

If a child is worried about someone in their family or feels ignored, this can directly impact how they act in a play setting. They may become withdrawn, seek comfort from staff, or display frustration during group play.

Peer Relationships

Friendships and interactions with peers are important for emotional wellbeing. Children often value being liked and accepted by their peer group.

Impacting factors include:

• Having supportive and friendly peers
• Being excluded or bullied
• Experiencing conflict during play
• Difficulty in understanding social cues

A child who feels excluded may become anxious or unwilling to join group activities. Positive peer relationships can boost mood and lead to more creative and cooperative play.

Developmental Stage

A child’s stage of development influences how they understand and manage emotions. Younger children may show feelings through actions rather than words. Older children may communicate feelings more clearly but can still find some emotions hard to control.

Developmental differences across children of the same age may lead to frustration or embarrassment when one child cannot do the same tasks as others. Recognising these differences helps staff respond with understanding, rather than judgment.

Environment and Atmosphere

The physical and emotional environment can significantly affect feelings. A welcoming space with trusted adults encourages positive emotions, whereas a chaotic or unsafe space can cause stress.

Stressful environmental factors may include:

• Too much noise or overcrowding
• Poor lighting or uncomfortable temperatures
• Unsafe equipment or hazards in the play space
• Lack of personal space

An environment that feels unsafe or unpleasant may reduce a child’s willingness to play and explore. A balanced environment supports a range of emotions and encourages a sense of calm.

Life Changes and Disruption

Significant changes in a child’s life can affect how they feel on a daily basis. Big events may bring excitement or cause emotional upset.

Examples of life changes include:

• Moving home or changing school
• Birth of a new sibling
• Loss of a loved one
• Changes in who looks after the child

Even positive changes can cause a mix of emotions. A move to a new area may bring joy at first but later lead to feelings of loneliness until new friendships are formed.

Cultural and Religious Influences

Cultural background and religious beliefs can influence how children express emotions and how they interpret situations. In some cultures children may be encouraged to show emotions openly, while in others they may be taught to hide certain feelings.

Considerations for staff in playwork settings include:

• Awareness of different communication styles
• Respecting traditions that affect daily routines or celebrations
• Being sensitive to clothing requirements or dietary rules
• Understanding family expectations for behaviour

Respecting and including these factors in the play environment helps children feel accepted and valued.

Play Opportunities

The type and quality of play available can directly affect emotions. Play offers an outlet for expression, creativity and stress relief. Restrictions on play, lack of resources or limited freedom can lead to frustration.

Positive play experiences are supported by:

• Access to varied equipment and materials
• Opportunities for physical, social, imaginative and quiet play
• Freedom to choose activities
• Adults who encourage and support without controlling play too much

If a child is prevented from taking part in a favourite activity, they may feel disappointed or angry. Balanced opportunities help children manage feelings and feel more in control.

Emotional Literacy

Emotional literacy means a child’s ability to recognise and name feelings such as anger, excitement, sadness or pride. If a child cannot identify what they are feeling, they may struggle to explain it to an adult. This can cause frustration and behaviour that disrupts play.

Helping children develop emotional literacy involves:

• Talking about emotions in everyday situations
• Using play to explore feelings in a safe way
• Reading books that show a range of emotions
• Encouraging simple strategies for calming down

Children who understand their emotions may find it easier to manage them and express them in positive ways.

Stress and Anxiety

Stress in children can come from many sources. Anxiety can build over time or be linked to specific events. Playwork staff should notice signs such as changes in behaviour, sudden withdrawal, excessive clinginess or aggression.

Causes of stress in children include:

• Tests and school pressures
• Fear of failure in activities
• Witnessing violence or frightening events
• Worry about the health of loved ones

Play can help to reduce stress by offering relaxation, enjoyment and a safe space to release tension.

Inclusion and Diversity

Feeling excluded or treated unfairly can harm a child’s emotional wellbeing. This may occur in relation to disability, race, gender, or other differences.

Creating an inclusive environment includes:

• Providing activities that all children can join in
• Using materials that reflect a range of cultures and backgrounds
• Addressing discriminatory behaviour quickly and fairly

Children who feel accepted and respected are more likely to engage positively and show enjoyment in play.

Communication Styles at Home and in Play Settings

Children learn ways to communicate feelings from adults and peers. The style of communication they experience at home and in play settings will influence how they share emotions.

Communication factors include:

• Encouragement to express opinions versus being told to stay quiet
• Use of positive language or criticism
• Opportunities to ask questions and receive answers
• Exposure to shouting or raised voices

A child who feels their voice is heard may be more confident in expressing feelings. A child who is often silenced may hold back emotions, which can affect behaviour.

Impact of Media and Technology

Children may be influenced by television, online games, social media and mobile phones. These influences can lead to both positive and negative feelings.

Technology can affect emotions through:

• Exposure to upsetting news stories or events
• Comparison with idealised images of others
• Excitement from interactive games and videos
• Frustration if access is restricted

Playworkers should be aware that some children may talk about things they have seen online, which could affect mood and understanding of the world.

Safety and Security

Feeling safe is central to positive emotional wellbeing. Children who do not feel safe may be unable to relax and enjoy play.

Safety factors include:

• Trust in the adults present
• Clear boundaries for behaviour
• Predictable routines and rules
• Protection from bullying or aggression

A child who feels secure is more likely to take part in activities and show confidence. Keeping the play space safe supports positive feelings.

Weather and Seasons

Weather can influence mood and physical comfort. Bright, warm weather often lifts spirits, while cold or wet conditions may lead to lower energy levels or reluctance to play outside.

Playworkers can plan indoor activities for bad weather and outdoor opportunities for sunny days, giving children choice that suits their feelings and preferences.

Final Thoughts

Children’s feelings can be influenced by a wide range of factors, from personal health to changes in their social world. Observing and recognising these factors offers playworkers valuable insight into how best to support each child. Pay attention to small details, as they may be the key to understanding a sudden change in behaviour or withdrawal from play.

Feelings are complex and can shift quickly in children. By creating a safe, inclusive, and responsive play environment, you can help them to feel secure, valued, and able to explore their emotions in a positive way.