5.3 Describe how transitions may influence how children play

This guide will help you answer 5.3 Describe how transitions may influence how children play.

Transitions are periods of change in a child’s life. These changes can be small or large. They might happen daily or only once in a while. In playwork, a transition is any move from one stage, place, or situation to another that affects the child’s emotional state, behaviour, and how they play.

Common examples include:

• Moving from one activity to another in a play setting
• Starting or leaving school or nursery
• Changing where the child lives
• Joining or leaving a playgroup or club
• Experiencing changes within the family such as a new sibling or a separation
• Moving from outdoor to indoor spaces
• Shifts in the season or weather impacting play environments

These changes can influence play in many ways. Children often express their feelings about transitions through the way they play. Play may become more intense, withdrawn, imaginative, energetic, or unusually quiet depending on how they are feeling.

Emotional Impact on Play

Transitions can affect mood and feelings. These emotional shifts often show in play patterns. If a child feels worried or unsettled they may choose quieter play. They might return to familiar games to feel safe. On the other hand, a child experiencing excitement may choose bold, energetic play.

Emotional influence on play may look like:

• Increased need for comfort play, such as holding a soft toy or playing with familiar materials
• Withdrawal from group play into solo activities
• Seeking adult involvement or reassurance during play
• Acting out scenarios in role play related to the transition

A child moving house, for example, may build “houses” from blocks to process that change. Another child starting a new school may use pretend play to explore feelings about meeting new friends.

Physical Environment Changes

Transitions can mean a change in where play happens. A move from one physical space to another can be unsettling or exciting. The availability of different play resources often changes how children play.

Key influences include:

• New layouts or room arrangements that limit or expand active play
• Outdoor play spaces being introduced or removed
• Changes in safety rules affecting play choices

For example, a move from a familiar playground to an unknown one might cause a child to observe or explore slowly before joining in active play. Similarly, moving from outdoor play into a small indoor space might restrict running games but lead to more focused table play.

Social Changes

Many transitions involve changes to social groups. This could be meeting new peers or losing regular contact with familiar ones. Social changes affect confidence in play and willingness to join in.

Common social-based influences on play include:

• Being more reserved in group play until trust develops
• Testing out social skills through co-operative games
• Avoidance of certain play areas if feeling shy or anxious
• Aggressive or controlling play if feeling insecure

Children often use play to re-establish their position in a new group. They may compete to lead games or attract attention through playful behaviour. This can be positive if handled well by adults in the setting.

Routine Disruptions

Children find comfort in routines. When transitions disrupt predictable patterns it can cause uncertainty. This uncertainty often shows in the way children choose to play.

Possible changes include:

• Shortened playtimes
• Different play sequence during the day
• Altered snack or mealtime impacting play rhythms

For instance, a child used to outdoor play before lunch might respond poorly if the order changes. They might resist indoor play or act restless. Workers can observe these behaviours and adapt sessions to help children adjust.

Developmental Stage Movements

Sometimes transitions are linked to developmental stages such as moving from toddler to preschool age or from early years play into more structured learning. These changes influence play complexity, skill use, and choice of activities.

Examples:

• A child gaining fine motor control may shift from large block building to intricate craft
• Older children may prefer team play over parallel play
• Reading and literacy skills might influence pretend play scenarios

Though often positive, developmental transitions can still bring uncertainty. A child might cling to younger play styles for comfort during adjustment.

Changes in Care or Support

If a child’s primary caregiver changes, the effect on play can be considerable. New adults may have different expectations or styles of interaction. Some children show this through altered play behaviours while building trust.

Influences can be:

• Testing boundaries in play spaces
• Avoiding play until feeling comfortable
• Seeking reassurance from familiar adults during play

Playworkers can help by staying consistent with play rules, listening to children’s stories, and offering stable interactions to ease the transition.

Influence of Loss and Bereavement

Loss is a major transition that can strongly affect play behaviour. Bereavement or separation can lead to deep emotional processing through symbolic play. Children may create scenarios where characters leave, return, or disappear, reflecting real feelings.

Signs in play could be:

• Repeating the same narrative about loss
• Acting out caring roles for dolls or figures
• Choosing solitary play to manage emotions

Supporting play without judgement helps the child express themselves safely.

Cultural or Seasonal Transitions

Moving between cultural celebrations, customs, or seasonal activities can influence play themes and preferences. A child adjusting to a new cultural routine might bring elements of home culture into play or explore unfamiliar traditions through play scenarios.

Seasonal changes may lead to:

• More outdoor play in summer
• Increased indoor craft or role play in winter
• Different dress-up themes based on festivals or holidays

These transitions often enrich play, but they can still cause discomfort if the child feels unsure about new customs.

Coping Strategies Children Use in Play

Children often manage transitions by changing their play approach. Observing these can help playworkers support them effectively.

Common strategies include:

• Returning to familiar games or toys
• Creating imaginary worlds with predictable rules
• Forming tighter peer groups for security
• Using role play to rehearse new routines
• Seeking physical play to release tension

Playworkers can support by respecting these choices while gently introducing new opportunities.

Supporting Positive Play During Transitions

Help can be offered through consistent adult presence, clear communication, and sensitivity to emotional cues. Simple measures make a difference.

Useful support methods include:

• Keeping familiar play materials available during change
• Giving extra time for free play so children can process events
• Being available to listen during play without interrupting resolve
• Gradually introducing new play spaces or peers
• Offering group activities that promote co-operation and inclusion

By watching how children respond in play, workers can adjust activities to fit their needs during transitions.

Observing and Recording Behaviour Changes

Careful observation supports understanding of how transitions influence play. Documenting what you see over time helps spot patterns and identify areas for support.

Things to look for:

• Changes in preferred play types
• Alterations in energy levels during play
• Shift from group to solo activities or vice versa
• Themes within role play or imaginative games
• Emotion displayed through play choices

Good records help share insights with other professionals so that consistent support is given.

The Role of the Playworker

Playworkers have a key role in helping children manage transitions through play. This involves watching closely, listening openly, and intervening only when helpful.

This can include:

• Encouraging play that lets children express feelings
• Creating a safe space for exploratory play during change
• Offering reassurance in a non-intrusive way
• Helping children connect with peers through inclusive games

By understanding that play behaviour often mirrors a child’s response to transition, workers can respond in ways that keep play meaningful and supportive.

Encouraging Resilience Through Play

Resilience is the ability to cope with change and recover from setbacks. Play can strengthen this quality when handled well during transitions.

Ways to promote resilience include:

• Giving children choices in play activities
• Allowing trial and error in games to build problem-solving
• Providing both individual and group opportunities
• Celebrating small successes in adapting to new play situations

Resilient children adapt faster to new settings and carry these skills beyond the playwork environment.

Final Thoughts

Transitions are a natural part of life, but they do alter how children play. The influence may be subtle or very obvious. Observing changes in play behaviour can help you understand what a child is feeling or thinking about. Play often becomes the child’s main way of working through change. Recognising this and responding with care will help the child feel supported.

For a playworker, being aware of the link between transitions and play is central to good practice. By keeping environments safe, familiar yet flexible, and emotionally supportive, you allow children to use play as a tool for adjustment. Over time, this builds confidence and helps them face future transitions more positively.