4.1 Explain the individual stages of the play cycle and how these can be observed in practice

This guide will help you answer 4.1 Explain the individual stages of the play cycle and how these can be observed in practice.

The play cycle refers to the process children go through during free play. It is a framework developed by play theorist Gordon Sturrock and playworker Perry Else. The cycle helps playworkers understand how children initiate and experience their play.

Observation is a key part of understanding the play cycle. By watching how children play, adults can provide a supportive environment. The play cycle includes several distinct stages, each with observable behaviours and actions.

Stages of the Play Cycle

The play cycle consists of several key stages:

• The Play Cue
• The Play Return
• The Flow phase
• The Play Frame
• The Annihilation phase

Each phase is described in detail below with examples of how these stages can be observed during everyday practice.

The Play Cue

The play cue is the first stage of the play cycle. It is the child’s way of signalling that they want to start playing. This signal can be verbal, physical, or non-verbal. It may be directed at another child, a playworker, or even an object.

Examples of play cues include a child:

• Making eye contact and smiling
• Shouting, “Do you want to play?” at another child
• Picking up a stick or toy and waving it

Observing this stage allows playworkers to recognise when a child wants to begin play. It’s important not to miss these cues, as children rely on adults and other children acknowledging them. If the play cue is ignored, the play may not progress. A playworker can show readiness to support play by responding subtly, either by making eye contact or moving closer to the area.

The Play Return

The play return is the reaction to the child’s cue. This may come from another child, adult, or even the environment around them. The return acknowledges the cue and signals that play can proceed.

Common examples of play returns include:

• Another child laughing or accepting an invitation to join in
• A playworker offering a positive reaction, such as nodding or saying “Great idea!”
• A toy, like a ball, rolling back towards the child

When observing the play return, look for interaction or engagement. In this stage, it’s important for the playworker to be available without taking over. If no one responds to the child’s cue, the play could stop before it properly begins.

The Flow Phase

The flow phase refers to the ongoing play. This happens when children are fully immersed in the activity. They lose awareness of time and may not notice distractions around them.

In this stage, common observations are:

• Children building a den together from branches and leaves
• A group shouting and running as part of a game, such as tag
• A child quietly drawing or engaging in role-play alone

During flow, children are deeply engaged in their play. Playworkers should avoid interrupting unnecessarily. Observations during this stage often reveal how creative and imaginative children can be. Pay attention to the detail of their play, as this helps in understanding what they value.

The Play Frame

The play frame is the “boundary” around play. It helps children define the activity and roles. Frames can be physical or imaginary, depending on the type of play.

Examples of play frames include:

• A skipping rope used as the boundary for a pretend “castle”
• Children agreeing, “We are explorers trapped on an island”
• Using playground equipment like climbing bars as part of the storyline

Children often create frames naturally. However, disruptions such as an adult stepping in too soon or physical interruptions can break the frame. A playworker’s role here is to respect the frame and work within it. For instance, you could ask about their roles rather than imposing your own ideas.

The Annihilation Phase

Annihilation means the purposeful destruction of the play. This signals the end of the play cycle. Children often destroy what they’ve built, either symbolically or physically.

Examples include:

• Knocking down a block tower
• Tearing up a drawing with dramatic flair
• Shouting, “I’m done!” and leaving the game

Annihilation is a natural and necessary part of the process. It shows the child has completed the cycle. Playworkers should avoid discouraging this stage. For instance, if children choose to leave their den in ruins, resist tidying it too soon.

Observation of the Play Cycle in Practice

Playworkers can observe the play cycle in many everyday scenarios. Below are examples that link the stages of the play cycle to practical observations.

Example 1: Group Play on the Playground

Observe how a group playing tag begins their cycle.

• Play cues might include children shouting “Chase me!” or running to invite others into the game.
• Other children respond with a play return, such as beginning to chase or shouting, “Got you!”
• During the flow phase, the children are running, laughing, and fully absorbed in the game.
• The game could involve creating a play frame, like deciding where “base” is or setting informal boundaries for the game.
• When the game ends, they may signal the annihilation phase by saying “I’m bored” or collapsing on the ground, giggling.

Example 2: Creative Arts and Individual Play

When a child plays alone with art materials, you may witness a quieter play cycle.

• The play cue could be the child picking up paints or saying, “I want to make a picture.”
• A play return might be when they receive a nod or encouragement, such as a playworker saying, “The paints are here.”
• As the child creates their artwork, they fully engage in a flow phase. Time passes, and the child appears calm and concentrated.
• Their play frame might involve pretending they are creating a masterpiece for an imaginary art show.
• At the annihilation phase, the child may crumple up the painting or announce, “It’s done!” signaling their completion of the activity.

The Role of the Playworker in Observing

Playworkers need to watch carefully without dominating children’s play. The goal is to understand the play cycle and create an environment where it can naturally progress.

Important considerations when observing include:

• Being present in the moment but not overwhelming children’s space
• Using body language and verbal feedback to acknowledge play cues
• Watching for signs of disruption in the flow phase or broken play frames

Playworkers should also reflect on their observations. Consider what the children needed during each stage. Did they need more space, resources, or encouragement? This reflection can improve future practice.

Supporting the Play Cycle

There are several ways to support the play cycle:

• Allow children to initiate their own play cues
• Respond positively to returns without limiting the child’s creativity
• Avoid interrupting flow unless there is a safety concern
• Help maintain, but not dominate, play frames
• Respect the annihilation phase as part of the process

Conclusion

By understanding the stages of the play cycle, playworkers can foster better play opportunities. Observing behaviours during each stage helps you respond to children’s needs. Remember, the aim is to allow children’s creativity and independence to thrive. Observing the complete cycle in practice gives valuable insight, showing how children express themselves and engage in meaningful play.