Diverse play spaces 

“All schools have different facilities, but you have just got to look at things and try and be imaginative and creative, and often you hand that over to the children and they will show you what they can do,” explains David. 

By allowing tamariki to play in their own way, to be creative and work together to solve problems, David says they develop essential social skills that cannot be taught in a classroom setting. 

“In our natural play zone, for example, tamariki can create their own games using leaves, branches and trees. You see a bunch of sticks and it just looks like junk, but for a kid it’s way more than that.” 

Through diverse play spaces, tamariki can interact with peers in new ways. 

“In parts of the school, you generally see girls playing with girls, or students from the same year level playing together, but down the embankment, which attracts up to 80 tamariki in breaktimes, that goes out the window. 

“You see students from Years 1– 6 playing together in the same group, working together, as well as girls and boys playing together. That doesn’t happen in other parts of the school during playtime,” says David. 

The benefits of play 

Opening the embankment has allowed other parts of the school to be freed up, creating even more opportunities for play. 

Tamariki now spend more time outdoors, burning energy, having fun and learning through play in ways that cannot be taught in a classroom. 

Through play, ākonga develop their social skills and problem-solving abilities, resulting in fewer behavioural incidents both inside and outside the classroom. The skills they gain – cognitive, social, mental and physical – transfer into the classroom environment. 

The school has observed that when tamariki engage in play more effectively, their learning also improves. 

Even David himself has changed, admitting he thinks more like tamariki – putting fun first, rules and cleanliness second. 

“I’ve just become so much more relaxed. I’ve let go of things like worrying about mess from the mud kitchen. I have just loosened up a bit.” 

The school also promoted that its grounds are open to the community outside of school hours. While this meant extra costs to cover security, the board of trustees viewed the move as a valuable investment, recognising the benefits it would bring for tamariki and the wider community. 

Overcoming barriers 

Resistance to risky play from parents and caregivers continues to be a challenge, though. 

To help parents and caregivers recognise the benefits of play, David asks two questions: Do you want your child to play differently than they do on a device? And how did you play when you were a kid? 

Although the data shared with parents and caregivers showed that risky play does not result in a higher rate of injuries, many still worry about their children’s safety. 

David notes that parents and caregivers are often more accepting of injuries sustained from playing rugby but find it harder to accept injuries that occur from climbing a tree. 

“Play is undervalued, and some parents have lost sight of how important it is for their children’s development, including their mental, physical and social growth.” 

David sees the play journey as a continuous process and his efforts over the past three years have moved the school along the play continuum. 

“Wherever you are, you should just keep trying to nudge as much as you can towards the ‘most child-led’ end of the continuum. As much as you feel comfortable with, just keep heading in that direction and thinking about ways to make the next step,” says David. 

Schools across Aotearoa are at various stages on the play continuum. Some are just starting, while others have been on this journey for some time. 

David advises, “Start somewhere. Go beyond your comfort zone. The benefits for tamariki – and your school – are well worth it.” 

This article was first published in the Education Gazette, 3 March 2025.