The Play Cycle – Understanding the Rhythms of Play in Forest School
Introduction
Play is an integral part of Forest School, but it’s not just about having fun—it’s a dynamic process that supports learning, creativity, and connection. In this episode of The Forest School Podcast, Lewis and Wem dive into the play cycle, exploring how understanding its stages can help leaders create environments that honour the natural rhythms of play.
What is the Play Cycle?
The play cycle describes the stages of play, from the initial spark of interest to the completion of an activity. Wem explains: “It’s a process that flows naturally—starting with a play cue, moving through exploration and experimentation, and eventually reaching a resolution.”
Lewis adds: “Understanding the play cycle helps us see play not as random but as purposeful. It’s where kids make sense of the world, test ideas, and build relationships.”
Recognising Play Cues
The first stage of the play cycle is the play cue—a signal that a child is ready to engage. Wem shares: “A play cue can be subtle, like a child picking up a stick and tapping it on the ground, or more direct, like inviting someone to join them.”
Lewis emphasises the importance of responding to these cues thoughtfully: “When we miss a play cue, we risk shutting down the process before it begins. But when we respond, we’re saying, ‘I see you. Let’s explore this together.’”
Supporting the Flow of Play
A key theme of the discussion is the leader’s role in supporting, rather than interrupting, the flow of play. Wem observes: “Sometimes the best thing we can do is step back and let the play unfold. Kids know what they need—they just need the space to do it.”
Lewis shares an example: “I watched a group spend half an hour building a dam in a stream. They were problem-solving, collaborating, and having a great time. If I’d stepped in with suggestions, I might have disrupted that flow.”
Recognising Completion
The play cycle naturally concludes with the resolution stage, where children bring their activity to an end. Wem explains: “This might look like tidying up, moving on to something else, or just pausing to reflect. It’s an important part of the process—it’s how kids integrate what they’ve learned.”
Lewis adds: “As leaders, we can help by acknowledging this stage. A simple comment like, ‘That was amazing what you built,’ validates their effort and brings closure.”
The Challenges of Honouring the Play Cycle
The hosts acknowledge the challenges of honouring the play cycle, particularly in structured environments. Wem reflects: “It can be hard to let go of the urge to intervene or guide. But when we trust the process, we see that play is a teacher in its own right.”
Lewis highlights time constraints as another challenge: “Sometimes we feel rushed to move on to the next activity. But when we cut play short, we’re missing out on the depth of learning that happens in those moments.”
Practical Tips for Leaders
The episode concludes with practical advice for supporting the play cycle in Forest School:
Be an Observer:
Wem advises: “Watch and listen before stepping in. See where the play is going and how you can support it without disrupting.”Trust the Process:
“Play might look messy or unstructured, but that’s where the magic happens,” Lewis says. “Trust that kids are learning, even if it doesn’t look like a traditional lesson.”Acknowledge Completion:
Wem suggests: “When play naturally ends, take a moment to reflect with the group. Ask what they enjoyed or learned—it helps reinforce the experience.”Create Time and Space:
Lewis adds: “Make room for open-ended play. The more time kids have to explore, the richer the learning will be.”
Conclusion
The play cycle is a powerful framework for understanding and supporting children’s play. By recognising its stages and honouring its flow, Forest School leaders can create environments where curiosity, creativity, and connection thrive. As Lewis and Wem remind us, play isn’t just what kids do—it’s how they grow, learn, and make sense of the world.