Reclaiming play: Why educators must lead as custodians in early learning settings

In early childhood education and care (ECEC), play is often described as “the child’s work”. But beyond its frequent celebration as a tool for learning, play is increasingly being re-examined as a right to be protected and as a pedagogical responsibility that lies firmly with educators.

A recent blog post from Community Early Learning Australia (CELA) challenges the sector to approach play not simply as a learning method, but as a practice to be actively guarded. Titled “Why we need to be the custodians of play”, the article calls on educators to step into the role of protectors of childhood, of freedom, of exploration and of play itself.

This custodianship goes well beyond providing time or space for play. It’s about intentional, courageous teaching that upholds play as a central and non-negotiable element of high-quality early learning environments.

The article highlights a dilemma familiar to many in the sector: the challenge of balancing children’s need for agency with growing external pressures to manage risk, document outcomes, and satisfy compliance requirements.

In a context where physical play and spontaneous exploration can be constrained by risk aversion or fear of litigation, custodianship involves resisting the urge to over-control. It’s about understanding the developmental value of challenge and risk, and trusting children as capable, competent learners.

This position is echoed in the National Quality Standard (NQS), particularly in Quality Area 1 (Educational Program and Practice), which calls for programs that are responsive, child-centred and guided by each child’s strengths and interests. It’s also deeply connected to Quality Area 5 (Relationships with Children), where respectful, reciprocal relationships provide the foundation for secure and confident learning.

At the heart of custodianship is relational pedagogy, educators deeply attuned to the children they teach. This approach acknowledges that play is not a one-size-fits-all strategy; it is shaped by the context, the child and the relationship.

Relational pedagogy calls educators to observe with curiosity, interpret with sensitivity, and respond with respect. It demands that educators resist rushing to intervene and instead consider when their presence enhances play and when it interrupts.

The article reminds us that this kind of pedagogical work is complex and requires time, reflection and professional confidence. It is not simply a matter of “letting children play”, but of being able to notice what matters and make informed, intentional decisions in the moment.

In practice, being a custodian of play may involve:

• Creating time and space for uninterrupted play, resisting pressure to over-schedule the day.
• Standing firm when play looks “messy” or “risky”, and supporting families and teams to understand the value of such experiences.
• Challenging assumptions that more structured learning is inherently better or more valuable.
• Documenting play meaningfully, showing how it supports learning outcomes without undermining spontaneity or child agency.

Educators may also need to advocate within their teams or leadership structures to ensure policies and daily routines allow for rich, sustained play. For centre managers and approved providers, this means creating cultures and systems where play is understood as a legitimate, powerful form of learning, not an “extra” or a filler.

The CELA article also makes a powerful case for professional voice. When the sector is under increasing pressure to meet narrow indicators of “school readiness” or “achievement”, the role of the educator as a play advocate becomes even more critical.

This means being able to clearly articulate the purpose of play-based learning to families, colleagues and regulatory bodies and to do so from a place of confidence, supported by evidence, experience and a deep understanding of pedagogy.

It also means resisting the undervaluing of play in favour of adult-led instruction or premature academic focus, particularly in the years before school. Custodianship involves holding the line, even when external voices suggest that “real learning” looks more like literacy worksheets or structured group time.

The concept of custodianship is particularly relevant at a time when the sector continues to grapple with workforce challenges, rising documentation demands, and shifts in regulatory expectations. In this context, the CELA article invites educators to not only protect play in their own rooms but to lead a cultural shift across the profession.

Leadership in this space means modelling courageous pedagogy, mentoring others, and creating environments where child-led learning is celebrated and safeguarded. It also means recognising that every decision about routines, environments, resources and staffing, either protects or erodes the child’s right to play.

To explore the full article, including insights into observation, advocacy and relational practice, visit: Why we need to be the custodians of play – CELA