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custodian

noun

1. a person who has responsibility for taking care of or protecting something.

Ask any early childhood professional about play and they will describe it to you as “work of the children,” but in practice, the value of play is sometimes overshadowed by academic pressures, public misconception of play being irrelevant to learning, and adult-centric expectations. Early childhood educators hold a responsibility that caries enormous weight—not just as facilitators of play, but as custodians of play. Being a custodian of play means protecting the sanctity and spontaneity of play while simultaneously shaping an environment that supports not only the child, but also their family, community, and the relational contexts that enrich a child’s learning.

Play is a fundamental right, yet more and more we are seeing services give in to the pressures of unnecessary additional curriculums, unrealistic documentation expectations and risk-averse policies that limit children’s opportunities to engage in free, self-directed play. As custodians of play, we must vow to be vigilant and loud advocates for unstructured, imaginative, and exploratory play. This means creating the space where play can unfold and thrive — spaces where children feel safe, valued, and free to play. 

An early learning space, when designed and planned to be rich in play opportunities, goes well beyond the resources we place on the table. It should embrace the daily rhythm and the present opportunities for responsiveness of the adults present. As teachers and educators, we are privileged to have the opportunity to lean into children’s play and actively listen for any cues, leading to future learning, that children will so delightfully leave for us– and if we are really lucky we may get invited to join the play. 

Environments need to allow for both exuberant expression and quiet reflection, both to challenge and comfort the child as their needs change throughout the day. We must not forget that the environments that we are creating ensure equity in access to play. Weather cultural, linguistic, socioeconomic, or neurodivergent— environments can impact ability to engage meaningfully in play. As a custodian of play we must recognise these barriers and work hard to remove them. 

Children’s play is influenced by their experiences at home, within their families, and by their connections and interactions within their community, and so, building genuine, reciprocal relationships with families could be the answer to achieving successful play outcomes. When families feel seen, heard, and respected, they are more likely to share in the educational journey and to trust you, as an early learning professional and in the value of play-based learning. Moreover, community engagement extends the context of play beyond the 4 walls of the early learning service. Whether through storytelling sessions with elders, visiting the local park or cultural celebrations shared together, the integration of community life into play fosters a sense of belonging and shared responsibility. 

Balancing the Tensions: Structure vs. Freedom, Safety vs. Exploration

One of the most complex aspects of being a custodian of play is navigating the inevitable tensions that arise. How do we balance 

-risk and safety? 

-Structure and freedom?

-Individual needs and collective harmony? 

These are such dynamic balances that shift based on context. A child wanting to climb a tree may be challenging the adult perspective of safety, and restricting this play can dampen the child’s need for the developing confidence, resilience and curiosity, just as rich social negotiation and creativity may present itself as noisy and chaotic play instead of the quiet and engaged classroom perceived to be as ‘children learning’. 

As a custodian of play we must lean into these tensions with curiosity and care and not with our own agenda. Instead of asking yourself ‘How can I control this play’ perhaps a reflection on the WHY of the play unfolding we lead us to ask ourselves “What is being communicated here? What is needed to support this unfolding moment?”.

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Relational Pedagogy: Weaving the Threads Together

At the heart of this custodial role lies a relational pedagogy—an approach that places relationships at the centre of our early childhood world. Relationships between children and educators, between educators and families, and between the educational setting and the wider community are all integral to supporting play.

This approach invites educators to reflect not only on what they do but on how they are present. Are we open to co-constructing meaning with children? Are we transparent and inclusive in our communications with families? Are we engaging with the community as co-partners in learning?

To be a custodian of play is to hold a deeply important and delicate role. It requires vigilance, empathy, creativity, and courage. It means standing firm in the belief that play is not ancillary, but central to childhood—and that environments rich in relationship and connection are essential to its flourishing.

As we continue to navigate the complexities of early childhood education, may we reaffirm our commitment to protecting and nurturing play—not in isolation, but in vibrant connection with the children, families, and communities we serve.