It’s OK to Let Them Get Bored: The Value of Unstructured Play

When your little one tells you, “I’m bored,” it can be tempting to reach for an activity, put on a programme or think of something to keep them occupied.

But sometimes, it’s OK not to have something planned.

As parents, there can be a lot of pressure to keep little ones busy, entertained and learning. But children also need time to play freely, make their own choices and follow their own ideas.

The Early Years Foundation Stage (EYFS) recognises play as an important part of children’s development, including opportunities for children to lead their own play alongside experiences guided by adults.

So, what does unstructured play actually look like, and how can you make more space for it at home?

What is unstructured play?

Unstructured play is simply play without a set plan or expected outcome. Your little one gets to decide what they want to do, how they want to do it and where their play takes them.

It could be:

• Building a den from cushions and blankets

• Making up a story with favourite toys

• Turning a cardboard box into a bus or spaceship

• Collecting leaves and stones in the garden

• Drawing whatever comes to mind

• Making up a game with a friend or sibling

There’s no right answer and nothing that needs to be completed. The important thing is that your little one has some control over what happens next.

But what about boredom?

Being bored isn't necessarily the goal. Instead, giving your little one a little time without an adult immediately providing the next activity can give them the chance to work out what they want to do for themselves.

They might wander around for a while or tell you they have nothing to do. Then, an idea might appear.

The cushions become a den. A cardboard box becomes a train. A stick becomes a wand.

You don't need to fill every quiet moment. Sometimes, giving your little one some breathing space is enough for their own ideas to take over.

What can children learn through child-led play?

When children have opportunities to lead their own play, they can practise lots of skills without realising they are learning.

Making choices: Without an activity telling them what to do, children have to decide what interests them and what they want to try.

Solving problems: When the tower falls down or the cardboard box doesn't work as planned, they can think about what to change or try next.

Using their imagination: An open-ended toy or everyday object can become almost anything. A blanket can become a tent, a wooden spoon can become a microphone and leaves can become ingredients for an imaginary meal.

Building independence: Independent play doesn't mean playing completely alone. It means giving children opportunities to take some ownership of their play, while knowing that a familiar adult is nearby if they need support.

Do adults need to step back?

Not at all.

You don't need to leave your little one to figure everything out by themselves. Sometimes they might want you to join in, ask a question, introduce a new word or help them solve a problem.

Other times, simply watching can be enough.

The key is not to feel that every moment needs to be planned, structured or turned into a learning activity. You can be involved without being in charge of the play.

And if you have a busy day, don't worry about creating hours of uninterrupted play. Even a short amount of time where your little one can choose what to do can be valuable.

How can you encourage unstructured play at home?

You don't need lots of expensive toys or complicated activities. In fact, some of the simplest things can give children plenty of possibilities.

Try leaving out a few open-ended resources such as:

• Cardboard boxes

• Building blocks

• Fabric and blankets

• Paper and crayons

• Playdough

• Wooden spoons and containers

• Natural materials such as leaves and sticks

You could put out two or three things and see what your little one does with them, rather than showing them exactly how they should be used.

And if they say, “I'm bored,” you don't necessarily need to solve the problem straight away. Try “I wonder what you could find to do?” and give them a little time to think. They might surprise you.