When Play Walks into Your Lesson

A child walking through a doorway made of colorful toys into a bright classroom

A teacher once asked:

“How can I handle a child who plays at any given space while being taught or reading?”


That question hit me deeply. Because in almost every classroom, there’s that one child — the one spinning their pencil like a helicopter, or making a little drama scene out of erasers while you’re trying to explain photosynthesis 😄.


Our instinct? Stop them.

“Pay attention!”

“Put that away.”


But pause with me for a second. What if that play isn’t a distraction? What if it’s a doorway? 🤔



A Story We Can All Relate To:

I once observed a 7-year-old boy, let’s call him Daniel. During reading time, Daniel could not sit still. He would turn his book into a car, his pencil into a rocket, and his chair into a drum set. His teacher was frustrated: “He just won’t focus!”


But when she tried something different — giving him a stress ball during reading and asking him to act out one scene from the story afterwards — everything changed. Daniel began to remember details from the book. He laughed, he learned, and his classmates even clapped.


It wasn’t that Daniel wasn’t listening. It was that his brain listened better through movement.



 The Science of Play in Learning

Research backs this up. Studies from the American Academy of Pediatrics tell us that play isn’t just fun — it’s essential for healthy brain development. Children actually process and retain information better when movement and play are part of the learning process.


In fact, neuroscientists have found that physical activity boosts dopamine and norepinephrine — chemicals that sharpen focus and motivation. No wonder some kids need to tap, twirl, or doodle while listening.



 So, What Can a Teacher Do?

🔶 Ask: Is this play helping the child self-regulate? Stay awake? Cope with anxiety?

 Understanding shifts your approach.


🔶 Give manipulatives, use role-play, or invite them to “act out” key points of the lesson.


🔶 Try: “I see you like to move while we read. You may play quietly here, but your ears must stay with me.”


🔶 A quick stretch or shake benefits the whole class — not just the “restless” child.


🔶 Notice patterns. Is it at certain times of day? With certain subjects? Patterns often reveal the child’s deeper need.


☘️


At the end of the day, teaching isn’t about controlling every hand and eye. It’s about asking:

“How do I use this play as a bridge, not a barrier?”


Because sometimes, the child playing in the corner isn’t resisting learning. They’re inviting us to step into their world — and if we do, we just might discover a smarter, more joyful way to teach.


☘️


Dear Teacher/Parent, next time, don’t just stop the play.  Harness the play!

Because in the hands of a wise teacher, play becomes power.


☘️


Have you ever had a “Daniel” in your classroom?

How did you handle the play — did it feel like a barrier or a bridge?


I’d love to hear your stories in the comments.

And if you’re curious about more practical strategies like this, join us at Relis Educators Hub Community where we help teachers, parents, therapists, and school leaders turn everyday challenges into opportunities for inclusive excellence.




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