When people hear "Design for Play," they often think of toys, games, or objects designed for children. But play is so much more than that. It’s not about the things themselves but about facilitating an experience, an interaction—creating the conditions for play to emerge. Toys and games can be a part of that, but they are just one piece of a much larger puzzle.
I recently had the chance to speak with Dr. Ezgi Kayhan Wanger, founder of MUMBI, and she echoed this sentiment. She is actively working on fostering play—not simply producing more toys (because, let’s be honest, we already have plenty of those). If you haven’t checked out her work, you should! It’s truly inspiring.
The Evolutionary Purpose of Play
Nobody has to teach young mammals to play. They are biologically wired for it. But why? If play has no immediate, tangible outcome, why has natural selection favored it? Play, as it turns out, serves many essential functions. Research suggests that play helps individuals:
Practice survival skills – honing abilities they’ll need later in life.
Learn to cope with uncertainty – developing resilience and adaptability.
Encourage creativity – leading to innovation and problem-solving.
Foster cooperation – reducing hostility and enabling social bonds. (Gray, 2018)
What Is Play, Really?
According to play theory, play is spontaneous, process-focused, and self-directed. It happens in a "play frame"—a kind of pseudo-reality where anything is possible. It fulfills deep cognitive, emotional, and physical needs. (Gray, 2013)
One of the most fascinating aspects of play is that it’s focused on the process, not the outcome. The joy of play comes from engaging in it, not from achieving a specific result. When we start attaching external expectations—rewards, goals, or strict learning objectives—play shifts into something else. Unfortunately, our world has become increasingly outcome-driven, even in children’s play. Everything seems to need a measurable benefit, a clear purpose. But play is inherently valuable—its impact may not always be immediate or quantifiable, but research consistently supports its long-term benefits.
Another key aspect of play is the "play frame"—a safe, imaginative space where anything can happen. Play allows children (and adults!) to explore complex emotions, take risks, and process experiences in a way that feels natural and safe. This is why play is such a powerful tool in therapy, learning, and emotional well-being.
The Risk of Overdesigning Play
As a designer, I often find myself asking: Why does every toy have to be about achieving something? Why are educational toys dominating the product market?
Educational toys are often marketed as tools that enhance learning, making play feel more "productive." While play itself has been widely studied and shown to be essential for child development, the effectiveness of many "educational" toys remains uncertain. They are often designed with specific learning outcomes in mind, but this approach can shift the meaning of play from an open-ended experience to a more structured activity. Instead of embracing the natural, exploratory nature of play, these toys sometimes prioritize predefined objectives over spontaneous discovery.
This doesn’t mean educational toys are inherently bad. Many are well-designed and offer valuable experiences. However, when they dominate the narrative around play, they reinforce the idea that play must always serve a predefined function, which can limit the kinds of play children engage in. Instead of fostering free, spontaneous exploration, these toys often guide children toward specific skills, reinforcing external expectations rather than letting them follow their own intrinsic motivations.
The Power of Free Play
So, what happens when children engage in free play—play where they have the freedom to choose their materials, direct their own experiences, and create their own storylines? (UNICEF, n.d.)
Research shows that free play nurtures creativity, strengthens problem-solving skills, enhances emotional resilience, and improves physical coordination. (Ginsburg et al., 2007) And yet, despite these benefits, free play is slowly disappearing. Even kindergartens are shifting toward more structured academic activities at the expense of unstructured playtime. (Ginsburg et al., 2007)
Free play doesn’t require complex products or designed toys (The product designer in me is still struggling with striking a balance on what I design and where I stop). It thrives in open-ended environments—parks, backyards, living rooms, and any space where children can invent their own worlds. Play emerges naturally when children are given the freedom to explore, not when it is over-designed to fit predefined learning outcomes.
So, What Can We Do?
Let’s design for play (It is challenging but it could be incredible). Not just for education. Not just for productivity. But for the sheer joy and freedom that play brings.
Let’s create environments, experiences, and opportunities where play can thrive. Because play isn’t just a tool for achieving an end—it’s a fundamental part of being human.
References
Gray, P. (2018). Evolutionary functions of play. https://cdn2.psychologytoday.com/assets/evol.functs.play_published.pdf
Gray, P. (2013). Definitions of play. Scholarpedia, 8(7), 30578. https://doi.org/10.4249/scholarpedia.30578
Ginsburg, K. R., et al. (2007). The importance of play in promoting healthy child development and maintaining strong Parent-Child bonds. PEDIATRICS, 119(1), 182–191. https://doi.org/10.1542/peds.2007-2654
UNICEF. (n.d.). What is free play and why should you encourage it at home?: Learn how playing independently can benefit your child’s development. https://www.unicef.org/parenting/child-care/what-is-free-play
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