Play is central to the experience of all children because through it they learn about the properties of objects and materials and how these can be used in creative ways both for pleasure and in practical problem-solving situations. They learn about themselves, how to make choices, take responsibility and develop a sense of agency when they influence their circumstances. They learn about others, their differences and similarities, social rules, as well as develop the skills to negotiate and resolve social conflicts. Play is also a means by which children can resolve conflicts and bring about emotional balance. Play, therefore, affords children fundamental childhood experiences that contribute significantly to their development and sense of well-being. Effective play opportunities can: promote the development of friendships; allow children to take risks, have adventures and misadventures; facilitate contact with nature and the environment; and allow children to experience a range of emotions. Playing enables social and emotional development. Children learn to negotiate their own self in relation to others and interact with their peers. Social and nonsocial play activities include talking with others, watching others, reading, daydreaming– this could include onlooker activities where children watch the activities of others but do not attempt to engage in the activity, and unoccupied behaviour when children demonstrate a marked absence of focus or intent. This could include children staring blankly into space or wandering aimlessly. Through play children discover, explore and develop an understanding of the environment around them. Through their exploration and experience of the social, physical and natural environment they become familiar with the patterns and systems of life and the interconnectedness of these with themselves. Learning activities (including imaginative and creative play) might include building or making things with loose materials, observing and interacting with nature, exploring the environment, and engaging in imaginative activities (e.g. role plays, drama, fantasy). Playspaces also provide for different types of play opportunities, depending on a child’s age, experience, ability, whether they are with friends, alone, or with family members, their play activities may change or vary. Plays spaces are often designed with a certain age group in mind who will play in certain ways. However, play spaces can be multi-age and in a commercial setting, particularly where families or groups of families might gather for play, it is important to consider the range and variety of play opportunities are suited to a range of ages. Managing the play space and designing it takes some care. Toddlers once mobile can start to move around a space and test themselves, climbing and clambering up low structures. They like to play alongside others (parallel play) but often play alone. As children become older in their early childhood years and middle childhood they will seek to engage in play with others, sharing play experiences, building spaces to hide and pretend socializing talking about their play adventures, making rules and testing their risk-taking skills. Playspaces need to accommodate this versatility by designing explorative and creative elements with a balance of climbing and skilled play.