Play With Purpose: Translating MTOP Outcomes Into Daily Practice

Feb 2 / Belinda Wright
In OSHC, play is at the heart of everything we do. It’s how children explore ideas, build relationships, and make sense of their world. 
But while play looks effortless, the way educators observe, plan, and respond during play is anything but accidental. 

Purposeful play doesn’t mean turning leisure into lessons — it means recognising that every moment of play is an opportunity for learning, and using our professional knowledge to help those moments unfold meaningfully. 

Understanding the “Purpose” in Play 

The My Time, Our Place v2.0 Framework reminds us that OSHC is not school, but it is educational. 
Learning in OSHC happens through relationships, exploration, and choice. 
When educators approach play with purpose, they: 
  • Notice what children are curious about. 
  • Respond thoughtfully to extend that curiosity. 
  • Provide spaces where imagination, agency, and collaboration thrive. 
  • Purposeful play doesn’t interrupt children’s flow — it enhances it. 
  • It’s about being present, observant, and intentional, without taking over. 

Linking Play to the MTOP Outcomes 

MTOP v2.0 isn’t a checklist — it’s a guide that helps us see the learning already happening in children’s play. 
Here’s how play connects to the five Outcomes in everyday OSHC moments: 
MTOP Outcome 
In Practice 
Educator Reflection Prompt 
1. Children have a strong sense of identity 
A group of children build a “secret base” together, negotiating roles and rules. 
How are children expressing belonging and confidence in their play? 
2. Children are connected with and contribute to their world 
Older children mentor younger peers in a game or help set up the snack table. 
What opportunities for collaboration and community are emerging? 
3. Children have a strong sense of wellbeing 
Children choose to sit quietly with a puzzle after a busy school day. 
How does our program allow for both energy and rest? 
4. Children are confident and involved learners 
A small group experiments with recycled materials to make something new. 
What learning processes — problem-solving, persistence, creativity — are we noticing? 
5. Children are effective communicators 
Two children create their own rules for a ball game and explain them to others. 
How are children using language, negotiation, and humour to connect? 
These examples remind us that play is learning — when educators look closely, they can see the framework alive in action. 

Intentionality Without Interference

Being intentional doesn’t mean directing play or interrupting flow. 
It means being curious alongside children — asking open questions, offering materials that extend ideas, and reflecting later on what we observed. 
For example: 
  • Instead of “Do you want to make a card?” try “What are you planning to do with those materials?” 
  • Instead of “That’s great teamwork!” try “How did you decide who would do what?”
These small shifts invite children to reflect on their own thinking, deepening both play and learning. 

Reflecting as a Team 

To embed purposeful play across your OSHC program, reflection needs to be part of your team’s daily rhythm. 
Try adding questions like these to your reflections: 
  • What learning moments did we notice today that weren’t planned? 
  • How did our environment invite (or limit) choice and agency? 
  • Where did we see the MTOP outcomes in action? 
  • What did we learn about ourselves as educators through play? 
When educators share these reflections, it strengthens collective understanding of pedagogy — turning play from something we supervise into something we intentionally support. 

Why It Matters

Purposeful play bridges the gap between leisure and learning. 
It ensures that every child’s experience — whether building, talking, running, or creating — is valued as part of their growth. 
When we see play through a pedagogical lens, we: 
  • Deepen our understanding of children. 
  • Strengthen alignment with the NQS and MTOP. 
  • Build programs that are joyful, inclusive, and meaningful. 
Because in OSHC, play is never just play — it’s the language of childhood, and our role is to listen, reflect, and respond with purpose. 
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Call to Action

Want to explore this further? 
Listen to our OSHCology MicroCast: “Embedding the Program in Daily Routines,” and explore the Critical Reflection Journal – Volume 2 for reflective prompts to bring MTOP to life in your OSHC setting.