Powering Up Play For Connection
- Apr 2
- 5 min read
By Playeum
“What would you like your family to do when you wear your hat?”
A chicken dance. A hug.
These were some of the ideas children shared during a playful “Silly Hats” crafting activity at a parent–child play session. In these lighthearted moments, play opened up a safe space for children’s voices to emerge creatively.
Over the past few months, Playeum ran a series of PowerUP Playtime parent–child play sessions for families from KidSTART Singapore. Through hands-on activities involving loose parts such as blocks, cardboard boxes, and even light and shadow, parents picked up valuable skills to support their children’s play.
KidSTART Singapore is a nationwide organisation that supports families with young children from birth to six years who have fewer resources in child development and parenting support. The programme works closely with parents and caregivers, recognising that strong parent–child relationships are one of the most important foundations for a child’s development.
Our collaboration through PowerUP Playtime, sponsored by SP Group and launched in January 2025, builds on the shared belief that play is a meaningful way for families to connect, communicate, and learn together. The programme is grounded in the understanding that parents are a child’s first teachers, and focuses on supporting them in developing the skills and confidence to engage in play with their children.
Parents shared that what they appreciated most was discovering how much could be done with things they already have at home. A box could become a structure, a prop for storytelling, or something to experiment with and rebuild. These simple materials opened up possibilities for play that did not depend on specialised toys, but on imagination and curiosity.
Why Parent–Child Play Matters
Throughout the workshops, we observed many thoughtful interactions between parents and children. Some parents patiently encouraged their children to keep trying, while others watched quietly before responding. Younger children were often drawn to matching shapes or exploring textures, while older children experimented with building and constructing.
When parents play with their children, important developmental processes take place. Studies from the National Scientific Council on the Developing Child (2004) describe how “serve and return” interactions occur when adults respond to children’s cues during everyday moments such as play. These interactions help build the neural connections that support language, emotional regulation, and learning.
In Singapore, research has found that when mothers show more positive emotions during play interactions, their young children tend to recover more quickly from stressful situations (Delgadillo et al., 2021). Evidence also suggests that early positive parent–child interactions contribute to stronger long-term outcomes, including school readiness, resilience, and social mobility (Harvard Centre on the Developing Child, 2017; Józsa & Oo, 2026).
Recognising Parents’ Strengths
As facilitators and volunteers, our role was not to guide parents on how to direct their children’s play , but to support them. This often meant noticing what parents were already doing and building on their intentions.
When a parent showed patience, encouraged their child’s effort, or listened carefully, we shared what we appreciated about that moment. These affirmations helped parents recognise the strengths they already bring to their relationships with their children.
One activity that families especially enjoyed was making “Silly Hats.” Parents and children designed the hats together. They were encouraged to use the hats for role play, creating characters, exploring different voices, and practising taking turns speaking. The hats could also become a playful tool for resolving disagreements at home, giving each person a chance to wear the hat and share their thoughts and feelings.
Supporting Volunteers
Alongside our parent–child play sessions for KidSTART Singapore families, Playeum ran volunteer training sessions to help volunteers connect meaningfully with parents and children. Volunteers came from different backgrounds, including employees of SP Group and members of the public.
The training highlighted the different roles volunteers could take on, such as greeters or playmakers. Each role included suggested prompts and strategies to ensure interactions offered families choices and supported children’s voices.
Volunteers were encouraged to observe what was unfolding in play, begin conversations with genuine interest, and invite participation rather than give instructions. This could mean gently inviting a parent into an activity or creating moments for families to explore materials together.
Through this approach, volunteers were able to build rapport and support families in thoughtful, responsive, and playful ways.
One volunteer reflected on how the training encouraged them to reconsider their own approach and gave them greater confidence in engaging with children:
“Different kids have different ways of responding, and it taught me that each child needs a unique approach. It will definitely change the way I engage with children and families. I have learned to be more observant, patient, and open to trying different methods to suit each child’s needs and comfort level.”
Another volunteer shared that they learned to “be observant of how parents interact with their children based on the child’s level of interest, and facilitate the activities.”
Through these experiences, volunteers also became part of the enabling environment that supports the well-being of parents and children. Many expressed interest in continuing to develop their family engagement skills and to look for opportunities to apply what they had learned. Their willingness to learn and reflect models the same spirit of play, attention, and encouragement that Playeum hopes parents will carry forward at home.
As Singapore continues strengthening support for families in the early years, efforts like these show how community programmes, partnerships, and small everyday moments can work together to make a difference in a child’s life.
We are grateful to the families and volunteers who made these sessions possible, and to KidSTART Singapore for the partnership. We look forward to continuing this journey together, supporting parents and children to learn, play, and grow alongside one another.
Reference
Delgadillo, D., Boparai, S., Pressman, S. D., Goldstein, A., Bureau, J., Schmiedel, S., Backer, M., Broekman, B., Tan, K. H., Chong, Y. S., Chen, H., Zalta, A. K., Meaney, M. J., Rifkin-Graboi, A., Tsotsi, S., & Borelli, J. L. (2021). Maternal expressions of positive emotion for children predicts children’s respiratory sinus arrhythmia surrounding stress. Developmental Psychobiology, 63(5), 1225-1240. https://onlinelibrary.wiley.com/doi/10.1002/dev.22082
Harvard Centre on the Developing Child. (2017). Three principles to improve outcomes for children and families. https://developingchild.harvard.edu/resources/report/three-principles-to-improve-outcomes-for-children-and-families/
Józsa, K., & Oo, T. Z. (2026). Systematic review and meta‑analysis of parental roles in early childhood school readiness. Journal of New Approaches in Educational Research, 15, Article 6. https://link.springer.com/article/10.1007/s44322-026-00055-2
National Scientific Council on the Developing Child (2004). Young Children Develop in an Environment of Relationships: Working Paper No. 1. Retrieved from www.developingchild.harvard.edu
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