Playful Learning 2026 Programme
Into the Woods: Learning Through Relational, Embodied Play
Lead Author: Philippa Kelly
Additional authors: Julie McCann
Timetable: Wednesday Session 2: 14:45-15:30, Outdoors (Gallery 2 if raining)
Description:
Step into the woods—a space of curiosity, uncertainty, and discovery. In this 45–60 minute interactive session, participants will explore how relational, embodied play can illuminate new pathways for adult learning. This session is designed for educators, facilitators, therapists, and anyone curious about how play can support connection, reflection, and learning in adult contexts.
The session is led by a Theraplay practitioner and supervisor, bringing expertise in the principles and practices of Theraplay. Participants will experience how relational play supports engagement, trust, and learning, and how these approaches can be adapted for adult learning environments.
We’ll begin with a short “Entering the Woods” activity: a playful, low-risk exercise using movement, choice, and metaphor to explore how we approach uncertainty, connection, and curiosity. This opening activity helps participants experience learning through play rather than observation.
Next, participants will playtest a series of short, adaptable activities based on core Theraplay principles:
Structure & Safety – clear boundaries and shared agreements that create a secure environment for exploration.
Engagement & Connection – noticing and responding to each other’s presence, energy, and attention to foster collaboration.
Nurture & Support – offering attunement, encouragement, and care to strengthen trust and relational depth.
Challenge & Discovery – introducing gentle risk, problem-solving, and playful experimentation to spark insight and growth.
Participants will rotate through these activities in small groups, reflecting in real time on how relational play enhances adult learning. Guided reflection will help participants notice bodily responses, patterns of interaction, and moments of learning that emerge spontaneously.
The final stage, “Mapping the Path Back,” invites participants to adapt one activity for their own context—whether in professional development, facilitation, teaching, or therapeutic work—so that everyone leaves with practical, actionable tools.
By the end of the session, participants will have:
Experienced relational, embodied play in a safe adult context.
Seen how structure, engagement, nurture, and challenge support learning, connection, and reflection.
Developed one or more adaptable play activities for immediate use in their own settings.
Reflected on their own responses to play, uncertainty, and relational dynamics in learning environments.
This session is intentionally exploratory, participatory, and playful. Participants learn by doing, experimenting, and reflecting rather than passively observing. The “Into the Woods” theme provides a metaphorical backdrop, emphasising curiosity, risk, and discovery in both play and learning.
Come prepared to step off the path, notice what emerges in the moment, and leave inspired to bring playful, relational learning into your own practice.
References, web links and other resources:
Theraplay Institute – Official site with explanations of principles, training, and research:
https://www.theraplay.org
Booth, P. & Jernberg, A. (2011) Theraplay: Helping Children Build Attachment, Self-Esteem, and Trust in Relationships – foundational book on principles and practice (can be applied in adult contexts).
Pondering Play and Therapy Podcast – reflections on relational play, attachment, and practice:
https://ponderingplay.com/podcast
Kolb, D. (2015) Experiential Learning: Experience as the Source of Learning and Development – foundational theory supporting learning through doing.
Rogers, C. & Freiberg, H. (1994) Freedom to Learn – emphasizes active, relational, and experiential approaches to adult education.