Open-ended play beyond the early years
Keeping open-ended resources available for older children
At Commotion Ltd, we design beautiful, considered educational resources that remain relevant as children grow. For purchasing teams, nurseries, schools and distributors, investing in open-ended materials delivers long-term value for classrooms, childcare settings and homes.
Open-ended resources are common in early years but tend to become less visible as children move through primary school. Often this is because the focus shifts towards measurable outcomes and structured learning. Yet these resources have continued educational and wellbeing benefits at later stages.
Imagine tactile gems, wooden treasures or polished metal spheres quietly available in classrooms and homes, ready to be explored. Placed thoughtfully, they act as versatile prompts for creativity, not distractions from the curriculum.
Why open-ended resources matter beyond the early years
Cognitive and creative development
Imagination is not limited by age. Open-ended materials let older pupils design and test without fixed rules. Tasks such as arranging, building and storytelling promote flexible thinking, problem solving and original approaches that support cross-curricular learning subconsciously through play, creating a balanced learning environment for all pupils.
Emotional and social benefits
As children progress into Key Stage 2 and beyond they face greater academic pressure and more screen time than ever before. Unstructured play provides a safe space to relax and process emotions. Open-ended resources remove the fear of failure because there is no single correct outcome.
Group tasks with open-ended items develop collaboration, leadership and negotiation skills. These are practical, assessable outcomes that schools and settings can align with wider personal, social and health education goals.
Independence and confidence
Older children naturally seek greater independence in how they spend their time and express their creativity. Providing open-ended resources that they can access freely, without instruction or expectation, supports this growing sense of autonomy. When materials are displayed in an inviting, accessible way, such as on classroom shelves, in shared spaces, or at home, they encourage self-directed exploration and allow children to play without labelling it as such.
These resources invite curiosity rather than demand participation, which makes engagement feel voluntary rather than structured and by experimenting, problem-solving and creating on their own terms, they build confidence in their abilities and learn to trust their ideas.
Open-ended tactile resources also offer a meaningful alternative to screen-based activities. They capture interest through hands-on discovery and sensory exploration, providing a calming, absorbing experience that supports wellbeing. In this way, older children continue to play investigate and design.
Supporting and illustrating learning
Tactile resources provide concrete references for abstract concepts. For example, our Wooden Solar System Discs help illustrate planet sizes and scale in a way that textbooks cannot. Tactile, or hands-on, resources bridge the gap between abstract ideas and real-world understanding at all ages. When children physically handle objects, they are not just observing, they are experiencing information through multiple senses. This multi-sensory engagement strengthens neural connections, helping to transform theoretical concepts into concrete understanding. Robust materials, such as these, are a one-time purchase that will be used year after year in classroom rotations, and passed on to younger generations in a home setting.
Lifelong skills
The skills developed through open-ended play form the foundations for lifelong learning and success. Experiences that promote creativity, adaptability and problem-solving encourage flexible thinking, the ability to approach challenges from multiple angles and persist when outcomes are uncertain. These are the same attributes that underpin achievement in STEM subjects, the arts and wider life skills such as collaboration, innovation and critical thinking and reasoning.
A resource for decades not just days
When specifying purchases, think long term. A set of tickit Gem Cubes can serve multiple educational purposes as children age: from construction to arts and colour mixing and role play to calm sensory activities for older pupils. Well-made open-ended materials evolve with learners and provide excellent value-for-money for schools, nurseries and suppliers.
Open-ended play has an important role throughout childhood and making these resources available at every stage supports creativity, wellbeing and long-term skill development. When schools and caregivers make these product available to older children creativity can bloom and screentime can be reduced.