If you are a play therapist, you already know that your job is special. You work with children in a way that is different from traditional talk therapy. Children do not always have the words to say how they feel. Instead, they show you through their play. They might use dolls, sand, art, or toys to express what is going on inside them. Your job is to watch, understand, and help them heal. But here is the thing. All of that important work needs to be written down. That is where play therapy notes come in.

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Play therapy notes are the records you keep after each session with a child. These notes are not just paperwork. They are a vital part of the therapy process. They help you track the child’s progress. They show what you did in the session and why. They also protect you and your client if questions come up later. Yet, many therapists find writing notes hard. You might wonder how much to write. You might not know what to include. You might worry about getting it wrong.

In this blog we will explain what play therapy notes are. We will show you how to write them step by step. And we will give you examples to guide you. By the end, you will feel more confident about your note-writing skills.

What Are Play Therapy Notes?

Play therapy notes are clinical documents that record what happened during a play therapy session. They are like a diary of the child’s therapeutic journey. But they are much more than just a diary. They are professional records that serve many important purposes.

The Purpose of Play Therapy Notes

• First, play therapy notes track the child’s progress. They show how the child is changing over time. Is the child playing more freely? Are new themes showing up? Is the child getting better at expressing feelings? Your notes will capture all of this.
• Second, these notes document your interventions. They show what you did in the session and why. This is important for your own thinking. It also matters if another professional needs to understand your work.
• Third, play therapy notes help with treatment planning. When you look back at your notes, you can see what is working and what is not. This helps you decide what to do in future sessions.
• Fourth, these notes are a communication tool. They can be shared with other healthcare providers. They can also be used in supervision. They help everyone stay on the same page about the child’s care.
• Finally, play therapy notes are important for legal and ethical reasons. They protect you if there are questions about your work. They also protect your client by making sure their treatment is well-documented.

How Play Therapy Notes Are Different

Play therapy notes are different from notes for adult therapy. Adults can tell you how they feel with words. Children often cannot. Instead, children communicate through their play. They might show feelings through role play. They might use sand tray scenes. They might draw pictures. They might move around the room in certain ways. They might repeat the same themes over and over.

Your notes need to capture all of this. You need to describe what the child did in play. You need to explain what you think it means. You also need to connect it to the child’s treatment goals. This takes skill and practice.

How to Write a Play Therapy Note

Writing a good play therapy note does not have to be hard. You just need to follow a clear structure. Most play therapy notes include the same basic parts. Let us look at each part.

Basic Information

Start with the basics. This includes:

• The child’s name or initials
• The date of the session
• The length of the session
• The type of session (individual, family, etc.)
• Where the session took place

This might seem simple. But it is important. These details help keep your records organized.

Presenting Concerns and Goals

Next, write about the child’s main issues. What are the problems that brought the child to therapy? You should also list the treatment goals you are working on. This reminds you and others why the child is in therapy.

For example, you might write: “Client continues to present with anxiety related to separation from caregiver.” Or: “Client was referred for behavioral issues including defiance and tantrums.”

Interventions Used

This section is about what you did in the session. What techniques did you use? Did you use child-centered play therapy? Did you use directive activities? Did you use sand tray or art?

Be specific here. Instead of just saying “play therapy,” say what kind. For example: “Therapist provided child-centered play therapy with reflective listening and tracking.”

Observations of the Child’s Play

This is the heart of your note. Here, you describe what the child actually did during the session. What toys did the child choose? How did the child play with them? What themes showed up in the play?

For example, you might write: “Client used dolls and dollhouse. Client had the dolls yell at each other and hit when angry.”

You should also note the child’s emotions and body language. Was the child calm or upset? Did the child make eye contact? Did the child seem relaxed or tense?

Client Response

How did the child respond to you and to the session? Was the child engaged? Did the child seem to enjoy the play? Was there any resistance?

This section helps you see how the child is connecting with therapy. It also shows how the child is responding to your interventions.

Progress Toward Goals

Here, you evaluate how the child is doing. Is the child making progress toward the treatment goals? Or is there no progress? Maybe there is even regression. Be honest here. It is okay if the child is not progressing quickly. What matters is that you are paying attention.

Risk and Safety

This section is very important. Did any safety concerns come up in the session? Did the child talk about hurting themselves or others? Did you need to make a report?If there were no safety concerns, you should still say so. For example: “No risk concerns observed or reported.”

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Plan for Next Session

Finally, write about what comes next. What will you do in the next session? Will you keep doing the same things? Or will you try something new?

This section helps you stay prepared. It also shows that you are thinking ahead about the child’s treatment.

Common Mistakes to Avoid

Before we look at examples, let us talk about some common mistakes. Knowing these will help you write better notes.

1. Writing Too Little: Some therapists write only a few sentences per session. This is not enough. Your notes need to capture the important details of the session. Without enough detail, your notes are not useful. They do not show what you did or how the child is progressing.
2. Writing Too Much: Other therapists write too much. They include every tiny detail. This takes too much time. It can also create problems if the notes are ever used in court. Try to find a balance. Write enough to be clear, but not so much that it is overwhelming.
3. Copying and Pasting: Some therapists copy notes from one session to the next. This is a bad habit. Every session is different. Your notes should show those differences. Copying and pasting can make it look like you are not paying attention. It can even look like fraud.
4. Using Jargon or Slang: Keep your language clear and professional. Avoid technical words that others might not understand. Also avoid slang. Write in a way that is easy to read and understand.

Play Therapy Progress Notes Examples

Now let us look at some real examples. These will show you how to put everything together.

Child-Centered Play Therapy Progress Note

Child-centered play therapy is a special approach. In this approach, the therapist follows the child’s lead. The child chooses what to play with and how to play. The therapist does not direct the play. Instead, the therapist reflects what the child is doing and feeling. This helps the child feel accepted and understood.

Here is an example of a child-centered play therapy note.

Client: Emma (age 6)
Date: March 15, 2026
Session: Individual play therapy (45 minutes)
Location: Office

Presenting Concerns and Goals:
Client is a 6-year-old female referred by parents for behavioral issues including defiance, tantrums, and aggression toward peers. Parents report these behaviors are impairing client’s functioning at home and school. Treatment goals include: (1) client will learn healthy emotional expression through play, and (2) client will demonstrate improved self-regulation skills.

Interventions Used:
Therapist utilized nondirective, child-centered play therapy. Therapist employed reflective listening, tracking, and limit setting. Therapist followed the child’s lead throughout the session without directing play.

Observations of the Child’s Play:
Client engaged in pretend play with dolls and the dollhouse. She chose the dolls and dollhouse immediately upon entering the playroom. Client had the dolls yell at each other frequently. She also had the dolls hit and kick when angry. Punishment in her play involved time-out and taking toys away. The play suggests client is experiencing anger and harsh discipline at home. Her play actions appear to be re-enacting situations from home. Client remained engaged in play for nearly the full 45-minute session with minimal redirection needed.

Client Response:
Client was engaged throughout the session. She showed minimal resistance to the therapist’s presence. Rapport is building gradually. Client shared stories about her family through her play with the dolls. She did not speak directly about her feelings but expressed them through the doll characters.

Progress Toward Goals:
Client has attended 4 sessions to date. She is beginning to demonstrate more imaginative play. She is showing less resistance to the therapist. However, concerning aggressive themes continue to appear in her play. Additional rapport building is needed before directly addressing behaviors.

Risk and Safety:
No safety concerns were observed or reported during this session.

Therapist Reflection:
Concerning family dynamics around anger management and discipline appear to be impacting client’s behavioral issues. Will need increased focus on teaching emotional regulation skills once rapport is more established.

Plan for Next Session:
Continue with child-centered play therapy to build rapport. Future sessions will focus on building skills for identifying emotions and expressing feelings in healthy ways through play. Client will continue with weekly play therapy sessions.

Directive Play Therapy Progress Note (Sand Tray)

Directive play therapy is different from child-centered play therapy. In directive therapy, the therapist takes a more active role. The therapist might suggest activities or guide the play in certain ways. This example shows a directive session using sand tray.

Client: Marcus (age 8)
Date: March 12, 2026
Session: Individual play therapy (50 minutes)
Location: Office

Presenting Concerns and Goals:
Client continues to present with anxiety related to separation from caregivers. He has difficulty expressing worries verbally. Treatment goal: Increase ability to identify and express feelings related to separation and use at least one coping strategy when distressed.

Interventions Used:
Therapist introduced a sand tray activity to support symbolic expression of family and safety themes. Therapist provided instructions for the sand tray activity. Therapist then observed and reflected client’s choices during the activity.

Observations of the Child’s Play:
Client used the sand tray to create a scene. He placed a large house in the center. He put small figures of a parent and child inside the house. He placed a fence around the house. He then placed figures of wild animals outside the fence. Client said, “The animals are scary. The family is safe inside.” This appears to represent client’s feelings about safety and separation. The house seems to represent safety. The animals outside seem to represent fears about being away from caregivers.

Client Response:
Client was initially hesitant about the sand tray. He said, “I do not know what to do.” With encouragement, he began to place items. He became more engaged as the activity went on. He spoke more freely about the scene he created. He seemed to feel a sense of control in creating his own scene.

Progress Toward Goals:
Client showed some progress in expressing feelings symbolically. He was able to identify the “scary” feelings through the animal figures. However, he did not yet name coping strategies. More work is needed on this goal.

Risk and Safety:
No risk concerns observed or reported.

Plan for Next Session:
Continue sand tray work. Help client connect the symbolic play to real-life coping strategies. Introduce the idea of “safe people” and “safe places” the client can think about when feeling scared.

Play Therapy Progress Note with Art Intervention

This example shows a session where art was used as the main intervention. Art is a common tool in play therapy. It allows children to express themselves in a different way.

Client: Sofia (age 7)
Date: March 10, 2026
Session: Individual play therapy (45 minutes)
Location: Office

Presenting Concerns and Goals:
Client was referred for difficulty with peer relationships. She has trouble sharing and taking turns. She often gets upset when she does not get her way. Treatment goal: Client will practice turn-taking and cooperation through play activities.

Interventions Used:
Therapist used an art-based intervention. Therapist provided paper, markers, and crayons. Therapist invited client to draw a picture of herself and her friends. Therapist then reflected on what client shared about the drawing.

Observations of the Child’s Play:
Client drew a picture of herself with two other children. She drew herself in the center of the picture. The other children were small and on the edges. Client said, “This is me and my friends. I am the biggest.” She then drew a large smile on her own face. The other children had smaller smiles. This may suggest client sees herself as the center of attention. She may have difficulty sharing the spotlight with others.

Client Response:
Client was eager to do the art activity. She took her time with the drawing. She seemed proud of her work. She shared several details about the picture without being asked. She became a little defensive when the therapist reflected on the size differences in the drawing. She said, “They are smaller because they are younger.” This may suggest some resistance to exploring this topic.

Progress Toward Goals:
Client is showing some awareness of peer relationships through her art. However, she is not yet showing insight into her own role in peer conflicts. Progress is slow. More work is needed on turn-taking and sharing.

Risk and Safety:
No safety concerns observed or reported.

Plan for Next Session:
Introduce a turn-taking game. Use a board game or card game to practice sharing and cooperation. Reflect on feelings that come up during the game.

Play Therapy Progress Note (Parent-Child Session)

Sometimes play therapy includes the parent. This can be very helpful. The therapist can coach the parent in real time. The parent can practice new skills with the child right in the session.

Client: Leo (age 4) and Mother
Date: March 8, 2026
Session: Parent-child play therapy (50 minutes)
Location: Office

Presenting Concerns and Goals:
Client is a 4-year-old male with frequent tantrums. Parents report difficulty with transitions and limit-setting. Treatment goal: Parent will learn and practice positive discipline strategies. Child will demonstrate improved ability to accept limits.

Interventions Used:
Therapist used parent-child interaction coaching. Therapist observed mother and child playing together. Therapist provided real-time feedback and coaching. Therapist modeled limit-setting and reflective listening.

Observations of the Child’s Play:
Child played with blocks during the session. He built a tall tower. Mother watched and offered praise. When the tower fell, child became upset. He started to cry and pushed the blocks away. Mother used the coached strategy: “I see you are upset. It is okay to be sad. Let us build it again together.” Child calmed down after a few minutes. He agreed to rebuild the tower with his mother.

Client Response:
Child responded well to his mother’s calm approach. He was able to calm down faster than in previous sessions. Mother reported feeling more confident in her ability to handle the tantrum. She said, “It helped to have you coach me through it.”

Progress Toward Goals:
Mother showed progress in using the coached strategies. Child showed improvement in calming down after the upset. Both are moving in the right direction. Continued practice is needed.

Risk and Safety:
No safety concerns observed or reported.

Plan for Next Session:
Continue parent-child coaching. Practice transitions between activities. Give mother more opportunities to practice limit-setting with coaching.

Tips for Writing Better Play Therapy Notes

Here are some final tips to help you write better notes.

Write Soon After the Session

Do not wait too long to write your notes. The longer you wait, the more you will forget. Try to write your notes right after the session ends. Your memory will be freshest then.

Be Specific: Use specific details in your notes. Instead of saying “child played,” say what the child played with and how. Instead of saying “child was upset,” describe what the upset looked like. Specific details make your notes more useful.

Connect to Goals: Always connect your observations to the treatment goals. This shows that your work is purposeful. It also helps you track progress over time.

Use Clear Language: Write in a way that is easy to understand. Avoid jargon. Avoid slang. Imagine that another professional will read your notes. Would they understand what you mean?

Be Honest: Do not sugarcoat things. If the child is not making progress, say so. If you made a mistake, acknowledge it. Honest notes are more helpful than notes that only say good things.

Protect Privacy: Remember that your notes are confidential. Store them securely. Only share them when it is appropriate and legal to do so. Follow all HIPAA and other privacy rules.

Conclusion

Play therapy notes are an essential part of your work. They are not just paperwork. They are a record of the child’s healing journey. They show what you did and why. They help you track progress. They protect you and your client. They make your work better. Writing play therapy notes does not have to be hard. Just follow a clear structure. Include the basic information. Describe what you did in the session. Write about what you observed in the child’s play. Note how the child responded. Evaluate progress toward goals. Plan for the next session.

Remember to avoid common mistakes. Do not write too little or too much. Do not copy and paste. Do not use jargon or slang. Write clear, specific, honest notes. The examples in this blog show you what good notes look like. Use them as a guide. Adapt them to your own style and your own clients. With practice, writing notes will become easier. It will become a natural part of your therapy process.

Good documentation is a sign of good therapy. When you write good notes, you are doing good work. You are helping your clients. You are growing as a therapist. And you are building a record that will support the child’s healing for years to come. So take the time to write good notes. Your clients deserve it. Your colleagues deserve it. And you deserve it too. Happy writing

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