Choice is often presented as a defining feature of play and it has been argued that a perception of choice contributes to the developmental potential of play. This paper investigates children's self-recorded levels of choice during play across three contexts-the home, the school playground and the out-of-school club. Children recorded their play activities across contexts using a structured diary technique. Findings based on 401 reported play episodes indicated that choice varied across contexts, according to the number of children involved and whether or not an adult was present. The findings are discussed in relation to theory, policy and professional practice.
In 1998, Sturrock and Else introduced the Play Cycle which has been integrated into both playwork theory and practice. An online survey with 157 responses found that playworkers’ understanding Play Cycle varied to how they were first introduced to the theory. In addition, understandings of the six elements of the Play Cycle were significantly different from the original author’s definitions. To provide a more consistent use of the Play Cycle in both future research and practice, this article offers new definitions for each element of the Play Cycle based on the results from this study. This has implications for any childhood setting where the Play Cycle is used, including playgroups, nurseries and out of school provision catering for primary-aged children.
Understanding cultural factors behind maternal child-feeding style, particularly around pressurising and indulgent feeding behaviours, may play an important part in reducing levels of children who are overweight and obese in the UK.
This study used a semi-structured approach interviewing 22 participants currently working in playwork. Participants were asked what they thought was the purpose of playwork and comment on their playwork practice because of the lockdown from COVID-19 in the United Kingdom (UK). Using thematic analysis, three purposes of playwork practice were identified: advocacy; compensatory and facilitation. In relation to their playwork, the lockdown resulted in playwork practice stopped and staff being furloughed. For others, playwork practice continued which was either non-face--to face by providing resources or there was a change of focus, for example providing online play sessions or working in a "hub" located in schools reflecting the three themes identified as the purpose of playwork. This study identified the adaptable and versatile nature of playwork that has enabled some form of playwork practice to still operate being facilitated more as a compensatory outreach provision, whether virtually or supplying or resources during the COVID-19 lockdown and the importance of maintaining relationships with the children and families in the communities where playwork provision so continuing to advocate the importance of play in children's lives. These qualities of playwork have a lot to offer once the restrictions have been lifted in both playwork-specific provision such as adventure playgrounds but also in other contexts where playwork practice is undertaken. This includes schools and could also include pre-school and daycare provision.
This pilot study of the Play Cycle Observation Method (PCOM) provides a method to record the process of play as outlined by the Sturrock and Else (1998) Play Cycle. Using a single four-minute video, five participants mapped the Play Cycles of a boy (aged 5-6 years) and a girl (aged 9-10 years) and recorded quantitative data in relation to: recording the play cues prior to and then within established Play Cycles; the number of Play Cycles; and how long each Play Cycle lasted. In addition, more qualitative data can be recorded with respect to the nature of the play cues, play frames, annihilation (how the Play Cycle ends) and the adult role in the Play Cycle. Results from this pilot study indicate that the PCOM can provide a consistent way of recording Play Cycles, which can have a benefit for playwork practice, playwork qualifications and playwork training.
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