The Impact of COVID-19 on Playwork Practice

Abstract

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.

Children’s views on social distancing and playing on an adventure playground

“…Children returning to their adventure playgrounds in July 2020 in the UK social distancing was put in place. However, numbers were reduced and where children did attend, social distancing was difficult to maintain, whatever the age of the child (King, 2021b). As with the views of the children in this study, there had to be some compliance, where for some children they were placed in 'bubbles' and some adaptation of both resources provided and the types of play that was still possible for children to engage in (King, 2021b).…”

“…However, numbers were reduced and where children did attend, social distancing was difficult to maintain, whatever the age of the child (King, 2021b). As with the views of the children in this study, there had to be some compliance, where for some children they were placed in 'bubbles' and some adaptation of both resources provided and the types of play that was still possible for children to engage in (King, 2021b). However, the enforcement of social distancing became harder to enforce particularly for the older-aged child (King, 2021b).…”

“…As with the views of the children in this study, there had to be some compliance, where for some children they were placed in 'bubbles' and some adaptation of both resources provided and the types of play that was still possible for children to engage in (King, 2021b). However, the enforcement of social distancing became harder to enforce particularly for the older-aged child (King, 2021b). The views of the children from this current study where social distancing was hypothesized reflected what happened with children and young people in adventure playgrounds with limited numbers and social distancing measures that were put in place.…”

“…Open access refers to children and young people free to enter and leave the adventure playground of their own volition (Welsh Government (WG), 2014). In addition to providing a space to play, adventure playgrounds have also developed other provisional services by acting as a food bank (King, 2021b) and providing a base for children and young people engaged in the alternative curriculum (King, 2020). The alternative curriculum is where school-aged children are not following the national educational curriculum and may spend part of their education outside of the school.…”

Well-being playworkers in primary schools – a headteacher’s perspective

“…The 'hubs' that were formed in the first lockdown in the UK in March 2020 comprised a 'cluster of schools'. In one local authority area in Wales, Torfaen Borough Council, seven school 'hubs' were created staffed by both teachers from the 'cluster of schools, and playworkers from the Borough's playwork team (King 2021).…”