This paper presents findings from The Irish Neighbourhood Play Study; a national, cross-border research project which recorded children's play patterns in Ireland during 2012. The study incorporated 1688 families across 240 communities. Data was established on the play choices of children aged from birth to 14 years. Multiple differentials were explored including socio-economic and geographical environments. This paper focuses on the findings within imaginary play patterns for the full cohort. As such, it presents the play patterns for imaginary play in children aged birth-14 years. The findings are discussed in the context of developmental patterns with particular emphasis on the relationship between imaginary play and the development of creativity.Creativity is a key concept within contemporary education. Its central nexus is problem solving in the face of uncertainty. Within a rapidly changing world, it is a key skill requirement for today's children as they grow towards efficacy within instability. The relationship between the development of creativity and children's engagement with imaginary play practices are explored in this paper.Keywords: The Irish Neighbourhood Play Study, Play, Early Childhood Education, Imaginary Play, Pretend Play, Creativity, Creative Development.
THE PROJECT
The Irish Neighbourhood Play StudyThe Irish Neighbourhood Play Research Project was a large scale research study which included almost 1700 participant families and 240 communities throughout Ireland. The research study was initiated, shaped and resourced by IT Sligo and Early Childhood Ireland to investigate the play choices made by children aged 0-15 years of age. Parental surveys and naturalistic observation were used to secure data on how children in modern Ireland aged 0-15 are spending their free time. An all-island approach was taken incorporating cities, towns and rural areas across a variety of socio-economic groupings.Of the 1700 participant families, responses from 1688 families were gathered and collated. There was a wide spread of respondents from 18 geographic areas. There was also an even representation from the three socio economic (SE) indicators; affluent (30.5%), middle (35.4%) and disadvantaged (33.9%). 60% of respondents were from suburban houses surrounding large cities, medium sized towns and villages, 21% were from rural houses, 18% were from urban houses and 1% were from urban apartments. Despite the socio-economic spread of communities incorporated, the majority of respondents (61%) identified themselves as middle income earners, while 13% of respondents were unemployed. Just under half of all respondents (49%) had achieved a third level qualification above level 7 (Bachelor's Degree).Of the responses gathered, the gender distribution comprised of 906 boys and 782 girls, all between the age of birth and 15 years. Over two thirds of parents who took part in this study were aged between 35 and 49 years. A further quarter of participants were aged between 25 and 34 years.
MethodologyThe aim of th...