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Pat BroadheadProfessor of Playful Learning
Leeds Metropolitan UniversityMember of TACTYC Executive
Developing ECF’s policy position on play
TACTYC’s play advocacyPlay seminar April 2008 at Leeds Met
Leading UK play scholars gathered to:present their research on the relationships between play and learning in education settings;
discuss implications for policy and practice;
identify key issues and areas for further research.
Presentation to House of Commons: November 2008Research findings - Children as playful
learnersIn play, children engage in:
problem-solving;creativity and risk taking;complex social relationships;conflict resolution;personalised learning.
Adults as playful pedagoguesResearch findings: Educators are
effective when they :
use observation to interpret the complex inner meanings of play;
apply professional judgement, informed by children’s interests;
respond flexibly to children’s play themes;use professional dialogue to develop their
own understandings and to interpret policy frameworks in different settings.
EYFS (2007)p7: Play underpins the delivery of all
the EYFS; identifies a key role for observation
4.1 Play and exploration4.2 Active learning4.3 Creativity and critical thinkingRequires a daily outdoor experience:
‘’daily opportunities for outdoor play in an appropriate nearby location” (p7)
Learning, Playing and Interacting. DCSF 2009Embedded the use of the terms: ‘playful
learning’ and ‘playful pedagogies’.Raised debates around the role of the adult
to address questions of ‘how much time is child-led’; how much is adult-led in a classroom?’ (Subsequently acknowledged as of limited use in pedagogical decision-making)
Shows how pedagogical expertise is a professional development issue
Exemplifies from birth-five in playful ways
Tickell Review 2011 for a proposed new EYFS 2012 . . . The construct of ‘school readiness’
emerges in para1.1Para1.10 ‘planned, purposeful play
through adult-led and child-initiated activity . . . Move increasingly towards adult-led learning as children start to prepare for reception class’;
Outdoor play?
. . . Para 1.11The three Learning and Development sheets of
EYFS 2007 are reduced to six lines:Playing and exploring – children investigate
and experience things and ‘have a go’;Active learning – children keep on trying if they
encounter difficulties and enjoy achievements, and
Creating and thinking critically – children have and develop their own ideas, make links between ideas and develop strategies for doing things
Policy implicationsPlayful learning and playful pedagogies in early
years settings are complex areas. What professional development opportunities will there be? (See Summary of Findings from play research seminar)
How can the play debates be fostered and progressed in relation to play and learning in early years settings?
How do we protect the child’s right to play in educational contexts from Birth – five years?
We still need to shine the spotlight on reception children’s experiences re playful learning and playful pedagogies.
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