Losing the 'monopoly': A French experience of playwork practice

Besse-Patin, Baptiste; Brougère, Gilles; Roucous, Nathalie

doi:10.1332/205316215x14454218885771

Cited by 4 publications

(2 citation statements)

References 14 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Such parts facilitate unstructured, child-led play. LPP is a technique evolved from playwork practice that makes use of "stuff" like old crates, tires, office chairs, and cable reels in play spaces, inviting children to engage as they prefer with limited adult involvement [55,56]. Loose parts afford maximum opportunities for engagement, and LPP is rooted in the loose parts theory of Nicholson and the theory of affordances of Gibson [57][58][59].…”

Section: Loose Parts As Affordance For Risky Playmentioning

confidence: 99%

“It Is Scary, but Then I Just Do It Anyway”: Children’s Experiences and Concerns about Risk and Challenge during Loose Parts Play

van Rooijen,

De Martelaer,

Lensvelt-Mulders

et al. 2023

IJERPH

View full text Add to dashboard Cite

Children’s risky play opportunities depend on supervising adults’ attitudes and the play environment. The possibilities to engage in risk-taking outdoor play for children have seriously decreased over the last few decades, due to safety concerns and adults’ preoccupation with protection. In response to this shift, research has increasingly focused on influencing factors on professional attitudes toward risk-taking in children’s play. However, children’s perspective on risky play is underrepresented in the recent literature. This study generates awareness of children’s risky play preferences and interests to help professional caretakers hone their facilitating role. We explored children’s notions of risk and challenge in play during a loose parts intervention stimulating risky play and facilitated by after-school childcare practitioners. A thematic analysis examined observations, informal conversations, and roundtable talks with children about their risky play experiences. Children describe their risk-taking in play as experimental and daring. The findings report on children’s general views on risky play, their play experiences with loose parts, their real-life risky play experiences, and their opinions on the role of practitioners. By relating the results to risky play research and self-determination theory, this study offers insight into children’s innate needs. Taking risks on their own terms gives children a sense of self-confidence and mastery, and forces them into new relationships with other children and guiding adults. Consequently, children fulfill the three universal needs of self-determination theory: autonomy, competence, and relatedness.

show abstract

Section: Loose Parts As Affordance For Risky Playmentioning

confidence: 99%

“It Is Scary, but Then I Just Do It Anyway”: Children’s Experiences and Concerns about Risk and Challenge during Loose Parts Play

van Rooijen,

De Martelaer,

Lensvelt-Mulders

et al. 2023

IJERPH

View full text Add to dashboard Cite

show abstract

“…It is evident the Play Cycle has contributed to childhood play through playwork theory, practice and research e.g. Brown and Taylor (2008), Russell, Handscomb and Fitzpatrick (2007) and Besse-Patin, Brougère, Roucous (2017). However, there is no empirical evidence on whether or how the Play Cycle is understood by playwork practitioners in respect to any childhood provision.…”

Section: Introductionmentioning

confidence: 99%

Re-defining the Play Cycle: An empirical study of playworkers’ understanding of playwork theory

King

Newstead²

2019

Journal of Early Childhood Research

View full text Add to dashboard Cite

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.

show abstract

The Process of Play in a Playwork Context

Newstead

King

2021

Play Across Childhood

View full text Add to dashboard Cite

Losing the 'monopoly': A French experience of playwork practice

Cited by 4 publications

References 14 publications

“It Is Scary, but Then I Just Do It Anyway”: Children’s Experiences and Concerns about Risk and Challenge during Loose Parts Play

“It Is Scary, but Then I Just Do It Anyway”: Children’s Experiences and Concerns about Risk and Challenge during Loose Parts Play

Re-defining the Play Cycle: An empirical study of playworkers’ understanding of playwork theory

The Process of Play in a Playwork Context

Contact Info

Product

Resources

About