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

King, Pete; Newstead, Shelly

doi:10.1177/1476718x19885991

Cited by 5 publications

(11 citation statements)

References 17 publications

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“…This focus on the process and right of play is one of the distinguishing features of the playwork profession (King & Newstead, 2020); however, this has often led to a misunderstanding of the purpose of playwork by other play-related professions (King, 2015). This misunderstanding can be attributed in part to how the purpose of playwork has changed over the last forty years.…”

Section: Background To the Studymentioning

confidence: 99%

The Impact of COVID-19 on Playwork Practice

King

2021

Child Care in Practice

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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.

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Section: Background To the Studymentioning

confidence: 99%

The Impact of COVID-19 on Playwork Practice

King

2021

Child Care in Practice

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“…This is presented as a cycle where the play cue is emitted from the child's inner world to the their outer world and if this cue has a response (play return), the play return moves from the outer world back to child's inner world where the cue was issued. However, this has been recently revised to pre-cue, play cue, play return, play frame, flow and annihilation (King and Newstead, 2020). For a detailed explanation of these six elements, see King and Newstead (2020) or King and Sturrock (2019).…”

Section: Background Information Of the Play Cyclementioning

confidence: 99%

“…However, this has been recently revised to pre-cue, play cue, play return, play frame, flow and annihilation (King and Newstead, 2020). For a detailed explanation of these six elements, see King and Newstead (2020) or King and Sturrock (2019). When observing the Play Cycle, two of these elements are not easily observable, the pre-cue and flow.…”

Section: Background Information Of the Play Cyclementioning

confidence: 99%

“…The Play Cycle (King and Newstead, 2020;King and Sturrock, 2019;Sturrock and Else, 1998) is a playwork theory on the 'looping cycle of play ' (p. 80). The focus of the Play Cycle is the process of play, not on outcomes that may result when children engage in play.…”

Section: Introductionmentioning

confidence: 99%

“…By focusing on the process of play, a more child-centred or child-led consideration of play can be undertaken by the professional practitioner, as in non-directive play therapy (Ryan and Edge, 2011). In non-directive play practice, first developed by Axline (1947), the professional practitioner 'follows the lead' of the child to support the play process and not dominate it (King and Newstead, 2020). Although playwork and play therapy are two distinct practices, the former 'enriches and enhances children's play' (SkillsActive, 2010: 3), the latter to support children to 'to explore their difficulties, hurts and feelings via play' (Pidgeon et al, 2015: 155), both do focus on the process of play (Sturrock and Else, 1998).…”

Section: Introductionmentioning

confidence: 99%

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Piloting the Play Cycle Observation Method in ‘real time’: Recording children’s Play Cycles in pre-school provision

King

Atkins²,

Burr

2020

Journal of Early Childhood Research

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The Play Cycle Observation Method (PCOM) is an observational tool developed to focus on the process of play and has shown good reliability when watching videos of children playing. This study piloted use of the PCOM in ‘real time’ in a pre-school setting where 3-year-old children play. The results from two independent observers not familiar with the concept of the Play Cycle or the PCOM found good inter-rater reliability using Cohen Kappa (k) when observing play cues to form play cycles, as well as observing play cues within established play cycles. In addition, the recording of the nature of the play cues and play returns, the play frame and how the play cycle finishes (annihilation) were shown to be consistent between the two inter-rater observers. The results of this pilot study indicate the PCOM can be used as an observational tool to record the process of play by both students and practitioners working in a range of contexts including playwork, childcare, early years and statutory education. The PCOM can also be used as a teaching and training aid for trainers and lecturers.

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Conclusion

King

Newstead

2021

Play Across Childhood

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

Cited by 5 publications

References 17 publications

The Impact of COVID-19 on Playwork Practice

The Impact of COVID-19 on Playwork Practice

Piloting the Play Cycle Observation Method in ‘real time’: Recording children’s Play Cycles in pre-school provision

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