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Developing ECF’s policy position on play. Pat Broadhead Professor of Playful Learning Leeds Metropolitan University Member of TACTYC Executive. TACTYC’s play advocacy. Play seminar April 2008 at Leeds Met Leading UK play scholars gathered to:

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developing ecf s policy position on play

Developing ECF’s policy position on play

Pat Broadhead

Professor of Playful Learning

Leeds Metropolitan University

Member of TACTYC Executive

tactyc s play advocacy
TACTYC’s play advocacy

Play 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 2008
Presentation to House of Commons: November 2008

Research findings - Children as playful learners

In play, children engage in:

  • problem-solving;
  • creativity and risk taking;
  • complex social relationships;
  • conflict resolution;
  • personalised learning.
adults as playful pedagogues
Adults as playful pedagogues

Research 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
EYFS (2007)
  • p7: Play underpins the delivery of all the EYFS; identifies a key role for observation
  • 4.1 Play and exploration
  • 4.2 Active learning
  • 4.3 Creativity and critical thinking

Requires a daily outdoor experience: ‘’daily opportunities for outdoor play in an appropriate nearby location” (p7)

learning playing and interacting dcsf 2009
Learning, Playing and Interacting. DCSF 2009
  • Embedded 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
Tickell Review 2011 for a proposed new EYFS 2012 . . .
  • The construct of ‘school readiness’ emerges in para1.1
  • Para1.10 ‘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?
slide8
. . .

Para 1.11

  • The 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 implications
Policy implications
  • Playful 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.