Playtime in Schools: Understanding and Addressing Barriers to Children's Right to Play in Schools

Abstract

Background Playtime in schools has wide-ranging benefits for children and young people (CYP). However, opportunities for playtime in schools have gradually decreased due to ever increasing prioritisation of other aspects of the school day. It is proposed that, in understanding children's views on the topic of playtime, education professionals can have a better understanding of its importance to children, and the potential barriers to opportunities for playtime. Education professionals, including educational psychologists (EPs), can have a key role in challenging and addressing these barriers. Methods/participants Paper one is a systematic literature review (SLR) that included studies exploring children's views on playtime as a general concept. Eight studies were identified and were critically appraised. Paper two is an empirical study, using an action research model to explore and address the withdrawal of playtime within a single setting. A focus group and the repeated use of psychological consultation with teachers was used as a means of collaboratively exploring and reviewing alternatives to this sanction. This data were thematically analysed. Analysis/findings Findings from the SLR included key themes in relation to children's enjoyment of playtime, as well as children's views on what impacts on their enjoyment and access to playtime, including having their playtime withdrawn as a sanction. The empirical study identified possible avenues to explore when seeking alternative approaches to the withdrawal of playtime in schools. Conclusion and implications The importance of playtime, and the issues affecting access and enjoyment of playtime are discussed. Following the empirical study on addressing the withdrawal of playtime, alternative strategies to address the situations that frequently result in the withdrawal of playtime are outlined. Practical implications for schools and policymakers are discussed and reflections on the role of EPs in promoting play in schools are presented. To conclude, a dissemination strategy for sharing the findings of both papers with relevant stakeholders and communities is discussed.

Date of Award	31 Dec 2023
Original language	English
Awarding Institution	The University of Manchester
Supervisor	Kevin Woods (Supervisor) & Emma Harding (Supervisor)