A new school-based play approach for young children’s wellbeing: evidence from a 14-week study

ABSTRACT

Individuals with anxiety disorders were traced back to have onset before aged 5 years. Early intervention is important to target preschool and primary school children. The objective of this 14-week fieldwork was to explore how we can support young children’s well-being in schools. The following research questions were identified to investigate this topic: 1. Did a 14-week ‘build-to-play’ approach lead to reports of reduced anxiety as reported by teachers, parents, and in observation reports from the researcher among a sample of 12 children (aged 4–6 years) who experience anxiety (n = 9) or anxiety and autism (n = 3)? 2. Throughout the 14-week approach, interviews with parents (n = 12) and teachers (n = 6), what were the co-construction of strategies to reduce anxiety? Twelve case studies in two primary schools in Dublin were conducted. We proposed to bring the approach to school settings as COVID-19 has accelerated the good work that children and parents may benefit more from the non-clinical settings. The theoretical frameworks were universal design for learning and bio-ecological model to design this ‘Build-to-Play’ approach as inclusive and developmentally appropriate for young children. The key findings related to education included outcomes of a reduction in childhood anxiety, improved social communication skills and executive functioning. More importantly, a collaborative understanding of what anxiety was and how to cope with it was established. For example, for children who had any risk factors of anxiety or additional needs such as autism (n = 8), a more intensive approach than the standard 14-week was needed to have better outcomes. Conceivably, this research would make an impactful contribution as change makers to educational practice, policy and theory. Keywords: anxiety, autism, play, inclusion, education.

KEYWORDS:

• Education
• Inclusion
• Anxiety
• Autism
• Play

Acknowledgements

PhD supervisor, M. Twomey’s unfailing support in the research journey was acknowledged. Authors wished her all the best in the career break.

Ethical statement

The study was approved by the Ethics Committee of TRINITY COLLEGE DUBLIN.

Additional information

Notes on contributors

Stella Wai-Wan Choy

Stella Wai-Wan Choy is a PhD candidate at Trinity College Dublin. Stella obtained M.Soc.Sc.(Counselling)*Distinction in 2008 at The University of Hong Kong. Stella has been working as a Speech and Language Therapist for 20 years, added the roles of Play Therapist and Psychological Counsellor since 2008, part-time Lecturer at various universities since 2016, and Clinical Supervisor since 2017. Stella’s research interests are play approaches of inclusive education for children with autism and anxiety.

Conor Mc Guckin

Conor Mc Guckin, is an Associate Professor of Educational Psychology at Trinity College Dublin. Conor convenes the Inclusion in Education and Society Research Group and is the founding editor of the International Journal of Inclusion in Education and Society. Conor’s research interests include: psychology applied to educational policy and practices, bullying/victim problems among children and adults, and special and inclusive education.