What play means to us: Exploring children’s perspectives on play in an English Year 1 classroom

Abstract

Opportunities for play and self-initiated activity, considered to be an important part of children’s learning in early childhood settings, diminish as children progress into school. Previous studies suggest that losing time for play/self-initiated activity can impact negatively on children’s attitudes to school learning. This article discusses the meanings and values that children attributed to play/self-initiated activity when they experienced a more content oriented curriculum and opportunities for play-based learning were restricted, drawing on findings from a small scale qualitative study, funded by the Froebel Trust. Data were produced by the children in the form of photographs, conversations, and drawings. Observations and interviews with parents and teachers provided supplementary data. Findings support the view that children value play/self-initiated activity as a means of exercising autonomy, pursuing their own interests, developing social relationships, and having fun and relaxing. The conclusion examines implications for considering children’s perspectives in pedagogy and curriculum design.

Keywords:

• play
• curriculum
• children’s perspectives
• child-directed activity
• transition

Acknowledgements

This work is taken from a PhD thesis supported by the Froebel Trust.