{"id":570,"date":"2024-11-20T21:18:44","date_gmt":"2024-11-20T21:18:44","guid":{"rendered":"https:\/\/earlychildhoodresearch.csu.domains\/early-childhood-voices-conference-2024\/?p=570"},"modified":"2024-11-20T21:21:37","modified_gmt":"2024-11-20T21:21:37","slug":"ecv2024-436","status":"publish","type":"post","link":"https:\/\/earlychildhoodresearch.csu.domains\/early-childhood-voices-conference-2024\/ecv2024-436\/","title":{"rendered":"ECV2024-436 – Grieving play"},"content":{"rendered":"\t\t
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Presentation - ECV2024-436<\/h2>\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t
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Grieving play<\/h1>\n

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Marie Bradwell<\/strong>, Plymouth Marjon University, England, UK (mbradwell@marjon.ac.uk)<\/p>\n

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Background: <\/strong>The impact of time spent without play in educational settings, where the focus is predominantly on academic achievement rather than play, is often neglected. More exploration of the notions of power in educational settings (power over agency to play) is required. This research addresses this gap by amplifying the voices of younger children in relation to how they perceive play in their lives, the lack of play in educational settings due to power dynamics and permission, and how this affects their mental health.<\/p>\n

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Aims: <\/strong>The aim of the research was to hear from children about the impacts and influences on their play and mental health.<\/p>\n

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Method:<\/strong> The methodology used was hermeneutic phenomenology with the hermeneutic circle, lending a qualitative, interpretive approach. The participants were 40 children aged between 4 and 6 in England in preschool and school settings. The Mosaic Approach was implemented to capture children\u2019s voices authentically with thematic analysis. Plymouth Marjon University and BERA ethics were followed, and Plymouth Marjon University gave ethical clearance.<\/p>\n

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Results:<\/strong> The findings showcased that children starting school are grieving for the amount of play that they used to have and that the reduction in play time is impacting their mental health. In England, under the Early Years Foundation Stage (EYFS) framework, which is used in early years settings and in the foundation stage of schools, play must be planned and purposeful, thus refuting the child\u2019s agency in free and unencumbered play that occurs when there is no expectation of outcomes. In school settings, the traditional playtime where children go outside is limited to 15 minutes in the morning and afternoon and 30 to 40 minutes at lunchtime. Again, these outside opportunities are constrained by the practitioners and general practice, resources are minimal, and if it rains, there is no outside time at all.<\/p>\n

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Conclusions:<\/strong> A change in how play is viewed politically, socially, and culturally is required, along with effectively embedding children\u2019s play into everyday educational practice.<\/p>\n

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Implications for children and families:<\/strong> Without true unencumbered play in educational settings, children are sad, and this impacts relationships and well-being.<\/p>\n

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Implications for practitioners:<\/strong> A continual change in practice is needed, where children\u2019s play is front and centre and underpinned by an understanding of the link between learning, play and mental health.<\/p>\n

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Key words<\/strong>: children\u2019s voices, education, government and policy, health, qualitative methods, well-being<\/p>\n

This presentation relates to the following <\/strong>United Nations Sustainable Development Goals<\/strong><\/a>:<\/strong><\/p>\n

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