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Principles and Values of Play

Presentation to the Paediatric Chaplaincy Network
by

Dawn OConnell

on 21 April 2015

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Transcript of Principles and Values of Play

Play

as Pedagogy

lose yourself in play
Role of Adults
What is play?
play is motivated
play is





non-conforming
play has




possibilities
Play uses and builds




on experience
play is sustainable
play puts children in control
play alone
or with others
play joins everything up
dramatic play
fantasy play
locomotor
play
symbolic play
socio dramatic
social play
creative play
communication play
deep play
exploratory play
imaginary play
role play
mastery
recapitulative play
object play
rough & tumble
What games do you remember playing as a child?
All children have the right to play.
UNCRC Article 31
How did you play as a child?
Where did you play? inside or out?
Who did you play with? sisters, brothers, friends?
Where were the adults?
Characteristics of play

All children and young people need to play.
The impulse to play is innate.
Play is a biological, psychological and social necessity, and is fundamental to the healthy development and well being of individuals and communities.

Play is a process that is freely chosen,
personally directed and intrinsically motivated.
That is, children and young people determine and control the content and intent of their play, by following their own instincts,
ideas and interests, in their own way for their own reasons.

The prime focus and essence of playwork is to support and facilitate the play process.


For playworkers, the play process takes precedence and playworkers act as advocates for play when engaging with adult-led agendas.


The role of the playworker is to support all children and young people in the creation of a space in which they can play.

The playworker’s response to children and young people playing is based on a sound up-to-date knowledge of the play process, and reflective practice.


playworkers recognise their own impact on the play space and also the impact of children's play on the worker


Playworkers choose an intervention style that enables children and young people to extend their play.
All playworker intervention must balance risk with the developmental benefit and well-being of children.
Playworkers choose an intervention style that enables children and young people to extend their play.
All playworker intervention must balance risk with the developmental benefit and well being of children.
Benefits of Playing
play is active
Wait to be invited to play
Only organise when children and young people want me too
Let the children and young people decide why they play
Leave the content/intent of play to the children & young people
Leave children and young people to improve their own performance
Enable children and young people to explore their own values
Enable play un-interrupted by me to occur
Enable the children and young people to decide what is appropriate behaviour
play is a natural form of expression for children and allows them to communicate their feelings effectively.
Play allows adults to enter the world of children and show how they are accepted.
Observing children at play helps us understand them better
Play helps children to relax by reducing children's anxiety and defensiveness
Play helps children release feelings such as anger and fear that might be difficult to express otherwise
Play provides opportunity for children to develop social skills
Play gives children the chance to try out new roles and experiment in a safe setting
PRINCIPLE 5
PRINCIPLE 4
PRINCIPLE 3
PRINCIPLE 8
PRINCIPLE 7
PRINCIPLE 6
PRINCIPLE 2
PRINCIPLE 1
Guerney, 2000; Russ, 2004; Schaefer & Kaduson, 2007; Thompson & Henderson, 2007;
cited in Hughes (2010) Children, Play and Development
Guerney, 2000; Russ, 2004; Schaefer & Kaduson, 2007; Thompson & Henderson, 2007;
cited in Hughes (2010) Children, Play and Development
Guerney, 2000; Russ, 2004; Schaefer & Kaduson, 2007; Thompson & Henderson, 2007;
cited in Hughes (2010) Children, Play and Development
Guerney, 2000; Russ, 2004; Schaefer & Kaduson, 2007; Thompson & Henderson, 2007;
cited in Hughes (2010) Children, Play and Development
Guerney, 2000; Russ, 2004; Schaefer & Kaduson, 2007; Thompson & Henderson, 2007;
cited in Hughes (2010) Children, Play and Development
Guerney, 2000; Russ, 2004; Schaefer & Kaduson, 2007; Thompson & Henderson, 2007;
cited in Hughes (2010) Children, Play and Development
Play is
freely chosen, personally directed,
intrinsically motivated

behaviour that
actively engages
children and young people.
Since play is enjoyable it encourages children to relax and reduces their anxiety and defensiveness
Guerney, 2000; Russ, 2004; Schaefer & Kaduson, 2007; Thompson & Henderson, 2007;
cited in Hughes (2010) Children, Play and Development
Full transcript