Early years practitioners’ perceptions of play: An exploration of theoretical understanding, planning and involvement, confidence and barriers to practice

Abstract

Previous research has indicated that the centrality of play within curricula documentation is not necessarily enough to guarantee its successful implementation, and that practice can be challenged by parental attitude, inadequate theoretical understanding and training, pressure to evidence learning outcomes and the availability of physical resources. This paper considers perceptions of play amongst 26 early years practitioners who are involved in delivery of the Foundation Phase in Wales, a recently-introduced curricular approach designed to foreground play. Using data collected via semi-structured questionnaires, practitioners reported limited knowledge and training in play, felt relatively under confident in defending play practice and continued to see curriculum objectives as being a barrier to their play practice. An additional challenge described by practitioners related to children’s own play skills and ability. The findings raise issues for further consideration by policy makers in relation to training and resources. Other professionals might also benefit from shared insight into early years practitioners views, enabling them to appreciate and support the work of these professionals in their bid to provide the best educational experiences for every child.

Cite this work

No public copy is stored for this record, so only the metadata is cited.

Stored only when both papers are in the corpus — 68 citations exist upstream.

Papers that cite the same references — the relational fallback while embeddings are still backfilling.