Early Years Teachers’ perspectives on the role of play in crises

In her pre-conference contribution, Laura Mathers talks about the concept of play for children in crises, and how her research investigates its role, purpose and modes, as perceived by EY teachers and practitioners.

In their early experiences, young children may encounter crises of many different forms. Crises may be experienced personally, in the lives of others, in communities or even on a national or global scale. Crises are disruptive, subverting normal life and causing uncertainty and stress (Rosenthal et al., 2001). As well as presenting a threat to their physical health, crises may also harm children’s emotional and psychological wellbeing (Palaiologou et al., 2022 - under review). In comparison with other age groups, young children may be particularly vulnerable to the deleterious effects of traumatic events (Liebermann et al., 2011). However, few research studies have explored young children’s experiences of crises.

Play is integral to children’s everyday lives; they are drawn to it and despite differences in form and expression, play appears to be universal in children’s experiences (Gaskins, 2013). Play allows children to experience joy and contributes to their wellbeing (Whitebread et al., 2017). Young children continue to play during times of adversity yet little is known about the role and purpose of play for children in crises.

Drawing on these areas of research interest, my study aimed to explore Early Years Teachers’ and Practitioners’ (EYTP) perceptions of the role of play for young children in crises. EYTP work closely with children observing their responses to early experiences and are well placed to reflect on young children’s play in crises.

Basic Psychological Need Theory (BPNT), a mini theory within Self Determination Theory, provides the theoretical lens for the study (Ryan & Deci, 2000; Ryan & Deci, 2017). BPNT asserts that humans have fundamental psychological needs of autonomy, competence and relatedness. When these needs are met, psychological growth, wellbeing and flourishing is made possible. Frustration of these needs, by contrast, may lead to ill being and passivity (Ryan and Deci, 2017). Thus, this research study examines the topic of play in crisis through this theoretical lens exploring whether play may support children’s basic psychological needs.

The research study was conducted during the Coronavirus pandemic, when many restrictions had been lifted but the collective experience of crisis on a personal, community, national and global scale remained in recent memory. Participants’ reflections on crisis provide an insight into children’s experiences of this turbulent time as well as other situations of crisis.

A qualitative methodology was employed as appropriate for an interpretivist study. Semi-structured interviews were held with seven EYTP from a federation of schools in the south west of England. A play expert was also interviewed to give further insight into the research topic. Dr Kate Cowan is a lecturer in education at the University of Sheffield and an honorary senior research fellow at University College London. Dr Cowan has significant experience in play research: as part of a research team, she has recently conducted ‘A National Observatory of Children’s Play Experiences during Covid-19’, a study exploring children’s play in the pandemic (A National Observatory of Children’s Play Experiences During COVID-19 | Education | The University of Sheffield).

My presentation will report on the findings from the research study exploring the perceptions of EYTP and Dr Cowan of the role of play for young children in crises. Research findings suggest that EYTP perceive play as an important means of support for young children in crises. EYTP suggest that play helps young children to cope and adapt in times of adversity allowing expression of their experiences and emotions as well as providing joy, agency, familiarity and distraction. Results also demonstrated that play helps children understand their experiences and offers opportunities for experiencing autonomy and control, competence and relatedness supporting children’s resilience and adaption in crisis. Risky play and outdoor play were identified as particularly important for supporting children to adapt in times of crisis. To conclude, it is important to provide time, space and permission for unstructured play as it supports young children’s wellbeing, resilience and adaption in crises.

Laura Mathers is the Early Years Foundation Stage and Key Stage One Teacher at Brampford Speke C of E Primary School.

References:

Gaskins, S. (2013). Pretend play as culturally constructed activity. The Oxford handbook of the development of imagination, 224-247.

Lieberman, A. F., Chu, A., Van Horn, P., & Harris, W. W. (2011). Trauma in early childhood: Empirical evidence and clinical implications. Development and psychopathology, 23(2), 397-410.

Palaiologou, I., Argyropoulou, E., Styf, M., Arvidsson, C., Ince, A., and Male T., (under review) Pedagogical Leadership in crises: A comparative study from England, Greece and Sweden, in International Journal of Leadership in Education.

Rosenthal, U., Boin, R. A., & Comfort, L. K. (2001). The changing world of crisis and crisis management. Managing crises: Threats, dilemmas, opportunities, 5-27.

Ryan, R. M., & Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American psychologist, 55(1), 68.

Ryan, R. M., & Deci, E. L. (2017). Self-determination theory: Basic psychological needs in motivation, development, and wellness. Guilford Publications.

Whitebread, D., Neale, D., Jensen, H., Liu, C., Solis, S. L., Hopkins, E., Hirsh-Pasek, K., & Zosh, J. (2017). The role of play in children's development: a review of the evidence. LEGO Fonden Billund, Denmark.