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    Lessons from the Play Observatory: re-imagining learning through film-making and transludic practices in children’s pandemic play
    (Taylor and Francis Group, 2023-03-18) Cannon M; Potter J; Olusoga Y; Cowan K
    This article focuses on children’s play during the pandemic and how some young people responded with hybrid, playful media-making. The Play Observatory was an ESRC-funded project led by UCL and the University of Sheffield, inviting children to make contributions to a national collection of stories, texts and artefacts linked with their play during lockdown. The cultural material generated by children is an important post-pandemic legacy that allows us to argue for informal film-making as a legitimate literacy practice. Insights gained from children’s creative film and animation work inspire new approaches to learning with media described as transludic, in which the characteristics of playful and improvised media production processes are given time and space to unfold.
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    An investigation of two models of professional development to support effective teaching through play practices in the primary classroom : a thesis presented in partial fulfilment of the requirements for the degree of Doctor of Education at Massey University, Manawatū, New Zealand
    (Massey University, 2020) Aiono, Sarah Miriam
    The use of play as a pedagogical tool in schools and early learning settings is experiencing a rise in popularity. In recent years, primary teachers have shown an increased interest in how play can be implemented in junior primary school classrooms but have also expressed a need for further support to understand how to use play and intentional teaching to meet expected learning outcomes of the curriculum. While teachers have expressed support for, and knowledge of, the benefits of learning through play, the way in which they teach through play is less well understood. The aim of this study was to identify teachers’ beliefs, knowledge and practices when implementing teaching through play in the primary school setting and investigate the impact of a professional learning and development (PLD) intervention on teachers’ subsequent implementation of play pedagogies. The study utilised a mixed methods intervention research design. Participants were assigned to one of two PLD conditions: 1) professional learning workshops only; or 2) professional learning workshops in combination with practice-based coaching. The study utilised both quantitative and qualitative data collection strategies, including questionnaires, classroom observations, and individual interviews. The creation of a Play-Based Learning Observation Tool (P-BLOT) enabled the researcher to observe and quantify the frequency and implementation fidelity of evidence-based teaching practices, desirable in an effective play-based junior school classroom. Pre-intervention findings suggested a tension between what teachers know and believe about play as a pedagogical tool, and how they implemented teaching through play practices with fidelity in their classrooms. Post-intervention findings suggest that while participating in workshop-style PLD successfully increased teachers’ knowledge about play pedagogies, it was participating in PLD that included practice-based coaching that positively influenced teacher behaviour and practices. These findings contribute to the growing international PLD literature identifying the value of more intensive PLD support over an extended period to ensure implementation fidelity of the complex teaching practices required of play pedagogy. PLD that combines workshop and coaching interventions can potentially support teachers to effectively implement play pedagogies and ensure the implementation of intentional teaching methods through both child and adult-guided play experiences.
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    Stakeholder perspectives of play-based learning in the first year of primary school : a case study in Aotearoa New Zealand : a thesis presented in partial fulfillment of the requirements for the Master of Educational Psychology at Massey University, Albany, New Zealand
    (Massey University, 2017) Blucher, Mandie Elizabeth
    This qualitative research study explored key stakeholders’ perspectives of a play-based learning (Pb-L) approach in the first year of primary school. A case-study design was used to gather information about the perceived value, challenges, and characteristics of a Pb-L environment in an Auckland-based primary school. The children’s perspectives of the role of play were explored in six focus group interviews, while an online survey was used to collect parent or caregiver’s experiences of the current Pb-L approach. Lastly, two separate interviews were conducted with a classroom teacher and school leader to capture their experiences of implementing a play-based approach. The findings of the study indicated that children perceived self-initiated, hands-on exploration that was based on their interests, and social interaction with peers, as important in their play and learning activities. Overall, the parents, teacher, and school leader demonstrated a shared understanding of the value of a Pb-L approach, particularly in relation to the importance of child well-being and children’s social and emotional development. The study outlines the adults’ perspectives of the benefits and challenges of a play pedagogy and highlights the implications for schools/teaching practice, including potential opportunities for future research. It is proposed that a Pb-L pedagogy provides an approach to development and learning that embraces the natural playfulness with which children enter school to support meaningful early learning experiences that promote lifelong learning.
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    Exploring the phygital : an assessment of modern play objects : a thesis presented in partial fulfilment of the requirements for the degree of Master of Design at Massey University, Wellington, New Zealand
    (Massey University, 2017) McManus, Chaz
    The rise in household electronics, video games and computers - coupled with a parental perception that unguided outdoor play is unsafe - has led to an increase in children playing alone indoors (Gray, 2011). The result of this is a decrease in time spent engaging in spontaneous, unstructured play. Play theorists Burdette and Whitaker, (2006) find this concerning, as the decrease of unstructured playtime can present serious issues for the cognitive, emotional, physical and social development of children. This change in the way children are playing is a result of the industry creating new types of play-objects and experiences; integrating physical and digital elements known as phygital play-objects (Trautman, 2014). Through my observation, the resulting play experiences for children lack balance. I have conceived the term balanced play to reflect my goal for Phygital play experiences, where the benefits of that play are spread equally across the areas of cognitive, emotional, physical and social development. This investigation explores the benefits of play. Then uses this to form a guideline for balanced play experiences. It identifies the developmental stage of six to nine year olds and the ways a decline in play potentially affects their development. From this research, I produce a framework for assessing balanced play experiences when children use phygital play-objects. This is achieved via the presentation of a design assessment tool and a balanced phygital play-object of my design created using this tool.
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    Playing in the zone : a Vygotskian interpretation of young children's television-inspired play and talk : a thesis presented in partial fulfilment of the requirements for the Masters Degree of Education at Massey University
    (Massey University, 1999) Brennan, Margaret
    Children's 'representational play' has been extensively acknowledged as contributing to early learning and development. This qualitative case study examined a specialised form of representational play prompted by children's television watching. Participants involved children over the age of 3 years attending a community based childcare centre in a city in New Zealand. The study was carried out over a period of 2 weeks and employed 'naturalistic, observational' and 'stimulated recall' techniques during data collection. Children's 'television play' and talk became both the focus of the investigation and the unit of analysis. The original focus of Superhero play was extended to include other forms of television play that emerged as dominant themes within the studied centre. Vygotsky's sociocultural theory of learning was used as a theoretical tool for analysis with special attention given to Vygotsky's concepts of 'intersubjectivity' and 'cultural tools.' Intersubjectivity was defined and discussed in relation to children's appropriation of 'cultural tools' during representational play. A Vygotskian focus necessitated embedding these concepts within Vygotsky's wider theory of learning and development. Vygotsky's concept of the 'zone-of-proximal development' therefore was also considered in regard to 'television related play and talk'. Nelson's (1986) concept of 'scripts' was examined as Vygotsky viewed language as a primary 'mediating tool' that significantly contributed to children's intersubjective understandings. This study concluded that 'Superhero play' and other forms of television play are the outcome of children's appropriation of sociocultural influences. The study's conclusion supported Vygotsky's theory of development that sees learning as occurring as the result of children's 'internalization' and 'appropriation of cultural tools'.
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    A play ground : supporting interactions of children with autism through music therapy groups in a special education classroom : an exegesis presented in partial fulfillment of the requirements for the degree of Masters of Music Therapy, New Zealand School of Music, Wellington, Aotearoa, New Zealand
    (Massey University, 2013) Sanders O'Connor, Kathleen T
    Children with autism face significant obstacles to social interaction and learning. This qualitative, exploratory study of student music therapy practice in a special education Unit, focused on supporting interactions of children with autism through music therapy groups integrated into the school programme. Clinical work took place over ten months, and the research employed secondary analysis of three data sources: clinical records, notes from supervision and staff meetings, and a reflective research journal. Two complementary forms of music therapy groups, on the same day and with the same children, were developed: an established morning structured music therapy group, and at the end of the day, a free form music therapy group more like a typical playground. Findings suggest that the work of adults to engage the children, music play which attended to sensory sensitivities, promoting calm, giving new experiences and giving structured interaction opportunities contributed to an increase in the children’s interactive behaviors in music therapy groups. When adults provided a free play community experience, the children showed an increase in initiating interactions and more expressive communications. Eliciting emotional responsivity and giving patterned interactive experiences, through both improvisation and familiar music, seemed to build bridges with the children’s communications and support motivation to interact.