The first principle is about children’s play:

Children’s play is for its own sake, not for a particular outcome. Play is about exploration, risk and challenge and is essential for children to develop. Children choose what and how they play.

The second principle is about the professional role of the playworker:

The main role of the playworker is to ensure that their play setting offers opportunities for children to access and experience all play types. The playworker has unconditional respect for children and supports their play without controlling it.

The Values of Playwork:

Child at the centre of the process

The child must be at the centre of the process; the opportunities and the organisation which supports, co-ordinates and manages these opportunities should always start with the child’s needs and be flexible enough to meet those needs.

Empowerment

Playworkers should empower children, consulting with them and supporting their right to make choices, discover their own solutions, play and develop at their own pace and in their own way.

Children’s rights

Playworkers respect children’s rights and never try to control a child’s play unless it becomes an obvious physical or emotional danger to themselves or others.

Risk and challenge

Playworkers should ensure that children have access to a rich variety of play environments that stimulate and provide opportunities for risk, challenge and the growth of confidence and self esteem.

Safety

Playworkers should recognise that children have the right to play environments which are free from hazard and in which children are physically and emotionally safe.

Children’s individuality

Playworkers should respect children's right to be individuals, value their diversity and demonstrate a considerate and caring attitude to them and their families.

Equality of opportunity

Playworkers should acknowledge the importance of equality of opportunity for all children and families, and promote this equality through anti-discriminatory practice and positive attitudes to all.

New experiences

Playworkers should enable children to extend their exploration and understanding of the natural and wider world and therefore offer environmental, social and cultural opportunities beyond the child’s immediate experience.

Positive role models

Playworkers should demonstrate positive role models for children, working co-operatively with them, their parents, carers, colleagues and other professionals, thereby encouraging children to be sensitive to the needs of others.

Reflection and continuous improvement

Playworkers should regularly reflect on, evaluate and improve their practice, seeking advice, support, information and/or training wherever possible or necessary.

Annex 1: Play Types

These play types are adapted from ‘Best Play’ (National Playing Fields Association, March 2000) and ‘The First Claim…a framework for playwork quality assessment’ (Play Wales/Chwarae Cymru and PlayEd, 2001) which in turn are adapted from earlier work by Bob Hughes.

Ø Symbolic play

Play which provides opportunities for control, gradual exploration and increased understanding, without the risk of being out of one’s depth. For example, using a piece of wood to symbolise a person, or a piece of string to symbolise a wedding ring.

Ø Rough and tumble play

Close encounter play which is less to do with fighting and more to do with touching, tickling, gauging relative strength, discovering physical flexibility and the exhilaration of display. For example, playful fighting, wrestling and chasing where the children involved are obviously unhurt and give every indication that they are enjoying themselves.

Ø Socio-dramatic play

The enactment of real and potential experiences of an intense personal, social, domestic or interpersonal nature. For example, playing at house, going to the shops, being mothers and fathers, organising a meal or even having a row.

Ø Social play

Play during which the rules and criteria for social engagement and interaction can be revealed, explored and amended. For example, any social or interactive situation which contains an expectation on all parties that they will abide by the rules or protocols, i.e. games, conversations, making something together.

Ø Creative play

Play that allows a new response, the transformation of information, awareness of new connections, with an element of surprise. For example, creating something using a range of materials and tools for its own sake.

Ø Communication play

Play using words, nuances or gestures, for example, mime, jokes, play acting, mickey taking, singing, debate, poetry.

Ø Dramatic play

Play that dramatises events in which the child is not a direct participant. For example, presentation of a TV show, an event on the street, a religious or festive event, even a funeral.

Ø Deep play

Play that allows the child to encounter experiences that have a high level of risk (as felt by the child) so that they can develop survival skills and conquer fear. For example, jumping on to an aerial runway or balancing on a beam.

Ø Exploratory play

Play to access factual information consisting of manipulative behaviours such as handling, throwing, banging or mouthing objects. For example, engaging with an object or area and, either by manipulation or movement, assessing its properties, possibilities and content, such as stacking bricks.

Ø Fantasy play

Play which rearranges the world in the child’s way, a way which is unlikely to occur. For example, playing at being a pilot flying around the world or the owner of an expensive car.

Ø Imaginative play

Play where the conventional rules, which govern the physical world, do not apply. For example, imagining that you are, or pretending to be, a tree or ship, or patting a dog which isn’t there.

Ø Locomotor play

Movement in any and every direction for its own sake. For example, chase, tag, hide and seek, tree climbing.

Ø Mastery play

Control of the physical and affective ingredients of the environments. For example, digging holes, changing the course of streams, constructing shelters, building fires.

Ø Object play

Play that uses potentially infinite and interesting sequences of hand-eye manipulations and movements. For example, examinations and novel use of any object e.g. cloth, paintbrush, cup.

Ø Role play

Play exploring ways of being, although not normally of an intense personal, social, domestic or interpersonal nature. For example, brushing with a broom, dialling with a telephone, driving a car.

ABOVE EXTRACT From: Hughes B. (2002) 'A Playworker's Taxonomy of Play Types'. London : PLAYLINK

bACKgrOUNd from original design by KJ DONAGHEY: Word Is Art

February To November 2001

?What is Play Depreciation? ? PLAYWORK LINKS ? Play Work Reading ? PLAY WAR AND INDUSTRY - WHAT CONNECTIONS? ?