Playworkers In Schools: A musing on potential
Relieving burden from teachers, creating opportunity for children…
Picture: A scene from Ascot State School’s Playground, a school that has invested in applying a Playwork approach to how they view, and manage their Prep to Grade 2 space.
The Issue:
Schools are a place of learning, no doubt, but by default they are also a place of children, possibly in the largest regular concentration of both time and numbers they exist in our (Western) society. This simple fact creates challenges for school institutions as despite being primarily a place of education and learning, from a developmental and evolutionary perspective we know that there are many other factors critical to the physical and psychological moulding of a successful human being. Now it is not that teachers are naive to this fact. On the contrary, most teachers we, as The Outsiders, have worked with exclaim immense frustration at the juxtaposition of what they “know” is important for the children, and what the increasing burdens of curriculum and societal expectations demand in regard to how they allocate their time to the children, and as a result how the children spend their time. Sadly, among other issues, this frustration is one of the contributing factors to the acknowledged rise of dissatisfaction within the teaching industry at present.
Often, as a result of the aforementioned burdens on time the first casualty is play. This is not really surprising, as not only is play easy to trivialise, but arguably, it has not always been a school’s responsibility to afford children quality play. We do not have to gaze back far to see a time where school days were shorter, holidays were longer and far less pressure of an extracurricular nature existed. According to Gray (2011), in the United States, a combination of the school day and the school year increasing at the same time as recess or “play time” decreasing correlates with other Western countries. Armitage (2001), accounts that since 1971, play time in English and Welsh schools has nearly halved and Evans (2003) states that in Australia, a substantial decrease in the length of recess time, much of which is taken up by mandatory eating time, is typical.
So, what is the big deal? What are the ramifications of a decrease in children’s self-directed and self-motivated play? Some of histories great minds give a wealth of nice quotable sentiments pertaining to the value of play including:
“The creation of something new is not accomplished by the intellect but by the play instinct.” – Carl Jung
“Play is the work of the child.” – Maria Montessori
“Almost all creativity involves purposeful play.” – Abraham Maslow
"Play is the highest form of research". - Albert Einstein
In addition to these inspiring sentiments, evidence suggests that in the absence of freely directed and motivated play is born many of the ailments that seem to be rapidly on the increase, from a lack of resilience and growth mindset, to an increase in depression, anxiety, and general apathy towards to responsibility (Gorrie, 2021). From these perspectives, it is reasonable to conclude that although the primary focus of the institution of school may not be play, play should, with a view of the holistic development of the whole child, at least be more than a secondary consideration.
Picture: Viewing a potential play space from a Playwork perspective, like the team at Eagleby South SS are doing in this picture goes a lot deeper than choosing a playground from a catalogue. Space, feel, nooks and crannies, everything gets consideration and all for good reason.
A Solution:
The solution in suggestion is not overly complicated and is one with precedent in countries other than Australia. This suggestion is to introduce Playworkers as a recognised and valued position within a school’s staffing dynamic. Playwork, as a profession revolves around supporting all children and young people in the creation of a space in which they can play. As simplistic as this may first sound, the ability to successfully achieve this, let alone in a school wide capacity is dependent on a wealth of knowledge and experience on children’s physical and cognitive development, play and play types, the nuances of physical space and what opportunities space can afford and complex understanding of risk benefit analysis just to name a few elements of a Playworker’s repertoire. In a school setting, the scope of a Playworkers lens would extend far beyond the range of the fixed metal jungle gyms and designated play/recess times to add overall benefit to the ludic ecology of the school site.
Picture: The play leadership team from Berrinba East State School engage with Playworkers from The Outsiders Play Advocates. Although Play development training and support like what we offer exists, nothing could surpass a dedicated on site Playworker.
The addition of a Playworker, or Playworkers into a school’s staffing dynamic would ameliorate two major issues, but no doubt have a trickledown effect elsewhere. First and foremost, it would practically and tangibly announce the belief in the value of play and its place within a school context. When something is obviously valued, it can be taken seriously and ceases to exist in the periphery of culture and action. This in turn is the catalyst for respect… Respect for the adults who do value play and seek to champion it, and respect for the children who already innately seek out these experiences. Secondly, it removes one more burden from teachers and their already overloaded list of expectations. A common challenge exclaimed to us as play advocates when working within school faculties is that committing to play and a change of culture is just one more thing most classroom teachers do not have time for. It is sad, but an understandable sentiment when in most school settings supervision of play is rarely seen as facilitation, affording opportunity or meeting social and emotional needs but rather as a timetabled chore that happens instead of a break and most commonly referred to as a “duty”. What a boon for teachers to have staff dedicated to this time, able to communicate in articulate ways to going ons, the benefits occurring for the children and plans to improve these. Welcome to the mindset of our hypothetical Playworkers.
So how could this suggestion and addition to staff be achieved? In the absence of funds forthcoming from the department of education to support such a worthy cause, or at least not until a successful evidence base was established, it seems not without precedent that the school P&C, or P&F could consider this opportunity. By definition, P&Cs among other things, “assist the teaching staff in establishment of school policy and management in all facets of school activity”. Much like the subcommittees within P&Cs that see merit and fund raise for Chaplaincy programs which benefit children and their well being, it does not seem far fetched that an equal consideration could not be directed towards play, the benefits of, and the staff that are the catalyst for its ideal provision. Consider also, the conversations around funding playgrounds, in some cases with dollar values in the 6 digit figure realm that ultimately are fixed equipment, often suiting limited age groups, and with an aesthetic to meet adult agenda. Consider on the contrary, expert well considered advice as to these expenditures aimed at benefiting the most children possible, derived through an understanding of their specific and changing needs in the most variable and dynamic ways. Once again, benefits possible with a Playworker on the team.
Picture (Credit St Mary’s Primary School Rockhampton): The trouble with play is there a lot buzz words. Loose parts play, nature play, risky play… These all fall short without a deep understanding of what play is, what function it has, and how to best facilitate.
One limitation to this plan surmounts others in regard to it becoming a reality. This is simply, due to the current niche application of Playwork within Australia, available and experienced Playworkers are a rare commodity. However, this becomes somewhat of a chicken and egg argument as what the Playwork industry needs is more legitimate professional opportunity to keep the many talented play enthusiasts in the industry practicing their skills. Thus, as bold as a plan like the one described above may seem, it is its implementation that will fuel and maintain the workforce and specialist skills that are required for it to be sustainable. With that in mind this article is aimed to be the sparking of a metaphorical flame, a seed planted that will hopefully take root first as conversation, then maybe as action. If any representatives of P&Cs or similar vested bodies exist out there that would like to discuss what this could look like, how this could work and what the many benefits to your children could be, please do not hesitate to reach out.
Angus Gorrie
Playworker
The Outsiders Play Advocates
Some Playwork Resources
What is Playwork: https://playworkfoundationorg.files.wordpress.com/2016/03/no-14_what_is_playwork.pdf
Guidance On Playwork: https://www.playscotland.org/play/playful-learning/information-on-playwork/
The Playwork Principles: https://www.playwales.org.uk/eng/playworkprinciples
Armitage, M. (2001). The ins and outs of school playground play: Children's use of 'play places". In J. C. Bishop & M. Curtis, Play today in the primary school playground (pp. 37-58). Buckingham: Open University Press.
Gorrie, Angus Ian (2021) "A Curiosity About Links Between Adventure Playgrounds, Loose Parts, Playwork Approach, a State of "Flow" and Children’s Wellbeing," International Journal of Playwork Practice: Vol. 2 : Iss. 1 , Article 1. Available at: https://scholarworks.bgsu.edu/ijpp/vol2/iss1/1
Evans, J. (2003). Changes to (primary) school recess and their effect on children’s physical activity: An Australian perspective. Deacon University.
Gray, P. (2011). The decline of play and the rise of psychopathology in children and adolescents. American Journal of Play, 3(4), 443-463.