I mended the castle yesterday along with a few other bits and bobs. Writing my trajectory I did start to wonder about the practice of play work and how it relates to ethos and if I am not going to engage with it as a trajectory I at least have to explain why and provide a rational. So I read some Wendy Russel and I thought about how play is quite robust and is a concept that can be applied to other things in the form of playfulness. I then tracked down the play principles thought how British they are. I copy them here as a reminder that this is also something to think about . When I did the talk with Patrick at the national play conference I realised that one reason it didn't go down well was that people were sick of always trying to re-engage with first principles . To be asked again what is play ? is a mistake because the feeling is that this at least we know. In art we like to ask ourselves what it is all the time because its actually not good to think you know. The searching for an ontology is actually part of what art is. I am not sure how much I need to engage with the play principles but it is where play workers meet practice and to an extent theory .
The Playwork Principles
The Playwork Principles, 8 in total, provide an ethical framework for the playwork sector. They were written by a scrutiny group of experienced practitioners, trainers and educators in 2005, with extensive consultation with the playwork sector. They have been highly influential in the sector as they set out not only what the sector understands by the term play but also what are the key qualities of the staff who are responsible for creating conditions in which children can play. The Playwork Principles have underpinned qualification and training courses and feature heavily in key documents. The principles set out the need for play professionals to advocate for play when faced with other adult agendas and to develop skills in reflection to ensure when working with children and young people that staff provide the right permissions and support to enable children the freedom to play. In essence, the principles set out what is unique about and to be cherished when
working to support children’s play.
1. All children and young people need to play. The impulse to play is innate. Play is a biological, psychological and social necessity, and is fundamental to the healthy development and well-being of individuals and communities.
2. Play is a process that is freely chosen, personally directed and intrinsically motivated. That is, children and young people determine and control the content and intent of their play, by following their own instincts, ideas and interests, in their own way for their own reasons.
3. The prime focus and essence of playwork is to support and facilitate the play process and this should inform the development of play policy, strategy, training and education.
4. For playworkers, the play process takes precedence and playworkers act as advocates for play when engaging with adult led agendas.
5. The role of the playworker is to support all children and young people in the creation of a space in which they can play.
6. The playworker's response to children and young people playing is based on a sound up-to-date knowledge of the play process, and reflective practice.
7. Playworkers recognise their own impact on the play space and also the impact of children
and young people’s play on the playworker.
8. Playworkers choose an intervention style that enables children and young people to extend their play. All playworker intervention must balance risk with the developmental benefit and well-being of children.
A video titled The Playwork Principles
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“why we do what we do” can be viewed here
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