Children’s access to their right to play: Findings from two exploratory studies

Abstract

Aim:This article explores possibilities for educational psychologists (EPs) in supporting children’s right to play, which constitutes Article 31 of the United Nations Convention on the Rights of the Child (UNCRC, 1989).Method:Two small-scale studies explored the role EPs can play in facilitating a child’s right to play. The first used a focus group to seek EP views about supporting play. The second used single-case design to understand the play experiences of a six-year-old child with special educational needs and disabilities (SEND) within a mainstream classroom.Findings:Focus group EPs highlighted how play influenced social and learning development and felt well-positioned to advocate for Article 31. The national curriculum, the local authority context and staff and parental awareness of the benefits of free play were seen as potential barriers, with access for children with SEND seen as particularly problematic. In the single case study, the pivotal keyworker role and child’s personality were facilitators of play access, although this was enabled through placement amongst younger children and could not be maintained.Limitations:Both studies were exploratory and small scale. Findings were influenced by the context, affecting their transferability. Nonetheless, outcomes provide numerous avenues for further study, in an under-researched area.Conclusions:Understanding international legislation regarding children’s access to play and its potential benefits is important for school-based practitioners. EPs are potentially well- positioned to advocate for this right and may be able to develop practice through case and systemic work.