Stokes, Caitríona
(2018)
Ameliorating free-flow play for young children through increased access to school play spaces indoors and out: Reflections on an Irish context.
Children's Research Network: Children and Young People's Play, 6 (2).
pp. 20-24.
ISSN 209728X
Abstract
The spaces which children access for play have
long been considered in terms of the affordances
they offer in both the natural and built
environment (Gibson, 1977; Broadhead, 2004;
Kernan, 2010). Indoor and outdoor spaces for
play are considered in this article with reference
to an Irish doctoral study which examined
children’s agency in school-based pretend play.
Space, along with the further drama elements
of time and presence served as a frame through
which the perceived parameters surrounding
free-flow play were investigated in the study.
Free-flow play is characterised by its free and
flexible nature, which facilitates children to
respond to events or change the direction of play.
In this article, the policy context in relation to
play and curriculum is briefly presented. The
identified play form is then distinguished and
play in schools is subsequently introduced.
This segues into the analysis of the perceived
parameters of school-based pretend play and the
extension of such parameters, to outdoor spaces
and their emergent narratives, in particular.
| Item Type: |
Article
|
| Keywords: |
free-flow play; young children; access; school play spaces; indoors and out; Reflections; Irish context; |
| Academic Unit: |
Faculty of Social Sciences > Froebel Department of Primary and Early Childhood Education |
| Item ID: |
12074 |
| Depositing User: |
Triona Stokes
|
| Date Deposited: |
17 Dec 2019 10:19 |
| Journal or Publication Title: |
Children's Research Network: Children and Young People's Play |
| Publisher: |
Children's Research Network |
| Refereed: |
Yes |
| URI: |
|
| Use Licence: |
This item is available under a Creative Commons Attribution Non Commercial Share Alike Licence (CC BY-NC-SA). Details of this licence are available
here |
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