Pushing play in primary: findings from three case study classes

We explore the practicalities of implementing play-based pedagogy in early primary. Building on a nationwide initiative to instil play as the medium for learning in infant primary classes (Scottish Education, 2020), the work is rooted in the perspective that play supports children's learning and is informed by the plethora of research on playful pedagogies (Fisher, 2015). The theoretical and conceptual frame stems from child-centred perspectives about learning, focusing on provocations (Grogan & Duncan, 2018), discovery (Bruner, 1961) and learning from direct experience and interests (Dewey, 1938). Using a practitioner enquiry paradigm, data were collected in three primary schools via case study methodology. A multi-method, child-centred approach was adopted, including interviews with practitioners, observations and pedagogically-designed consultation with children. EECERA (2005) ethical guidance was followed and University ethical approval granted. Ethical considerations focused on teacher/researcher dual roles and open dialogue with children allowed us to play with the power dynamics present. We present three main findings: 1) Definitions of play needed to be fluid to account for the large child/teacher ratios evident in primary schools. 2) Traditional primary classrooms created challenges in terms of use of space when planning for play. 3) Careful consideration was required for children with additional support needs, who typically thrive on structure. This paper demonstrates the potential for play to engage children in learning but highlights practical considerations which need to be overcome to ensure equality of provision for all children and to ensure a manageable approach for teachers in high ratio classrooms.