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This track will look at early years, learning and play, forest schools and play in schools and what we can learn from each other.
30) Outdoor classroom Day
Every child everywhere in the world needs time, space and opportunity to play every day right? So where better to start making that happen than with schools - that's where 90% of the world's children are, and every child in the UK (we include the 'unschoolers' too!)
Outdoor Classroom Day is a campaign to jolt teachers into thinking about the importance of the outdoors for learning and, yes, for playing. 16% of the schools around the world that joined us in 2017 already get over 90 minutes of playtime a day at school. We can share stories from UK, China, India and New Zealand!
In this session can you help us better shape the campaign's playwork messages in the UK? So every school gets the value of a great playtime?
Time: 9:30 - 10:30 Length: 1 Hour Aimed at: For Anyone
Relevant to Playwork Principle 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.
31) Infiltrating Playwork Practice into Early Years?
I was posed this question:-
"Play as a process, play as a tool – playwork v’s early years, but do you think there is a generic definition, if you take the UN’s definition, then can early years play types actually be defined as play or does it depend on how they are facilitated. Can there be Play in education settings or is it a pipe dream?"
Best to try and get the answers at the Eastbourne Conference thought I!
Grab a coffee and come along to discuss and listen to others and/or to share your thoughts, ideas and suggestions to working in the Early Education sector - as a Playworker.
Time: 10:45 - 11:45 Length: 1 Hour Aimed at: For Anyone
Relevant to Playwork Principle 4
Do we advocate for play in Early Education? You decide.
32) Views of resistance
When working with young people it is sometimes an intention to reduce the incidence of domination and dictatorship. This can be seen in attempts to reduce the domination of adults in the play-space, or in the creation of spaces which encourage people to be active and positive in their community. We will look at starkly different approaches to reducing domination, bringing in concepts from children's rights, evolutionary playwork, and Baktian dialogism, to throw open debate about the role of play, play supporters, and community spaces, in resistance against totalitarianism.
Time: 11:45 - 13:15 Length: 1 Hour Aimed at: Wanting more
Relevant to Playwork Principle 1
The healthy development of children and communities is our focus.
33) Play and Playwork In Schools in the UK and Canada
Can schools ever be great settings for play and playwork? OPAL has worked with over 300 schools in the UK and Canada bringing playwork practice into every playtime 180 days a year. Is it really playwork? Can school's ever let go enough during the school day for play-workers to be able to work their magic?
Time: 13:30 - 14:30 Length: 1 Hour Aimed at: For Anyone
Relevant to Playwork Principle 5
Traditionally the role of the adult in the play setting in schools is one of policing and stopping bad things getting worse. OPAL's work in schools replaces the policing model with a playwork one where the role of the adult is to be an enabler and enricher of play