Women@Play, Image © the artists and courtesy of Glasgow Museums


For those of you who attended the Mashing up: Pedagogy and Play on Saturday 12 February here are some thoughts following some emails with the Strategic Co-ordinator Play & Zest for Glasgow Life/Glasgow Communities/Young Glasgow and also the Playwork Principles she spoke about..

Playwork Principles – how do these sit with the role of ‘teacher’/ ‘artist teacher’. The role of the ‘playworker’ is very clearly one of facilitation and the understanding that just by nature of being in the same space you are affecting the process.

If the role of ‘artist teacher’ is distinct from others, in terms of supporting a creative process as opposed to creative learning?  How much of this can be play?

If we talk about curricularising play do we really mean adopting some of the principles of play rather than trying to define it in terms of play?

Playwork principles

These principles establish the professional and ethical framework for playwork, and describe what is unique about play and playwork, and provide the playwork perspective for working with children and young people.

They are based on the recognition that children and young people’s capacity for positive development will be enhanced if given access to the broadest range of environments and play opportunities:

  • 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.
  • 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.
  • 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.
  • For playworkers, the play process takes precedence and playworkers act as advocates for play when engaging with adult led agendas.
  • The role of the playworker is to support all children and young people in the creation of a space in which they can play.
  • 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.
  • Playworkers recognise their own impact on the play space and also the impact of children and young people’s play on the playworker. 
  • 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.

Any reference in writing or otherwise to the Playwork Principles should be attributed to the Playwork Principles Scrutiny Group, Cardiff 2005.