Playwork Curriculum in our Wrap Around Units.


In our afterschools settings we operate a completely playwork based provision.
We have always followed a Playwork inspired ethos in our afterschools settings. Having studied the
Reggio approach we see this is a natural follow on for children once they have reached school age.
Once children have started school their focus during school hours is primarily on education and
learning so when they reach us in the afterschool we are wanting to look for any specific learning
outcomes – its just pure playwork. Diane has been involved with Playboard NI for many years having
served on its Board of Directors as well as being chair person and still member of the Playwork
Education and Training Council NI (PETCNI).




So in our out of school settings we follow the Playwork Principles which 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.
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.
2. 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.
3. 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.
4. For playworkers, the play process takes precedence and playworkers act as advocates for play
when engaging with adult led agendas.
5. The role of the playworker is to support all children and young people in the creation of a space
in which they can play.
6. 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.
7. Playworkers recognise their own impact on the play space and also the impact of children and
young people’s play on the playworker.
8. 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.



You will very very rarely ever find children playing on electronic games or gadgets at Sleepy Hollow as
we believe that these are already used extensively in both schools and at home. We follow traditional
and back to basics type play opportunities based on Bob Hughes 16 different playtypes. See link to
find out more about these


https://www.oxfordshire.gov.uk/cms/sites/default/files/folders/documents/childreneducationandfamilies/
educationandlearning/earlyyearschildcare/workinginearlyyears/outofschool/firstclaim/playtypes.pdf




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