| Title: |
Addressing the Withdrawal of Playtime: A Collaborative Action Research Project |
| Language: |
English |
| Authors: |
Clements, Thomas; Harding, Emma |
| Source: |
Educational Psychology in Practice. 2023 39(3):257-272. |
| Availability: |
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: |
Y |
| Page Count: |
16 |
| Publication Date: |
2023 |
| Document Type: |
Journal Articles; Reports - Research |
| Descriptors: |
Foreign Countries; Play; Recess Breaks; Behavior Problems; Discipline; Punishment; Teachers; Sanctions |
| Geographic Terms: |
United Kingdom |
| DOI: |
10.1080/02667363.2023.2194610 |
| ISSN: |
0266-7363; 1469-5839 |
| Abstract: |
Despite evidence for the importance of playtime for children, the use of the withdrawal of playtime is a sanction that is used throughout schools in the UK. In light of this, there have been recent arguments highlighting the need to explore alternatives to this sanction in order to protect opportunities for playtime. This exploratory action research study included an initial focus group and multiple psychological consultations with teachers in a single setting to collaboratively explore and review potential alternatives. Findings include teachers wanting to address behaviours that often result in the withdrawal of playtime, and strategies to address these were co-constructed and implemented. Other findings included contextual barriers to stopping the use of withdrawing playtime, such as curriculum constraints, as well as facilitative aspects to stopping the withdrawal of playtime. Further implications for EP and school practice and research, as well as limitations, are discussed. |
| Abstractor: |
As Provided |
| Entry Date: |
2023 |
| Accession Number: |
EJ1396444 |
| Database: |
ERIC |