Exploring opportunities for children’s creativity and imagination in ‘real world’ and ‘fantasy’ play in the Reception setting.

This study sits within a pragmatic paradigm. It aims to explore the practices of early educators and children in role play areas in the Reception setting within a local context in Wales. The overarching research question is: To what extent does ‘real world’ or ‘fantasy’ play allow children opportunities for creativity and imagination? Which is explored through two research sub-questions: How does the early educator’s role contribute in shaping creativity and imagination in ‘real world’ or ‘fantasy’ play in the reception setting? What does children’s engagement in ‘real world’ or ‘fantasy’ play in the reception setting look like? The two research sub-questions are addressed through a six-phase approach which consists of document analysis, semi-structured interviews, field notes, the Leuven involvement scale, a focus group, general scoping survey and non-participant video observations. Within the six- phase approach three early years settings are observed. This thesis shines a light on the lack of engagement that children are afforded in the role play but also how they have a sense of resilience and determination. The discussion draws out the value of enabling the voice of the child to ensure his/ her socio-cultural reference points are visible through role play opportunities that are facilitated rather than directed. The findings are noteworthy and allow us to consider the importance of the reflection of the role of early years’ educators understanding of role play and the role play area. They also highlight power relationships inherent in the settings alongside tensions and contradictions between stated intention and what is actually enacted. The study has implications for senior managers, teachers, learning support assistants and higher education providers through the exploration and questioning of the place and use of the role play area in modern early years’ practice.

Name dc:type.qualificationname

phd

Level dc:type.qualificationlevel

doctoral

Grantor dc:publisher.institution

University of Wales Trinity Saint David

Year dc:date.issued

2023

Author dc:creator

• Thomas-Walters, Junnine

• L Addysg (Cyffredinol)

Dc Identifier Grantnumber

UWTSD

OAI identifier oai:identifier

oai:repository.uwtsd.ac.uk:2384