Large-Scale Block-Play and the Five Development Pathways

This study explored whether the use of large-scale block play during child-initiated time in a Reception classroom would support pupils in attaining the Five Development Pathways (Welsh Government, 2022) as outlined by the Welsh Government in its curriculum guidance for early years settings. Considering the recent curriculum reform in Wales, it is an interesting exploration of how powerful free play with ambiguous resources can be in supporting pupils to meet the descriptors of the Development Pathways and in particular how blocks can support the develop of a child’s use of early language. Ten observations on children’s play were conducted in a Reception classroom in Southwest Wales. The observations were recorded, transcribed and coded according to a thematic analysis approach to examine how children used language during their play. Transcriptions were also used to examine how play choices related to gender were made by the sample group of participants. In addition to observational data, a qualitative questionnaire was used to gain the views of three practitioners in the setting on block-play and its relevance to the Curriculum for Wales. Ten observations were carried out during children’s free play with the blocks. The observations were recorded and transcribed in addition to the recording of fields notes whilst the researcher was in the field. The transcriptions were analysed using thematic analysis to determine how children use language in play and whether gender influences the play scenarios of the group. In addition to the observations, a qualitative questionnaire was used to gain insight into the perspectives of Early Years Practitioners on block play and its purpose in the Early Years classroom. The main area highlighted by the study was the way in which children communicate during block-play, specifically how they use language imaginatively during narrative play and to influence others. Furthermore, the study also highlighted the need for an enabling environment to allow children opportunities to enhance their play and practice other key skills such as mark making and early writing. The study also provided insight into how gender can influence the play choices of young children, particularly the narratives formulated by girls.

Name dc:type.qualificationname

ma

Level dc:type.qualificationlevel

masters

Grantor dc:publisher.institution

University of Wales Trinity Saint David

Year dc:date.issued

2024

Author dc:creator

• Davies, Olivia

• HQ Y teulu. Priodas. Benyw.
• L Addysg (Cyffredinol)

Dc Identifier Grantnumber

UWTSD

OAI identifier oai:identifier

oai:repository.uwtsd.ac.uk:3298