An exploratory case study: children's comparative play access in English and Welsh classrooms

The United Nations Convention on the Rights of the Child (1989) stipulates children's right to play. General Comment No. 17 (2013) also emphasises the importance of play as a medium for learning. This comparative case study explored children's experiences of accessing play through curriculum delivery in two United Kingdom countries, England and Wales, where curricula place comparative emphasis on play. The study used observations of sixteen five- to seven-year-olds and interviews with two teachers. Both teachers valued play for enjoyment and engagement, and reflected on the experiences and beliefs impacting their teaching. Implications are discussed in relation to factors that facilitate or inhibit children's access to play within curricula. The study calls for further research on the impact of recent Welsh policy and legislation on children's opportunities for play in school, and what could be learnt from this in terms of pedagogy and playfulness in an English or other context.