1. Children’s Play and The Play Cycle
Hello everyone.
I hope you are all sitting comfortably, as I mentioned in the information I sent out to you regarding this presentation…..it is being recorded and will be viewed by one of my lecturers at university……it will be marked and assessed as part of my foundation degree in Playwork.
It’s really good to see you all here. I hope the Playwork area I’m going to concentrate on today will be both enlightening and thought provoking! If you have any questions throughout the presentation please feel free to ask.
I think it’s important for us to go over some ground rules..……shared agreement if you like ..about the manner how we’ll all behave during this presentation. For example, safeguarding a child’s identity………..if you have a question that involves a child’s name or would like to bring up an observation……. it’s perfectly okay to use their first name – as we don’t have any photos correlating to that child’s identity this is acceptable.
Would anyone else like to add a shared agreement?
Confidentiality – yes that’s a good idea……please feel confident that anything discussed regarding your observations etc will be kept strictly between all of us attending today.
Okay…if everyone’s happy with that…….…let’s get on !
Presented by Lorna Meares
Tuesday 3rd May 2011
© Copyright Lorna Meares April 2011
The Hokey Cokey Club
C/o Holmesdale Community Infant School
Alma Road, Reigate, Surrey, RH2 0BY
Mob:

2. our job is to facilitate and protect a child’s right to play.
CHILDRENS PLAY AND THE PLAY CYCLE – Children Playing at Hokey Cokey
As Playworkers
our job is to facilitate and protect a child’s right to play.
Play is the natural activity of children.
I am sure by now…..…..as you’ve been Playworkers for some time now……..you have observed first hand a child’s desire to play.
At Hokey Cokey for example some children are extremely pro-active in their play…..sometimes they even have a pre-determined plan and expectation of their time at Hokey Cokey. Children running excitedly into the hall and straight away building dens.……and writing signs to put on stating …’no boys or no girls’ ! When I collect them from class I recognise their intentions from their language and behaviours.
Other children see what grabs their attention when they walk in……..taking advantage of what play equipment is in front of them. This makes it very important for us Playworkers to create a varied and stimulating play environment.
There are one or two of our children that watch others playing….dipping in and out as and when they choose.
All this probably sounds a little obvious but through national and International research and observation it has been recognised and legislated and in Article 31 of the United Nations Convention on the Rights of the Child - UNCRC (1989) it states ‘a child’s right to play’.
Many elements that once advocated children’s play decades ago such as time, open space and trust has profoundly changed and as a consequence impacted society as a whole. Along with pressurised parent working schedules, media sensationalism and seductive advertising children have lost those positive elements and have now have been described as ‘wrapped in cotton wool’ or ‘battery reared’. Freely chosen, self-directed play promotes problem solving skills and development …….physically, psychologically and socially.
The Hokey Cokey Club
C/o Holmesdale Community Infant School
Alma Road, Reigate, Surrey, RH2 0BY
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3. CHILDRENS PLAY AND THE PLAY CYCLE – Play is innate, natural and personally driven
Playing has been a natural activity for children, adults and animals since time began. We speak of play as a form of entertainment …….but for children and young animals such as kittens and bear cubs …..their play is clearly about preparing for adult lives – manipulating their surroundings, hunting for food, sharing peaceful times or having a good fight!
There is evidence of play from as early on as the year An early form of chess called ‘Shatranj’ (SHAT RANJ) was invented in the latter years of the Persian Empire – evidence of play reflecting competition.
Within the last 10 years the World Wide Web as become accessible for all. It could be referred to as the largest social playground ever! It reflects many play behaviours such as playing by the rules, playing up to someone, playing down to someone, playing tricks on someone – social networking sites such as Facebook is a good example of this. The WWW also creates play opportunities such as social play, performance play, celebratory play and shocking or sensational play - You Tube being another prime example.
The Hokey Cokey Club
C/o Holmesdale Community Infant School
Alma Road, Reigate, Surrey, RH2 0BY
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4. CHILDRENS PLAY AND THE PLAY CYCLE – Playwork Principles
‘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’
Playwork Principle No. 1
Okay……….. we’ve looked into what play is……I would like to now relate this to you …….as Playworkers for are advocates for play for our children at The Hokey Cokey Club.
During our recent one to one meetings we looked back on your time as a Playworker at Hokey Cokey – we reflected on your experiences here. Your personal experiences……your observations of how children play and their behaviourisms.
During your Induction training I spoke about the Playwork Principles – the wisdom of children’s play that underpins everything we do here as Playworkers.
This Playwork Principle is all about a child’s fundamental need to play……….(READ OUT)
The Hokey Cokey Club
C/o Holmesdale Community Infant School
Alma Road, Reigate, Surrey, RH2 0BY
Mob:

5. CHILDRENS PLAY AND THE PLAY CYCLE – Playwork Principles
‘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’
Playwork Principle No. 6
Hopefully during session time ……if we get the opportunity to discuss and reflect on a situation we’ll refer to the Playwork principles or talk about the type of play involved.
Today I would like to focus on a play process that has been identified by 2 modern theorists Gordon Sturrock and Perry Else 1989 and has been most recently developed in 2010 by Eddie Nuttall.
It is called the Play Cycle …….
As you can see Playwork Principle number 6 states……. ‘
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’
Tis particular Playwork Principle is really the basis for today’s presentation.
The Hokey Cokey Club
C/o Holmesdale Community Infant School
Alma Road, Reigate, Surrey, RH2 0BY
Mob:

6. CHILDRENS PLAY AND THE PLAY CYCLE – The Play Cycle
PLAY DRIVE (conscious or unconscious thought)
PLAY CUE (the signal to play)
PLAY RETURN (response to Play Cue)
PLAY FRAME (space or process created)
ANNIHILATION
(natural end of Play)
PLAY FLOW
(created by Play Cue and Return)
The Play Cycle
The play cycle has been developed to visualise the psychological momentum of the play process.
Starting from the top and moving round clockwise…..it starts with the Play Drive…..
A Play Drive - comes from the child’s psychological thought process responding to a need or an impulse. It can be a conscious or unconscious thought. The Play Drive has been described…as much part of us as the urge to breathe. It cannot be seen but we can see the effects it produces………The Play Cue.
The Play Cue is given out as a signal the child wants to play. It may be shown verbally……a shout or instruction OR physically such as a facial expression or action. A Play Cue can be signalled to another person, the environment that surrounds the child or themselves. The next stage is crucial to achieving the full Play Cycle……The Play Return….
The Play Return is the response from the Play Cue again it can come from another person, the environment or themselves. For example if a child kicks a ball against a wall (Play Cue) and the ball bounces back to the child satisfactorily……the wall has ‘signalled’ a Play Return.
If there has been a Play Return then a Play Frame is created…..the
Play Frame – is the space or process that has been created by the Play Cue and Play Returns. It is the physical or mental boundary that the play cycle takes place. The Play Frame can stay the same or be adapted for example including others or adding other objects. Adapting the Play Frame gives the opportunity for a varied response therefore maintaining a Play Flow.
When the Play Drive has been satisfied…or …when the significance of the Play frame has been fulfilled …..the Play Flow is ended – the term we use is Annihilation. Play Annihilation can happen any time and by anyone included within the Play Flow.
The Hokey Cokey Club
C/o Holmesdale Community Infant School
Alma Road, Reigate, Surrey, RH2 0BY
Mob:

7. CHILDRENS PLAY AND THE PLAY CYCLE – The Play Drive
Oh look a big blue box, with a hole in it……I’ll put it on my head….…hey I’m a big ,
scary tardis!
PLAY DRIVE (conscious or unconscious thought)
PLAY CUE (the signal to play)
PLAY RETURN (response to Play Cue)
PLAY FRAME (space or process created)
ANNIHILATION
(natural end of
Play)
During the next few slides I’ve added a small diagram of the Play Cycle in each corner and encircled the picture with the same colour of the element of the Play Cycle …….hopefully this will make it easier for you to relfer back to .
I would like to show you a simple example of the Play Cycle taking place at Hokey Cokey between one of our children Caitlin and a Playworker Jack.
Here we see Caitlin ……..she has obviously seen an object …..the blue box…..that has prompted her to start playing - at this stage the Play Drive has occurred and we can visibly see it’s outcome.
One of our Playworkers Jack took theses photos of Caitlin.
Play Flow (created by Play Cue and Return)
The Hokey Cokey Club
C/o Holmesdale Community Infant School
Alma Road, Reigate, Surrey, RH2 0BY
Mob:

8. CHILDRENS PLAY AND THE PLAY CYCLE – The Play Cue
Hey, look everyone…..I’m a big, scary Tardis…….Te, he!
PLAY DRIVE (conscious or unconscious thought)
PLAY CUE (the signal to play)
PLAY RETURN (response to Play Cue)
PLAY FRAME (space or process created)
ANNIHILATION
(natural end of
Play)
Now we can see Caitlin playing with the blue cardboard box…….she said she was a ‘tardis’…… !
Interestingly a question was raised for me here…… because earlier in the week a little boy, Ethan, who is a huge fan of Doctor Who, had been making his own tardis. With the help of a Playworker and a huge Playworker size box he spent several sessions painting it blue, putting knobs on and cutting out a door and window.
However…..Caitlin was at some of those sessions…..although she was not directly involved it is hard to say how much influence her seeing Ethan creating his tardis had regarding Caitlin and the blue box. Was it a Play Return in response to Ethan making his own tardis …………or an original Play Drive ?
Play Flow (created by Play Cue and Return)
The Hokey Cokey Club
C/o Holmesdale Community Infant School
Alma Road, Reigate, Surrey, RH2 0BY
Mob:

9. CHILDRENS PLAY AND THE PLAY CYCLE – The Play Return
Ah ha! Another blue box…I’ll put it on my head too! Not sure I feel like a big scary tardis though…..maybe just scary!
PLAY DRIVE (conscious or unconscious thought)
PLAY CUE (the signal to play)
PLAY RETURN (response to Play Cue)
PLAY FRAME (space or process created)
ANNIHILATION
(natural end of
Play)
This is Jack having found another blue box……he has copied Caitlin giving a direct Play Return.
Jack gave the camera to another child who took this photo of him.
Play Flow (created by Play Cue and Return)
The Hokey Cokey Club
C/o Holmesdale Community Infant School
Alma Road, Reigate, Surrey, RH2 0BY
Mob:

10. CHILDRENS PLAY AND THE PLAY CYCLE – The Play Frame
Hey…
we’ve got blue boxes on
our heads……we are both
scary!!
PLAY DRIVE (conscious or unconscious thought)
PLAY CUE (the signal to play)
PLAY RETURN (response to Play Cue)
PLAY FRAME (space or process created)
Play Flow (created by Play Cue and Return)
ANNIHILATION
(natural end of
Play)
This is Jack and Caitlin……….
The Play Frame is the space that’s created by the play cue’s and returns – in this case the Play Frame is between Caitlin, Jack and the blue boxes.
The Hokey Cokey Club
C/o Holmesdale Community Infant School
Alma Road, Reigate, Surrey, RH2 0BY
Mob:

11. CHILDRENS PLAY AND THE PLAY CYCLE – The Play Flow between Caitlin and Jack
PLAY DRIVE (conscious or unconscious thought)
PLAY CUE (the signal to play)
PLAY RETURN (response to Play Cue)
PLAY FRAME (space or process created)
Play Flow (created by Play Cue and Return)
ANNIHILATION
(natural end of
Play)
The play Flow is created from constant cue’s and returns within the play frame. This will go on for as long as the child or those involved want it to.
These pictures show Jack and Caitlin’s Play Flow.
Following the Play Drive this first picture shows Caitlin having put the box on her head ……
The second picture shows her wondering around shouting out ‘look I’m a big, scary tardis’ the Play Cue.
The third picture shows Jack putting another box on his head – the Play Return.
The remaining two pictures show Jack and Caitlin walking around shouting out that they were ‘big and scary’ - the Play Flow.
Then as both Jack and Caitlin looked at each other, they laughed at them selves.
Although I don’t have a picture as evidence of this…..Caitlin was the first to take the box off her head, running off laughing. For Caitlin it seemed The Play Drive had been satisfied, she chose to finish or Annihilate the Play Flow.
The Hokey Cokey Club
C/o Holmesdale Community Infant School
Alma Road, Reigate, Surrey, RH2 0BY
Mob:

12. CHILDRENS PLAY AND THE PLAY CYCLE – The Play Annihilation
PLAY DRIVE (conscious or unconscious thought)
PLAY CUE (the signal to play)
PLAY RETURN (response to Play Cue)
PLAY FRAME (space or process created)
Play Flow (created by Play Cue and Return)
ANNIHILATION
(natural end of
Play)
What I couldn’t show in the previous example was the completion of the Play Cycle – Play Annihilation.
I have chosen some pictures representing child’s play that I hope will capture this element.
So…… here we have a picture of 2 children playing in the sand. Clearly initial elements of the Play Cycle have taken place here:-
The Play Drive – the need to adapting their surroundings….maybe an element of control over nature.
The Play Cue – manipulating the sand to create shapes…….communication with another…..creating a plan.
The Play Return – nature has responded by enabling manipulation and endless potential for development. The children have responded by playing together and discovering together.
Play Drive, Play Cue and Play Return – adapting
their surroundings – in this case between nature
and themselves
The Hokey Cokey Club
C/o Holmesdale Community Infant School
Alma Road, Reigate, Surrey, RH2 0BY
Mob:

13. CHILDRENS PLAY AND THE PLAY CYCLE – Play Flow and Play Frame
PLAY DRIVE (conscious or unconscious thought)
PLAY CUE (the signal to play)
PLAY RETURN (response to Play Cue)
PLAY FRAME (space or process created)
ANNIHILATION
(natural end of
Play)
Through adapting the Play Frame by inviting or enabling others to join them and creating a larger area the Play Flow has enabled the children to achieve and master heir initial Play Drive.
Through the Play Cycle the children have clearly created something to be proud off!
Play Flow (created by Play Cue and Return)
Play Frame and Play Flow – mastering and
satisfying their initial Play Drive
The Hokey Cokey Club
C/o Holmesdale Community Infant School
Alma Road, Reigate, Surrey, RH2 0BY
Mob:

14. CHILDRENS PLAY AND THE PLAY CYCLE – Annihilation
PLAY DRIVE (conscious or unconscious thought)
PLAY CUE (the signal to play)
PLAY RETURN (response to Play Cue)
PLAY FRAME (space or process created)
ANNIHILATION
(natural end of
Play)
Annihilation……..having achieved and possibly mastered their initial Play Drive and fulfilled the Play Flow………in this photograph …the children are choosing to walk all over the sandcastle.
They are annihilating their play.
The important factor here is that it’s their choice . As you can see they haven’t just walked off………they have completely destroyed it – probably part of their play flow.
Play Annihilation is an integral element of the Play Cycle.
Play Flow (created by Play Cue and Return)
Play Annihilation – a child’s decision to stop play
The Hokey Cokey Club
C/o Holmesdale Community Infant School
Alma Road, Reigate, Surrey, RH2 0BY
Mob:

15. CHILDRENS PLAY AND THE PLAY CYCLE – Adulteration
PLAY DRIVE (conscious or unconscious thought)
PLAY CUE (the signal to play)
PLAY RETURN (response to Play Cue)
PLAY FRAME (space or process created)
Adulteration…… is not part of the Play Cycle because it ‘s not an innate part of the child’s play process.
We can see here a wave that is about to destroy the sandcastle. Nature is taking over the child’s choice - nature has Adulterated the children’s play.
Adulteration is the interruption of the natural and instinctive drive to play. It can take place at any stage of the Play Cycle… by anyone or anything that tries to lead or force the Play Drive.
Often Adulteration is delivered by other children or adults………it may not be deliberate and may even have best intentions….. BUT… those intentions are not necessarily wanted or best received.
In this case there could be several responses from the children to nature destroying the sandcastle and delivering the annihilation of the children’s play .
For example…...
The children could get very upset at the untimely end to their play - showing behaviourisms and emotions such as anger and frustration – I’m sure we’ve all observed this before!
The children could show behaviourisms such as such acceptance, competition and determination by creating another Play Frame and building a sandcastle in a new location.
OR…….it could be seen as a Play Cue from nature – a child could see how quickly they could build another sandcastle before the next wave comes in. This positive and playful response could highlight a child’s ability to problem solve.
Play Flow (created by Play Cue and Return)
ANNIHILATION
(natural end of
Play)
Play Adulteration – the child’s choice is
taken away in this case by nature.
The Hokey Cokey Club
C/o Holmesdale Community Infant School
Alma Road, Reigate, Surrey, RH2 0BY
Mob:

16. CHILDRENS PLAY AND THE PLAY CYCLE – Dysplay
Deep upset that their innate drive to play cannot be fulfilled
Okay we have recognised that play comes from a deep personal drive that creates cues and responses from a child’s environment. The environment can be nature, other people or themselves. We also recognise the importance of choice regarding the Play Flow and Annihilation.
We can therefore assume that a child who is denied choice will be inhibited in their play. If this happens the child’s innate Play Drive will overcompensate and the Play Cues will become more urgent and deviant….maybe out of character. This type of behaviourism is called a Dysplay.
A child showing signs of Dysplay can be stressful for the child and those around them. Dysplay is not an ordinary show of emotions such as frustration or upset or anger – although it may seem like it.
The Hokey Cokey Club
C/o Holmesdale Community Infant School
Alma Road, Reigate, Surrey, RH2 0BY
Mob:

17. CHILDRENS PLAY AND THE PLAY CYCLE – The Skilled Playworker
The art of a skilled Playworker is to prevent a child from expressing Dysplay by …….
Recognising a Play Cue…….and understanding how and when to respond with a Play Return.
For example…..looking at this picture….the sky is blue and it looks like a lovely sunny day. No doubt the children were all complaining they were hot……an unconscious Play Cue. A Playworker has simply added an ingredient , a bath of water the Play Return. The children have created a Play Frame and will enable the Play Flow to continue………. No further input is needed from the Playworker.
A Playworker who can recognise there own impact on a child’s Play Flow is a skilled Playworker indeed.
Understanding the importance of giving children advance warning of play needing to come to an end for example.
Hokey Cokey sessions can’t go on for ever…..so there does need to be times when we need to direct the children towards the end of the play session - it can be done with out adult adulteration.
I believe that communication is key regarding dismantling the Play Frames they have created………..the dens they have built, the endless train track or the sophisticated role play games they have put so much time and creativity into.
A knowledgeable Playworker will enable the children to have some time to create their own Annihilation………giving the children time to prepare and talking with them about the next time they can create it all again at Hokey Cokey. Using this technique will undoubtedly have the best outcome for children what ever their needs or desires.
The Hokey Cokey Club
C/o Holmesdale Community Infant School
Alma Road, Reigate, Surrey, RH2 0BY
Mob:

18. CHILDRENS PLAY AND THE PLAY CYCLE – Thank you!
PLAY DRIVE (conscious or unconscious thought)
PLAY CUE (the signal to play)
PLAY RETURN (response to Play Cue)
PLAY FRAME (space or process created)
ANNIHILATION
(natural end of
Play)
PLAY FLOW
(created by Play
Cue and Return)
I would like to thank you all for taking part in this presentation.
I believe today we have created and been part of our own Play Cycle!!
My Play Drive – all be it a very conscious one – presenting this play topic to you today……it has enabled me to further understand and develop my skills.
My Play Cue - was to invite you all to join me in learning and developing our Playwork role.
The Play Return – was of course all of you turning up today !
Play Flow – was the momentum of the presentation
And now……you may be relieved to know I am choosing to Annihilate this presentation.
Thank you!
Okay……any questions???
The Hokey Cokey Club
C/o Holmesdale Community Infant School
Alma Road, Reigate, Surrey, RH2 0BY
Mob:

19. ANNIHILATION CHILDRENS PLAY AND THE PLAY CYCLE – Thank you! Thank you!
Okay……any questions???
The Hokey Cokey Club
C/o Holmesdale Community Infant School
Alma Road, Reigate, Surrey, RH2 0BY
Mob:

20. CHILDRENS PLAY AND THE PLAY CYCLE – References
Bonel & Linden (2000), Playwork A Guide to Good Practice, Ed 2, Cheltenham, Stanley Thornes
Gill, T, – last accessed 18/04/2011
Gill, T, (2007) No Fear, London, Calouste Gulbenkian Foundation
Sutton-Smith, B (2001), The Ambiguity of Play, U.S.A, Harvard University Press
Carlisle, R (Ed) (2009), The Play Encyclopaedia of Play in Today’s Society, UK, Sage Publications
Else, P (1998), The playground as a therapeutic space: Playwork as healing, – last accessed 15/04/2011
Nuttall, E (2010), The Play Cycle, – last accessed 16/04/2011
Playwork Principles (PPSG 2004) - last accessed 16/04/2011
Google Images
All other Images
© Copyright Lorna Meares April 2011
The Hokey Cokey Club
C/o Holmesdale Community Infant School
Alma Road, Reigate, Surrey, RH2 0BY
Mob: