Childcare Worker’s Understanding of the Play Cycle Theory: Can a Focus on “Process not Product” Contribute to Quality Childcare Experiences?

Abstract

ABSTRACT Background: Since the 1990s there has been an exponential growth in childcare provision in the UK, particularly for school-aged children. There has also been a growing interest in the conceptualisation and measurement of quality of childcare and the professionalisation of the childcare workforce. Previous studies have found that one of the most important areas of quality from a children’s perspective is the provision of play and the adult role in supporting play within childcare settings. Aim: The aim of this study was to investigate childcare workers understanding of the Play Cycle theory. Method: Childcare workers were invited to take part in an on-line survey to find out how they were introduced to the Play Cycle, how they would define the six elements (metalude, play cue; play return; play frame; loop and flow and annihilation), the adult role in the Play Cycle and if it has had any impact on childcare practice. Results: Childcare worker’s introduction to the Play Cycle is mostly through a childcare qualification. There was a significant relationship between childcare practitioners not having an understanding of two elements of the Play Cycle, the metalude and the play frame. There was a significant relationship between childcare managers and development officers understanding of the metalude to variation 1 and the play frame to variation 2. Conclusions: The findings indicate that the Play Cycle can help childcare workers support children’s play. This has potential implications for children’s perception of the quality of their childcare settings. Recommendation: There is a need for the theory of the Play Cycle to be more widely understood within the childcare sector.