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Playwork, as a profession, is positioned within the emerging children and young people's workforce, yet the very nature of children's play and the creation of play spaces challenge the dominant paradigm that pervades much of the organisation of children's services. This module provides the opportunity to analyse critically the complex and often contradictory relationship between children's play, playwork and organisational practices. The module focuses on theories that offer scope for developing support structures and practices that are based on the Playwork Principles.

As such, key areas covered in the module include:

• principles, paradigms and paradoxes in providing for children's play;
• constructions of childhood and play in the legal and policy contexts for playwork
• the historical and theoretical foundations of playwork
• a critical exploration of models of playwork;
• planning and supporting playwork practice in an uncertain and unpredictable environment;
• ethical and professional values and codes of practice;
• playwork intervention styles;
• demonstrate skills in working strategically with a variety of groups and individuals at local and policy-making level to develop opportunities for children to play;
• reflection and evaluation of playwork practice. 

On successful completion of the module students should be able to:

1. demonstrate a critical awareness of the inherent tensions between children's play and adult organised and managed play spaces;
2. critically appraise diverse and contradictory theoretical perspectives and models of playwork and their relevance to the organisation of play services/spaces;
3. analyse and evaluate the historical, political and policy contexts for playwork in their own country
4. apply theory to identify ways in which organisational practice could be improved or developed;
5. implement and critically evaluate changes to enhance playwork practice.

200 hours, comprising intensive study days, distance learning and directed independent study:
Staff/student contact (study days, online discussions, tutorials, group discussions): 20%
Student directed learning: 80%

The Library Catalogue contains full details of the current reading list for this module. Further details may also be found in the Module Guide.