1
Research shows us that play is essential
Yet, play remains marginalised in
to the physical, intellectual (Piaget &
secondary educational discourse and
significance in secondary education
Inhelder, 1966) and socioemotional
policy due to the demands of high-stakes
when qualitative and quantitative
development of children (Vygotsky,
testing, standardised assessments and
data proves its efficiency for
1929; Dewey, 1938). While Plato (427-
other factors (Middleton & Curwood
childhood learning?
348 B.C.) first proposed play (paidia) to
2020; Miller & Almon 2009). As such,
be intrinsic to children’s (paides) social
there exists a critical divide between
development (D’Angous 2013, p. 239),
the learning methods that have been
developmental psychologist, Vygostky
scholastically validated and what is
(1993/1978, p. 104), affirmed play as the
actually practised in schools (King-Sears,
very medium through which children
2001). With this in mind, I considered two
learn: “The child moves forward through
driving questions:
play activity… [it] does not die away but permeates… attitudes towards reality”. Contemporary researcher, Villasin (2020, p. 12), reinforces that “play is natural, play is foundational, and… children learn best through [it]”.
22
Illuminate Research and Innovation
2
When and why did play lose its
How could I integrate play in the secondary English classroom to enhance learning and wellbeing in a way that was practical, effective and supported by peer-reviewed evidence (Harris, 2016)?
