Enhancing Play: An examination of student teachers' experiences of championing enhanced play provision in placement settings

Understanding what constitutes enhanced play provision to support child-initiated play, and making links between theory and practice challenges student teachers. Play is central to learning in the English EYFS. EPPE /REPEY highlighted the practitioner role in enhancing continuous provision and supporting play through quality interactions (Sylva, 2004). However, Moyles (2002) found practitioners could discuss the importance of play and sensitive interactions, but struggle to evidence them in practice. The EYFS alludes to an interests-based curriculum, but sits within an increasingly instrumental educational climate. In practice, attempting to align children's interests with nationally -prescribed learning goals is challenging, addressing educational priorities threatens the 'taming of play' (Wood, 2014). Perspectives differ on the adult's role in interacting with children within a playful environment. Goouch (2010) argues that dominant interpretations of pedagogical involvement may not acknowledge children's agency in their play, the current context may limit potential for meaning intersubjectivity between children and adults. This qualitative research used data drawn from evaluative assignments and focus group discussions to elicit student perspectives and strategies for navigating change. University ethical approval was granted, and BERA Ethical Guidelines (2011) regarding the team's dual teacher-researcher role were followed. Informed consent was obtained, pseudonyms allocated and participants were free to withdraw. Anonymous marking and moderation of student assignments was completed before data extraction. Analysis identifies that some student teachers encounter considerable resistance and their provision enhancements are not valued by mentor. Encouragingly, however, students' practice is sometimes trans-formative of mentor attitudes. Students need support to articulate theoretically-informed, process-focused practice in an outcomes focused system

Makerspaces in early childhood education : principles of pedagogy and practice

The aim of the study reported in this paper was to identify the value that makerspaces can have in early childhood education (ECE). Drawing on data from research on makerspaces in four early childhood settings in a northern city in England, part of an international project on makerspaces in the early years (“Makerspaces in the Early Years: Enhancing Digital Literacy and Creativity” or MakEY), we identify three key principles that are integral to this provision: maker agency, maker funds of knowledge, and postdigital maker play. The paper identifies that makerspaces lead to the development of skills and knowledge that will become increasingly important in societies that are becoming highly technologized

A funds of knowledge approach to examining play interests: listening to children’s and parents’ perspectives.

Children’s interests are widely recognised as pivotal to meaningful learning and play in the early years. However, less is known about how children’s diverse interests may contribute to relationships within peer cultures. This article builds upon previous studies to argue that participation in sociocultural activity generates interests informed by funds of knowledge that children reconstruct in their play. It reports findings from an interpretive study that used filmed footage of children’s play as a provocation to explore the perspectives of children, parents and teachers. The article presents original insights regarding some ways in which mutually constituted funds of knowledge afford opportunities for children to co-construct meaning within peer cultures. The findings also indicate that interests arising from diverse funds of knowledge may contribute to the interplay of power, agency and status during play. This raises some issues regarding how matters of inclusion and exclusion are understood and responded to within early years settings. The article recommends that teachers and researchers engage critically with children’s individual and collective funds of knowledge in order to better understand the complexities of play cultures

The Prevalence of Sex Trafficking of Children and Adolescents in the United States: A Scoping Review

Topic: This scoping review investigated research regarding the magnitude of minor sex trafficking (domestic minor sex trafficking and/or commercial sexual exploitation of children) in the United States, summarizing estimates, methodologies, and strengths and weaknesses of the studies. Method: Using Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines, peer-reviewed articles and the gray literature were accessed via databases searches, reference harvesting, and expert advice. Articles were included if they provided a count or prevalence proportion estimate of trafficked or at-risk minors across or within a region of the United States. Six empirical studies, published from 1999 to 2017, were included in the review. Results: Included studies produced count estimates (n = 3) or prevalence proportion estimates (n = 3) for youth at risk of minor sex trafficking (n = 2) or reporting victimization (n = 5). Studies examined sex trafficking risk and victimization in different geographical areas, including across the United States (n = 2), in New York City (n = 1), and in Ohio (n = 1). Further, several studies focused on particular populations, such as street and shelter youths (n = 1) and adjudicated males (n = 1). Sampling methodologies of reviewed estimates included traditional random sampling (n = 1), nationally representative sampling (n = 2), convenience sampling (n = 1), respondent-driven sampling (n = 1), purposive sampling (n = 1), and use of census data (n = 2). Conclusion: Little research has estimated the prevalence of minor sex trafficking in the United States. The existing studies examine different areas and populations and use different categories to estimate the problem. The estimates reviewed here should be cited cautiously. Future research is needed on this important topic, including methodologies to produce more representative estimates of this hard-to-reach population

Evaluating outcomes of therapies offered by occupational therapists in adult mental health

Background: Attitudes towards the use of outcome measures by professionals working in mental health have been shown to be variable. Occupational therapists appear to have difficulty specifying goals and measuring the outcomes of interventions. Aims: To measure the outcomes of therapies offered by occupational therapists and to assess concurrent validity of the Van du Toit Model of Creative Ability (VdT MoCA) assessment. Method: The Global Assessment of Functioning (GAF), VdT MoCA assessment and Canadian Occupational Performance Measure (COPM) were used. Changes in mean scores on the measures were assessed using appropriate tests. Correlations between measures were assessed using Spearman's non-parametric test. Results: Mean post-therapy scores were significantly higher than pre-therapy scores on all three measures. VdT MoCA assessment scores pre- and post-therapy were highly correlated with GAF scores. The COPM outcome scores were uncorrelated with VdT MoCA assessment and GAF scores. Conclusions: The results offer a promising indication that occupational therapy interventions may increase functioning and thus aid clients' recovery. The VdT MoCA assessment is promising as a measure of improvement in functioning. Further research is needed to confirm these results and to further explore issues around occupational therapists' use of outcome measures