The Play Cycle Observation Method (PCOM): A Pilot Study

This pilot study of the Play Cycle Observation Method (PCOM) provides a method to record the process of play as outlined by Sturrock & Else (1998) Play Cycle. Using a single 4 minute video, 5 participants mapped the Play Cycles of a boy (aged 5-6 years) and a girl (aged 9-10 years) and recorded quantitative data in relation to recording play cues prior to and then within established Play Cycles, number of Play Cycles and how long they last. In addition, more qualitative data can be recorded with respect to the nature of the play cues, play frames, annihilation (how the Play Cycle ends) and the adult role in the Play Cycle. Results from this pilot study indicates that the PCOM can provide a consistent way of recording Play Cycles which can have a benefit for both playwork practice, playwork qualifications and playwork trainin

Wikis supporting authentic, collaborative activities: lessons in usability

The Open University delivers distance learning to its students. Traditionally, its students work independently of each other. Looking to enhance their students learning, two postgraduate courses have introduced authentic, collaborative activities. This is easier to achieve now because of the availability of wikis: a lightweight, web-based collaborative authoring environment. This paper examines the effect of the wikis’ functionality on the students’ use of the tool, and the consequences for the students’ engagement with the activities and learning opportunities. This is a relatively large scale study involving 56 wikis produced by over 250 students. The data was drawn from the two courses using a variety of methods. A qualitative inductive analysis was used to look for emergent themes. These were validated by cross referencing, to match recorded comments with wiki content. We found that the limited functionality of wikis influenced how students engaged with the collaborative activities. While all groups were able to collaboratively author the documents required for assessment, they were not always produced in the way intended by the course teams. This meant the expected benefits of collaborative learning were not always realised. This paper will be of interest to academics aspiring to employ wikis on their courses and to practitioners who wish to realise the potential of wikis in facilitating information sharing and fostering collaboration within teams

Wikis supporting authentic, collaborative activities: lessons from distance education

The Open University delivers distance learning to its students. Traditionally, its students work independently of each other. Looking to enhance their students learning, two postgraduate courses have introduced authentic, collaborative activities. This is easier to achieve now because of the availability of wikis: a lightweight, web-based collaborative authoring environment. This paper examines the effect of the wikis’ functionality on the students’ use of the tool, and the consequences for the students’ engagement with the activities and learning opportunities. This is a relatively large scale study involving 56 wikis produced by over 250 students. The data was drawn from the two courses using a variety of methods. A qualitative inductive analysis was used to look for emergent themes. These were validated by cross referencing, to match recorded comments with wiki content. We found that the limited functionality of wikis influenced how students engaged with the collaborative activities. While all groups were able to collaboratively author the documents required for assessment, they were not always produced in the way intended by the course teams. This meant the expected benefits of collaborative learning were not always realised. This paper will be of interest to academics aspiring to employ wikis on their courses and to practitioners who wish to realise the potential of wikis in facilitating information sharing and fostering collaboration within teams

Children’s views on social distancing and playing on an adventure playground

Adventure playgrounds have provided an important play environment for children in the United Kingdom (UK) since the 1940s.  Twenty-five children ages from 4 to 13 were asked how they would play if social distancing was introduced on their adventure playground. Using Piagetian classification as a framework, responses from children in the pre-operational stage were compliant, whilst in the operational stage, children were compliant but explained how they would adapt their play. For the formal operational stage, the responses were confrontational. The importance of obtaining children’s views challenges the original ‘blanket’ policy guidance within the UK on social distancing for all children in outdoor environments including an adventure playground and considering how children play when with their peers is more social play

The Play Workforce in Wales – Perceptions from Local Authority Play Sufficiency Lead Officers

As part of the Welsh Play Workforce Study, seven lead local authority officers responsible for facilitating the three-year Play Sufficiency Assessment (PSA) were interviewed in respect of Matter G: Securing and developing the play workforce development. Thematic analysis constructed three themes from the findings: play profile, collaboration and funding. Although each lead officer was passionate about the importance of play, their play profile differed concerning their play and playwork experience, knowledge and qualifications. The study indicates the importance of collaborative and partnership working both within and external to the local authority, especially with the ever-changing play-related policy and potential funding streams. However, the unpredictable nature of funding for developing a play workforce is reflected in different local authority priorities where some have or support an established play workforce, whilst others have a sparse or no play workforce at all. What the PSA and the role of the lead officer does enable is a link between statutory legislation and the play workforce on the ground which is unique to Wales

The Play Workforce in Wales – An Exploratory Demographic Study

An online survey of 211 playworkers, 90 childcare and early years workers, and 90 ‘other play’ professionals provided demographic data from 391 people involved in the play workforce in Wales. This was the first extensive survey of the Welsh play workforce since 2008 and was part of a larger Welsh play workforce study. Results of the study found the play workforce in Wales is predominately white, female with no disabilities. Differences within the play workforce exist in relation to the average age where playworkers are younger compared to childcare/early years workers and ‘other play’ professionals. There is a significant difference between the average years employed, hourly rate for both full-time and part-time employment, and types of play-related qualifications when comparing playworkers with childcare/early years workers and ‘other play’ professionals. The results from the study can contribute to both the statutory Play Sufficiency Assessment each of the 22 local authorities has to undertake as well as the current play review. The study could be replicated in England, Scotland, and Northern Ireland

Prospectus, October 3, 1979

PC HEAD COUNT RECORD HIGH; Letter to editor: Rebuttal to election apathy; Real estate workshop; Estate taxes, wills trusts workshop; Dracula cast chosen; Workshops offered in non-traditional careers; Food Service prposed; Parkland Food Survey; Phi Beta Lambda meets; Community Recycling Center wants recycleable material; Youth Symphony auditioning; Sigma Theta Phi has poor turnout; Bicycling C-U style; Bicycle problems; Krannert presents theatrics; Monticello Council makes inquiries; Financial Aid Office offers two reliefs; No, this isn\u27t London fog; Photography exceeds; WPCD-FM celebrates L. Skynyrd; PC station plans 20 new shows; DA Program under way; Pet advice available now; Arts Weel in Illinois this Saturday; Krannert events listed; Weekend accident claims Parkland student\u27s life; Artist awaits Autumn; Classifieds; Submit originals NOW!; Oktoberfest celebrated in Atwood Arthur Knights vs. The Rajahs; Assertiveness for Elderly; Reviews: Album buying advice/guide, Thorogood\u27s newest album; Alan Alda\u27s latest effort: \u27The Eduction of Joe Tynan\u27; Spikers look to rebound; Freddy banishes Frank; Fast Freddy Contest; Frisbee show Oct. 9-11 a.m.; Intramurals beginhttps://spark.parkland.edu/prospectus_1979/1010/thumbnail.jp

Prospectus, September 19, 1979

PARKLAND--A KING\u27S PALACE; Student elections lacks voters, candidates, and issues; Parkland College Results of Student Government Election Sept. 12, 13, 1979; Bad Co.: not much fantasy; No record for PC; U.S. productivity down; Sigma Theta Phi: the rush is on; Pro Kennedy group holds first meeting: Notice; WPCD: African affairs needed; Inventory Lists; Parkland Art Program sponsors St. Louis trip; PC offers music; Goldrush has new life; \u27Forum\u27 talks stugo and drinking age; All-Comers pulls surprises; Classifeds; Otrabanda comes to PC; Last Chance to Sign Up for Student Health Insurance; Seven fare well in Freddy; Fast Freddy Contest; Crowd at presentation; U.S. table tennis getting popular; Spikers hopes are high; Elam strides toward victory; Parkland Women\u27s Volleyball Rosterhttps://spark.parkland.edu/prospectus_1979/1012/thumbnail.jp

Mapping Shallow Coastal Ecosystems: A Case Study of a Rhode Island Lagoon

In order to effectively study, manage, conserve, and sustain shallow-subtidal ecosystems, a spatial inventory of the basic resources and habitats is essential. Because of the complexities of shallow-subtidal substrates, benthic communities, geology, geomorphology, and water column attributes, few standard protocols are fully articulated and tested that describe the mapping and inventory processes and accompanying interpretations. In this paper, we describe a systematic approach to map Rhode Island’s shallow-subtidal coastal lagoon ecosystems, by using, integrating, and reconciling multiple data sets to identify the geology, soils, biological communities, and environments that, collectively, define each shallow-subtidal habitat. We constructed maps for these lagoons via a deliberate, step by step approach. Acoustics and geostatistical modeling were used to create a bathymetric map. These data were analyzed to identify submerged landforms and geologic boundaries. Geologic interpretations were verified with video and grab samples. Soils were sampled, characterized, and mapped within the context of the landscape and geologic boundaries. Biological components and distributions were investigated using acoustics, grab samples, video, and sediment profile images. Data sets were cross-referenced and ground-truthed to test for inconsistencies. Maps and geospatial data, with Federal Geographic Data Committee (FGDC)-compliant metadata, were finalized after reconciling data set inconsistencies and made available on the Internet. These data allow for classification in the revised Coastal and Marine Ecological Classification Standard (CMECS). With these maps, we explored potential relationships among and between physical and biological parameters. In some cases, we discovered a clear match between habitat measures; in others, however, relationships were more difficult to distinguish and require further investigation