Alan Herron and Angela Stallard joined University College Cork’s Making Space for Play in Irish Schoolyards Programme on 4 December to share insights into PlayBoard’s school programmes.
Play is one of the main mechanisms children and young people use to learn about the world around them. Both natural and instinctive, play enables children to test their abilities and to learn and develop new skills and knowledge.
As such, play has a critical role in schools – offering an outlet for expending energy during break times, enhancing concentration levels in the classroom, and contributing to learning across the curriculum. For many children, the school playground represents the only open, accessible space available to them on a regular basis, supporting physically challenging and socially developmental outdoor play. The importance of schools as environments for play cannot be overstated.
PlayBoard’s Positive PlayGrounds programme has been supporting primary schools to improve their outdoor play experiences and playground environments since 2006. Delivered in over 400 schools, this well-established programme has strengthened outdoor play provision by developing strategies that increase access to a wide range of play types and activities, enriching opportunities for physical play, social development, and play-based learning.
PlayBoard’s Quality Assurance Award, Taking Outdoor Play Seriously (TOPS), works with Boards of Governors, senior management teams, teaching and non-teaching staff, parents, and children to bring about a comprehensive transformation of play policy and practice across the school estate.
Participation in UCC’s programme provided an invaluable opportunity to share these experiences, highlight the importance of high-quality play provision, and learn from the innovative work taking place across Ireland. PlayBoard looks forward to continued collaboration with schools and partners as we work together to create playful, engaging, and enriching environments for all children.
Find out more about play in schools.
