Academic Journal

How Does Transition to Secondary School Influence Home, School and Community Play?

التفاصيل البيبلوغرافية
العنوان: How Does Transition to Secondary School Influence Home, School and Community Play?
اللغة: English
المؤلفون: Finney, Rebecca, Atkinson, Cathy, Barclay, Mike, Tawil, Ben
المصدر: Educational & Child Psychology. Dec 2020 37(4):10-24.
الاتاحة: British Psychological Society. St Andrews House, 48 Princess Road East, Leicester, LE1 7DR, UK. Tel: +44-116-254-9568; e-mail: info@bps.org.uk; Web site: https://beta.bps.org.uk/publications
Peer Reviewed: Y
Page Count: 15
تاريخ النشر: 2020
نوع الوثيقة: Journal Articles
Reports - Research
Education Level: Secondary Education
Elementary Education
Grade 6
Intermediate Grades
Middle Schools
Grade 7
Junior High Schools
Descriptors: Student Adjustment, Play, Family Environment, Permissive Environment, Physical Environment, Educational Environment, Playgrounds, Parks, Space Utilization, Preadolescents, Secondary School Students, Grade 6, Grade 7, Age Differences, Adults, Barriers, Childrens Rights, Childrens Attitudes, Time Management, Foreign Countries
مصطلحات جغرافية: United Kingdom (England)
تدمد: 0267-1611
مستخلص: Aim: This study gathered views of 10 to 12-years-old pupils about their play experiences before and after transition to secondary school, comparing access to their right to play. Method: A multiple-case study design was used to gather views of six Year 6 primary pupils and six Year 7 secondary pupils living in the same community in the United Kingdom (UK). Six workshops, including a focus group, were conducted with each year group. Findings: Qualitative data from both focus groups were analysed thematically, individually and across year groups. Findings indicated that temporal, spatial and psychological factors affected both Year 6 and Year 7 pupils' play access. Year 6 pupils were more satisfied with their play opportunities and reported more time to play. Limitations: The small-scale size of this study limits drawing conclusions. Data were collected in the summer term and therefore the weather and point in the school year may have been influential. Conclusions: Findings suggested that, for the pupils involved, play opportunities appeared to decrease upon transition to secondary school. It is therefore important that barriers to play across age groups are considered and addressed, to ensure that all children can realise their right to play. Educational psychologists (EPs) can raise awareness of the benefits of play and the potential impact of limited play opportunities for older children.
Abstractor: As Provided
Entry Date: 2021
URL الوصول: https://shop.bps.org.uk/educational-child-psychology-vol-37-no-4-december-2020-right-to-play-challenges-and-opportunities
رقم الانضمام: EJ1281079
قاعدة البيانات: ERIC