Introduction

Phase Two of the Making Playful Learning Visible project was enormously successful. Parents filmed 1209 videos, shot 370 photos, drank more than 700 cups of tea and consumed countless biscuits— all for the express purpose of improving their understanding of their children's learning.

Play lies in the heart of learning, a finding confirmed by countless studies and much of early childhood learning looks like—and is embedded—in play and play-like activities. Over the course of four months, 66 parents and carers participated in the Making Playful Learning Visible project. In doing so, they discovered just how much their children learn from play. Parents said Making Playful Learning Visible enhanced their understanding of their children's learning. While participating in the project they learned how to carefully observe their children's play. Observation, said parents, helped them understand why their children behaved in certain ways. Parents emphasised the process of observation made them more calm, increased their level of tolerance, and helped them recognise that naughtiness was often learning masquerading in disguise. As a result, Making Playful Learning Visible helped improve these participants' parenting skills.

This report presents the findings of three implementations of Making Playful Learning Visible, discusses lessons learned, and makes suggestions for the future of the project.

The Making Playful Learning Visible project received major funding from the Esmée Fairbairn Foundation and was generously supported by Nokia and Hutchison 3G UK Limited.

This study would not have been possible without the contributions and support of the three organisations that graciously provided access to participants, assisted with recruitment, and provided expert guidance: Peers Early Education Partnership (PEEP), the Maxilla Nursery Centre, and the Science Museum, London.

Recognition must also go to Karen Newell, Ragdoll Foundation, and Lauren C. McLaughlin, NightLight Works, who offered significant assistance during the early stages of the project.

We are grateful in particular to Julian Sefton-Greene, Vicki Cullen, Debbie Redman, Peter Silva, Judy Wilcox, Marcia Bolton, Ben Gammon, Alexandra Burch, Brookie Fraser-Jenkins, Alexis Gilbert, Emily Unell, and MPLV research assistants Rebecca Penrose, Xia Xing, Yue-wai Wong, Thelma Sutton, and Carlos Isturiz.

Of course, many thanks must go to all of the children, parents, carers and early years practitioners who took part in this project. We offer to you our deepest gratitude for the time and energy you devoted to it.

(CONTINUE...)