The Role of Adult Perceptions When Interpreting and Facilitating Play-Based Learning for Children with Impairments

The importance of play for children and their development is well documented. There is a growing global context that explores the importance of play in the primary school context. However, research on play-based learning for children with impairments is scant, with existing literature tending to examine the efficacy of their individual play or of play interventions. This chapter explores adult perceptions of play drawing on research conducted with children and adults on play-based learning. The chapter raises issues that have important implications for teachers and early childhood and elementary schools about valuing play and the agentic nature of children’s play. Adult responses were analysed to understand how play is described and their perceptions of children’s experiences engaging in play. Five common themes found play: is organic, brings joy to children is an interaction, exploration and supports choice. These themes resonate with the socio-cultural definitions of play. Identifying intentionality in play provides opportunities to recognise child-agency in play. Recommendations note actions and responses are influenced by knowledge and beliefs, with implications for teacher education to develop skills to recognise agency and self-determination in play, and facilitate opportunities to build these, and play, skills.