Dr Pete King has a PhD in Childhood Studies from Swansea University and is the programme manager for the MA Developmental and Therapeutic Play and MA Childhood Studies Programmes. Pete’s research has been published both nationally and internationally and current book, ‘The Play Cycle: Theory, Research and Application’, incorporates both current theory and research of the Play Cycle.
Teaching interests are play, playfulness and playwork and research methods.
Current research is the professionalisation of playwork, the use of the Play Cycle as an observational tool and how playwork can be considered as keyworking.
Recent research is adults understanding of the Play Cycle and postgraduate perceptions of using lecture capture to support their study skills.
This is a core module for the MA Childhood Studies, MA Developmental and Therapeutic Play and MA Education.
This is a core module for the MA Childhood Studies, MA Developmental and Therapeutic Play and MA Education.
This module will examine and critically analyse the advantages and limitations of various research methods and methodologies relevant to the social sciences. The module will cover the main aspects of social science research and will guide students through research design, data collection, data analysis and data representation. Students will examine the significance of research for professional practice in childhood or educational settings, and critically evaluate relevant published research studies. The module serves to prepare students for the completion of either literature based or empirical projects.
The illusive concept of play will be explored in this module, where students will have the opportunity to critically unpack theoretical, historical and cultural concepts of play and create their own theoretically and research-informed definition of play. The module will begin by introducing traditional theories of play through the ages, exploring and recognising various types of play, and then progress towards current perspectives on the benefits of play, and learning through play. Play activities throughout childhood and adulthood will be discussed, along with the role of the adult in supporting and providing opportunities for play for a diverse range of children of different ages. Issues around play for children in Wales will be considered, including traditional play activities such as Welsh rhymes.
The illusive concept of play will be explored in this module, where students will have the opportunity to critically unpack theoretical, historical and cultural concepts of play and create their own theoretically and research-informed definition of play. The module will begin by introducing traditional theories of play through the ages, exploring and recognising various types of play, and then progress towards current perspectives on the benefits of play, and learning through play. Play activities throughout childhood and adulthood will be discussed, along with the role of the adult in supporting and providing opportunities for play for a diverse range of children of different ages. Issues around play for children in Wales will be considered, including traditional play activities such as Welsh rhymes.
This module focuses on developing theoretically justified play practice across multiple professional contexts. The module considers theories of play, definitions of play, and evidence as to the importance of play for children's health and development across multiple domains. We consider a variety of play types; exploring and evaluating the developmental and therapeutic potential of these via practical workshops, group discussions and a critical evaluation of relevant research. We consider whether any fundamental characteristics of play separate it from other modes of action. We also consider the process of play, developmental progression in play and the use of play in observation and assessment.
This module examines contemporary issues surrounding play and child development with a particular emphasis on diversity and difference. The module considers cultural issues that may influence children's play experiences, for example the impact of war and conflict, approaches to parenting, play materials, opportunities for play and play within early years curricula. Gender differences in play and inclusion are also considered. The module introduces students to a range of findings from recent studies of play and considers factors surrounding diversity and difference that may impact on professional practice. Students are encouraged to reflect on their own experiences of play in childhood in relation to the theories and accounts presented. As part of this module students may have the opportunity to observe and reflect on play practice through a fieldtrip to a children¿s service provision.
This module seeks to enable students to become critical users and readers of health related research. It further aims to provide the basic tools to enable students to carry out simple statistical analysis on data of varying types.
This study ¿ day is an introduction to the theory of the Play Cycle. It provides the scope to apply this theory back to professional practice where play is used when working with children and young people. The Play Cycle focuses on the process of play and considers how the adult can support children¿s play by being both responsive and reflective. This study ¿ day would support professional practice in teaching, early years, childcare, playwork and where play is used in a therapeutic context.
This module aims to provide students with an overview of the range of data collection methods available to individuals undertaking research and to enable the student to consider the implications, application strengths and weaknesses of the various data collection methods. The module will also provide insight into the ways that such methods may be applied effectively and ethically in social research.
April 2018
Oklahoma
