How are schools adopting pedagogies of play in Key Stage 1? Findings from research into practices of play at the transition and beyond

Polly Crowther, Co-Founder, Early Insights; Evidence Lead in Education, East London Research School; Teacher, UK Victoria Blake, Development Lead, Teach First, UK Rebecca Webster, Senior Lecturer and Primary School Teacher, UK We know that ‘Play is one of the most important ways in which young children gain essential knowledge and skills’ (UNICEF, 2018, p. 7), but there is little research to evidence when play ceases to be the most effective pedagogy (Wall et al., 2015). The issue is typically decided down ideological lines. Our research provides useful considerations and comparisons for schools making this decision. As schools returned from lockdown in the absence of guidance or central direction, we faced questions about how best to support children’s transitions. As educators, researchers and teacher trainers, we observed Key Stage 1 classrooms deciding to incorporate more play as part of managing the transition. We were keen to understand the motivations for, barriers t