Playwork principles

In the meantime within Wales, the Steering Group of the Welsh Council for the Professional Endorsement of Playwork Education and Training identified tensions between the philosophy that informs The First Claim, and the Playwork Assumptions and Values.

In late 2002 Play Wales was awarded additional grant funding by the Welsh Assembly Government to host a UK review and consultation on the Playwork Assumptions and Values, and UK's major play and playwork organisations agreed to contribute to the process.  A proposal was commissioned from Play Education by Play Wales and three phases of consultation followed.

A Scrutiny Group of experienced playworkers and playwork trainers from across the UK was convened to act as an honest broker that would evaluate and revise the responses to best represent the majority view.

The Playwork Principles were endorsed by SkillsActive in 2004 and are being incorporated into the Playwork National Occupational Standards to replace the Assumptions and Values.

Playwork Principles:

These Principles establish the professional and ethical framework for playwork and as such must be regarded as a whole.

They describe what is unique about play and playwork, and provide the playwork perspective for working with children and young people.

They are based on the recognition that children and young people’s capacity for positive development will be enhanced if given access to the broadest range of environments and play opportunities.

1. All children and young people need to play. The impulse to play is innate. Play is a biological, psychological and social necessity, and is fundamental to the healthy development and well being of individuals and communities.
2. Play is a process that is freely chosen, personally directed and intrinsically motivated. That is, children and young people determine and control the content and intent of their play, by following their own instincts, ideas and interests, in their own way for their own reasons.
3. The prime focus and essence of playwork is to support and facilitate the play process and this should inform the development of play policy, strategy, training and education.
4. For playworkers, the play process takes precedence and playworkers act as advocates for play when engaging with adult led agendas.
5. The role of the playworker is to support all children and young people in the creation of a space in which they can play.
6. The playworker's response to children and young people playing is based on a sound up to date knowledge of the play process, and reflective practice.
7. Playworkers recognise their own impact on the play space and also the impact of children and young people’s play on the playworker. 
8. Playworkers choose an intervention style that enables children and young people to extend their play. All playworker intervention must balance risk with the developmental benefit and well being of children.