Play Strategy For Scotland: Learning About Play - Investigating Play Through Relevant Qualifications In Scotland

Section D: Evaluation & Analysis of Qualifications Suitable For Registration With SSSC

QUALIFICATIONS ACCEPTABLE FOR REGISTRATION WITH THE SSSC

Manager/lead practitioner of a day care of children service

Please note: you must hold a practice qualification before you gain one of the following mandatory management qualifications.

• BA Childhood Practice
• BA (Honours) Childhood Practice (Strathclyde University)
• Graduate Diploma Childhood Practice (the University of the West of Scotland)
• SQA Professional Development Award Childhood Practice (360 credits at SCQF Level 9)

Upon entry to this qualification you will be expected to hold or be willing to undertake a suitable practice award

• Postgraduate Diploma in Childhood Practice
• Master of Education Childhood Practice, Glasgow University and Dundee University

Practitioner in day care of children service

The main practice qualifications are:

• SVQ Social Services Children and Young People at SCQF Level 7
• HNC Early Education and Childcare (at SCQF level 6)

The following qualifications are also accepted:

• SVQ 3 Playwork at SCQF Level 7
• BA (Hons) Social Work (or equivalent)

Support worker in a day care of children service

The main national qualifications are:

• Any qualification in the practitioner in day care of children services category

One of the following practice qualifications

• NC in Early Education and Childcare at SCQF Level 6
• SVQ Social Services (Children and Young People) at SCQF Level 6

The following qualifications are also accepted:

• SVQ 2 Children's Care Learning and Development at SCQF Level 5
• SVQ 2 Playwork at SCQF Level 6
• HNC Additional Support Needs (Supporting the Individual)
• National Progression Award Playwork and Child Care
• The Early Years Developing Practice (The OU module E100)
• PDA in Education Support Assistance at SCQF Level 6

Table D Evaluation Criteria

Play Pedagogies/ Playwork Theory and Practice (main)	The Playwork Principles Frameworks, workplace values and principles, (linked to the Standard for Childhood Practice 3.2), e.g. the organisation's aims. values and principles including play/ outdoor play UNCRC, including right to play. Bronfenbrenner/environment/ culture for play Scaffolding play, play as a means of learning, observation, identification of play cycles. Play learning theorists such as Vygotsky or Piaget. Play Pedagogy, play as a process, not as an outcome. Risk in play, loose parts and outdoors Material on the key theorists in play and playwork and play theory concepts such as; evolution and recapitulation, adulteration and intervention, First Claim, chaos theory, brain architecture and compound flexibility.
Play, Child Development (main) and Learning	This includes the socio-cultural perspective, in terms of the social, historical and cultural contexts of childhood. Material on key theorists on child development, early learning and childcare; historical and current, and concepts such as scaffolding, observation and sensitive intervention, sustained shared thinking. The value of free and spontaneous play, as well as guided participation, a playful process and the contribution of play to learning, are all features of play in terms of child development.
Sub themes	Although generally included in the above two main analysis themes, it is also worth singling out particular examples of the following sub themes in courses, given their importance and relevance.
Children's Rights and International modern/postmodern theory	Children as bearers of rights, agency and power, including their place in the world in terms of global childhoods and rights based theories around children's space and status in society. Current thinking on, for example, child led research, and research methodology to capture children's perspectives belong in this category.
Play and Learning Environment	As the literature review brought out, the importance of environmental context, Bronfenbrenner, (also in play and child development), is a thread running across all of the theoretical perspectives. This might also include outdoor play and learning, forest schools etc. and links to concepts such as the child in society - cross cultural perspectives.
Play and Learning - Creativity, curriculum, Active Learning / digital learning	This relates to both a broad description of creativity in contents and in particular, ideas such as the Reggio Emilia approach. Active learning through play, cultural activities and topics such as digital play and learning which have a loose fit with the above categories, but are worth highlighting.

1. Context: The Standard for Childhood Practice

Published by the QAA (The Quality Assurance Agency for Higher Education, 2007) the Standard was developed in response to the National Review of the Early Years and Childcare Workforce by the Scottish Government (Scottish Executive, 2006). The Scottish Government response included the requirement that the early years and childcare workforce should be led by professionals qualified at level 9 (degree level) of the Scottish Credit and Qualifications Framework.

Central to the Standard is that it is a work-based award through BA, graduate diploma and other approved level 9 routes. The guidelines within the Standard support the development and delivery of these programmes of learning to ensure that candidates can show that they demonstrate the values, skills and knowledge defined in the Standard for Childhood Practice. In addition, the guidelines support the development of an integrated qualifications and professional development framework in the early years and childcare workforce.

To gain an award at BA level at least 360 credits, with at least 60 credits at level 9 are required. A mix of credits at levels 7,8 and 9 are also included in this programme of learning, and can build on, and include, recognised previous learning at these levels (to an upper limit of not over half of the credits, and each course provider assesses previous experience and learning for each individual entry to their course). A degree or equivalent as an entry qualification followed by at least 120 credits of learning assessed at the minimum of level 9 qualifications is required for the graduate degree (QAA, 2007).

The purpose of the Standard for Childhood Practice is therefore to both set out the requirement of the learning programmes, which also have to be approved by the SSSC, and the skills, abilities, commitment, knowledge and values expected of managers/ lead practitioners in Scotland, who have had to be registered with the SSSC (or equivalent body) since 2011.

The statements within the Standard for Childhood Practice are based on a vision of the manager/ lead practitioner achieving the defined learning and competencies to be able to:

• "Lead and support the provision of high quality and flexible early years and childcare services
• Work in partnership with families and communities and
• Collaborate with other agencies and children's services" (QAA, 2007, p. 3)

It is very clear here that the Standard for Childhood Practice and therefore the associated learning programmes are more than half based on managerial roles and functions. Nevertheless, also integral to the standard are outcomes relating to the experiences of children, families, as well as the learning needs of the staff team that the manager/ lead practitioner supports. Manager/ lead practitioner childhood practice awards will therefore enable childcare and early years services, covering from birth to age 16, to:

• "Enable children to be successful learners capable of meeting their potential and developing the social skills and attitudes that will stand them in good stead in later life
• Provide the safe and stimulating environment parents and carers want for their children
• Enable parents and carers to take up employment and training opportunities." (QAA,2007, p. 4)

National standards

"3.7 The Standard for Childhood Practice is defined in terms of the descriptors of level 9 in the SCQF but also takes account of the following:

• The National Occupational Standards for Children's Care, Learning and Development
• The National Occupational Standards for Playwork
• The Roles and Responsibilities Framework developed as part of the National Review of the Early Years and Childcare Workforce in Scotland
• The Early Years Professional National Standards of the Children's Workforce Development Council
• The National Care Standards for Early Education and Childcare up to the Age of 16 of the Scottish Commission for the Regulation of Care
• The National Occupational Standards for Management and Leadership" (our bold, QAA,2007, p 4)

The benchmark statements which comprise the standards are therefore concerned both with management and leadership attributes but include the assumption that courses developed and prior learning of candidates will cover the knowledge, skills and values relating to children's care, development and learning and the underpinning national occupational standards of playwork. National Care standards also form part of the package of knowledge and good practice required from managers and lead practitioners.

The interrelationship between professional values and personal commitment, professional knowledge and understanding, and professional skills and abilities are emphasised in the Standard for Childhood Practice. The purpose of this research is specifically about play and the contents of qualifications relating to play, aligned to this, of course, is the UNCRC (UN: 1989) and the role of "active learning", as well as acknowledging that many child development theories and courses emphasis the value of play, at least in the early years.

The remainder of this analysis will be in looking at where the benchmark statements are specific about children's rights, play, care, protection, active learning and child development, all areas where it could potentially include freely chosen play.

It should also be acknowledged that the standards relating to supporting staff in professional development also have a bearing in that practitioners and support workers, especially in out of school care services, may be undertaking playwork SVQs and learning programmes based on playwork. In addition, all the standards relating to management, communication and collaboration, being able to undertake evidence based enquiry and present professional reports are all interlinked with the quality of a service, including relationships with parents, fellow professionals and children themselves.

Professional reflection on the practice of self and others is also an integral part of the benchmark statements and a clear aspect of a quality service and programmes nurturing children's care, rights, play, learning and development. Therefore, all of such elements of courses should also be considered when assessing their value in relation to promoting and supporting children's agency and choice in play.

A first and important point is that the national occupational standards for playwork were included in the development of the Standard for Childhood Practice (QAA, 2007, p. 4).

This leads to an expectation that specific statements about play are included in the benchmark statements, or one can assume that the more general statements about child wellbeing also include/ cover such features of play and playwork.

Table 54 (Appendix) covers only the benchmark statements in relation to the care, play, rights and protection of children for further information. All of the statements are applicable to play and playwork, children's development and learning, children's rights, and some apply to the environment and active learning. Analysis of how the benchmark statements and features fit across the categories does show that it is quite possible for the features to be covered in all 4 categories for each benchmark statement area applicable to children's care and development, rights and protection, learning and active learning, and play and playwork. For specific mention of play, or playwork, child development and learning through play, in the benchmark statements, the following are all applicable.

Under Benchmark 3: Children and Childhood:

"3.2 Managers/lead practitioners have a critical understanding of the content of relevant organisational frameworks and statements of principles for supporting and enabling play, learning opportunities and experiences. They:

• "Demonstrate secure knowledge, understanding and practical skill in relation to the content of a range of organisational frameworks used by the service for supporting play and learning
• Know how to select, prepare, and use a range of resources to engage, support, stimulate and challenge children and to meet/match their needs
• Know how to plan and provide safe and appropriate child lead and adult initiated experiences, activities and play opportunities in indoor, outdoor and out of setting spaces, which enable children to develop and learn
• Have detailed knowledge of how to make effective personalised provision for children taking account of their ages, interests and abilities and of respect for diversity, promoting equality and inclusion
• Can identify the range of influences and transitions within a play space or setting which affect children and their behaviour and link these to appropriate strategies to underpin policy and practice" (QAA, 2007, p. 13)

All of the above features and elements could apply specifically to play and play work, with "statements of principles" relating to the Playwork Principles and in feature three above - "child lead" is mentioned.

The environment is also featured:

Under Benchmark 4 "Provide environments and play spaces that are comfortable, welcoming and accessible to each child and her/his family and promote children's well-being and development" (QAA, 2007, p. 16)

Also under benchmark 4.3 "plan, implement and justify balanced and flexible programmes that provide enriching learning experiences and promote children's play, learning and development, using national and local guidelines" (QAA, 2007, p.16)

There is also content in the benchmark statements and underlying features about children's rights, choices, participation and children's involvement in planning, having a say and being listened to. The Standard for Childhood Practice is in the process of being updated (January 2015) therefore, it is expected that changes in national legislation and policies since the standard was first developed, will be incorporated in the future.

2. Childhood Practice BA, BA (Hons) MEd, PGDip and Level 9 PDA Qualifications

The following qualifications are recognised by the SSSC for managers / lead practitioners, there are also other qualifications accepted if registered with another recognised body such as the General Teaching Council of Scotland (See appendix: list of SSSC qualifications, for details). This section, analyses the specific qualifications developed from the Standard for Childhood Practice, the information for analysis is derived from the corresponding tables in the appendix (Tables 1.1 to 8.1), which provide more information on the courses.

The qualifications are:

• BA and BA (Hons) Childhood Practice
• MEd Childhood Practice
• Postgraduate Diploma Childhood Practice
• Professional Development Award (PDA) Level 9 Childhood Practice

The BA Childhood Practice:

Is available from the following universities:

1. The University of Aberdeen (also BA Hons)
2. The University of Dundee
3. The University of Edinburgh
4. The University of Glasgow
5. The University of Highlands and Islands
6. The University of Strathclyde (also BA Hons)
7. The University of the West of Scotland (also BA Hons)

Postgraduate qualifications in Childhood Practice are available from

The University of Dundee (New) PGDip

The University of Glasgow, MEd & PGDip

The University of the West of Scotland PGDip

The PDA at level 9 in Childhood Practice

This is delivered by a number of training partners; however, they must have accreditation from both SQA and SSSC. Use the following link to find a college or approved centre:

http://www.sqa.org.uk/sqa/47050.html

Course modules not reviewed

The guaranteed aspects of every course analysed are that each course involves significant work based projects, placements and modules on management, communication, interdisciplinary work, and leadership relevant for supporting other staff and quality. In addition, every course has specific modules on equality, diversity and inclusion, all of which are relevant and expected in terms of the Standard for Childhood Practice (QAA, 2007). The tables 1.1 - 8.1 (appendix) demonstrate this in more detail.

Action research projects are included in all courses, with an increased focus and weighting at honours and postgraduate and Master of Education levels. Play or play related projects could be the research topic at any of these levels. For all of the aspects of play covered in this review, lead practitioners need the leadership, management and mentoring skills, which are integral to all of the courses. For any childhood practice setting, the value and attitudes towards the importance of play, including freely chosen non- directed play, is highly dependent on the knowledge and skills of the leader.

Results

1. The University of Aberdeen

1.1 The University of Aberdeen: BA Childhood Practice

The University of Aberdeen BACP, through the core, and later, in depth modules cover socio-cultural, social construction and historical approaches to children's development and learning; is including situating the child in the context of the family and wider society. Effecting Change in Development and Learning (1.1) how children learn through play and comparisons with other international play based curriculums, feature here, alongside specific active learning analysis through play on the topic of mathematics, across the age range.

The UNCRC is covered, in terms of how children are enabled to participate and are consulted with in terms of provision of play contexts, in Living, Learning and Teaching in Communities (1.1). The play environment is covered e.g. in Bronfenbrenner theory - physical environment, community, including play spaces, and ways in which the student contributes to the creation of a stimulating, inclusive learning environment. This includes e.g. the social construction of childhood / gender roles expressed in play. Theorists including Vygotsky; scaffolding play, Piaget; creative play, Laever's theories of involvement, depth of engagement & emotional wellbeing through observations and comparisons of child-chosen and/or adult-directed activities

Research and personal reflection (1.1) topics are based on the student's working environment and choices of in depth study; both of which could be based on play and play related theories and practice reflection. At optional honours level, of particular interest are the cross- cultural international comparisons of childhood; which again reflects the latest thinking in socio-cultural theories of child development e.g.: Global Citizenship (1.1)

The course handbook (1.1) (University of Aberdeen, 2013) further maps each module onto the specific indicators of the Standard for Childhood Practice, e.g.:

"3.2 Managers/lead practitioners have a critical understanding of the content of relevant organisational frameworks and statements of principles for supporting and enabling play, learning opportunities and experiences. They:

• "Demonstrate secure knowledge, understanding and practical skill in relation to the content of a range of organisational frameworks used by the service for supporting play and learning... Know how to plan and provide safe and appropriate child lead and adult initiated experiences, activities and play opportunities in indoor, outdoor and out of setting spaces, which enable children to develop and learn" (QAA, 2007, pp. 11 -14, 16-17)

AS 3.2 includes "statements of principles for supporting and enabling play" (QAA, 2007, p 13). By their very clear mapping on to 3.2 Childhood Practice Standards in their course handbook, (in practically all of the above modules), the specific play work principle, for this enquiry, is implicitly included in their course.

2. The University of Dundee:

2.1 The University of Dundee: BA Childhood Practice

The University of Dundee BACP course unit Children and Society (2.1) is well linked to socio-cultural and social constructivist theories as practitioners are required to consider their views on the child as an active participant in social relationships and learning, while: "Childhood practitioners must therefore be knowledgeable about new and postmodern perspectives on childhood. They need to evaluate the impact of society and culture on the child and their own values, attitudes and principles in practice"

Pedagogical Perspectives (2.1) examining: "how theory and policy define particular pedagogical approaches, which in turn create learning experiences" includes Active Learning, play and creativity "It explores the implications of changing pedagogies for the curriculum; its content and delivery. It also considers strategies to promote play and creativity". As well as various forms of play: "Through self-expression in its different forms: imaginative play; role play; dance; drawing; painting and modelling children show their thought processes, their own creativity, their feelings and emotions and their dispositions to learning." (2.1) and this is also in Creativity and Self Expression (optional) (2.1).
Play is given a place of central importance, linking to valuing children's play, active learning and child development through play, including over fives: "Practitioners should develop an understanding of the powerful contribution which play can make to children's development and learning. The ability to identify and extend learning through play is a key skill for practitioners working with children of all ages." in Observing Children's Learning (2.1)

Children's Rights (UNCRC) are identified "In order to identify and extend learning through play a commitment to inclusion, diversity, social justice, anti-discrimination and protecting and caring for children". While the environment for play and learning is covered; including children's own agency and choice: "The learning environment needs to also be responsive to the child's interests and dispositions to support the child. Practitioners will engage with current thinking and debates about environments which promote learning" in Creating the Child's Learning Environment (2.1). There are also Action Research modules (2.1) where practitioners could choose to focus on many aspects of play or play rights and practice.

2.2 Postgraduate module - extract on Leading Learning through Play

The module is designed to enable participants to:

• Develop a critical understanding of play from an historical perspective;
• Critically analyse current standards, policies and principles in a contemporary context to lead and facilitate enriching learning experiences for children and young people;
• Critically examine leadership within the environment and within the realms of relationships;
• Investigate how to lead and manage with an understanding of national and local standards, frameworks and initiatives;
• Gather data from practice that is based on sound theoretical knowledge and understanding;
• Evaluate the importance of supporting play in relation to the holistic development of children

There is a specific unit on "historical perspectives on play" (2.2): "...explore and contextualise play in a contemporary learning environment. Facilitating various types of play, learning opportunities and experiences..." Then a unit on "Standards, Policies and Principles" (2.2): "... explore the range of organisational frameworks currently used to support play. There is a focus on a range of play principles and policies, which influence the way in which play is led and initiated by children"; which clearly relates to the Playwork Principles, and the specific principles relating to this enquiry.

The play environment, outdoors and indoors, and how children respond to their learning environment, is covered in the "Leading Environments and Relationships" (2.2). This unit; "expects students to create responsive and dynamic environments for play". Also a focus of analysis is how play contributes to secure relationships, transitions and the need for observation, communication and listening to children though their play.

Clearly linking with Vygotsky, (and later theorists), the next unit; "Supporting Children Through Play" (2.2), explores how "children's development can be assessed and scaffolded through play". There is a clear combination of practical and theoretical learning tasks, including students reflecting on their own beliefs, attitudes and values about play and its role in children's learning and development, while being encouraged to " to plan, implement and justify balanced and flexible programmes".

As expected from a module on the topic of learning and the role of play, this example postgraduate module from Dundee University clearly demonstrates full understanding of the playwork principles and practice underpinning the knowledge and skills related to delivering play, with children's agency, rights and needs supported throughout. Undoubtedly, the national Play Strategy and associated Action Plan (Scottish Government, 2013a and 2013b) will be covered under the policies on play section.

3.1 The University of Edinburgh BA Childhood Practice

The University of Edinburgh BACP table 3.1, while comparatively shorter than the more detailed information received for the other courses, does contain enough information to show that play is covered in their course, albeit at times, quite indirectly inferred from the information. By focusing a whole session on the Play Strategy For Scotland (3.1) (Scottish Government, 2013), it does address our key enquiry.

Child development, learning and historical theories, which touch upon play, in Children and Childhood (3.1), include: "how play is conceptualised and has been studied by different theorists (e.g. Froebel, Montessori, McMillan, and the Opies)."

In relation to Children and the Family (3.1), play is included in terms of child development, care, supporting child and family rights, while readings refer to addressing aspects of play under ideas such as "the playground as panopticum, or readings on how play and children's freedom are restricted through increasing surveillance, control and stranger danger hypes". However, "In class discussions, practical examples of play were more prevalent, especially how different forms of play could be encouraged by practitioners (e.g. in forest schools, through creating children's spaces etc.).", therefore, the course is covering the changing place of children in society and students relate this to discussing the environment for play.

On the Childhood Studies Work-based Learning (3.1) course, "there is one session on the Play Strategy and students learn about management in play settings", therefore, this course does, implicitly, include the Playwork Principles and associated play definitions and underpinning research relating to this strategy. Play is also included in the module on children's health and wellbeing, while children's rights through the UNCRC are a strong focus of the course with a specific module on the latest in Children's Rights (3.1), including international comparisons.

As part of Work Based Organisational Development Studies (3.1), students investigate the policies around play in their setting, which, depending on the setting, of course, could be about the playwork principles or relating to how children learn through play. As in other courses, the student's choice for their research topic could be a play related topic.

4. University of Glasgow

4.1 BA Childhood Practice

One of the core modules focuses on the Standard for Childhood Practice (4.1) and is used to help with a student's self-evaluation and in creating their learning pathway; this is where previous attainment, skills and knowledge would be mapped on to the Standard, with identification of gaps to be addressed. It is therefore presumed, or implicit in this process, that meeting, e.g. Childhood Practice Standard 3.2 (QAA, 2007) - which covers play practice and principles, would be addressed by those already trained in playwork staff as contributing to this assessment. Those without such a background, or active learning in other training, would therefore have a gap identified (to be addressed) in their play principles and practice knowledge.

The other core modules weigh heavily towards management, leadership and professional collaboration, as expected to meet the Standard for Childhood Practice, and, like other courses, there are opportunities for practical placements and student's choices in research topics (4.1), which again could focus on play. National policies and strategies are also included; therefore, although not defined here, it is possible the Play Strategy for Scotland (Scottish Government, 2013) would be covered. The initial E-learning Module (4.1) in covering the impact of digital technology on childhood and learning, including the students own use of this, might indeed include, for example, children's digital play choices, or the use of Education Scotland "Glow" resources, but the information does not make that clear. The unit on Taking Action and making an Intervention (4.1) also links with, for example, the methodology employed for the Early Years Collaborative, and, therefore, this could be used to gauge play interventions.

Where play and the theoretical context are covered more explicitly, is in one of the optional units; The Social Construction of Childhood (4.1), which: "Introduce learners to the study of childhoods as they are constructed and practised in different social, cultural and economic settings. Explore the concepts of the child in society, children's participation in society, children's ways of coping with violence, child play and child labour." This optional course therefore addresses socio-cultural and construction theory, which includes child agency and choice, children's participation rights under the UNCRC, and play is included here.

Other optional units on Global Childhood (4.1) and on Key Issues and Debates in Contemporary Childhood (4.1) could also include the range of theoretical content in terms of socio- cultural theory; rights based practice and indeed play practice. This is not that explicit: e.g. "students' wider world perspective in the study of childhood by exploring the theory, practice and outcomes in provision of childhood services in a range of contexts", although presumably this would compare children's environments. While: "contribute creatively and critically to developments within the field of childhood practice such as definitions of quality; additional support needs and inclusion; children's rights; parental involvement; provision for under-threes; integration of children's services; professionalisation of practitioners; cultural diversity; globalisation and so on..." is likely to include play.

Overall, from the information provided on this course, while children's rights, relevant theoretical perspectives and child play are all mentioned, given the course links strongly with the Standard in Childhood Practice, we would expect again that standard 3.2 underpins the content; this also links with content for the postgraduate diploma.

4.2 The University of Glasgow Postgraduate Diploma in Childhood Practice 2013-14

This includes research- based units and practice placements (4.2) which therefore could include aspects of play and play theory. There is a focus on Children and Childhood within Contemporary Perspective (4.2), which places a strong emphasis on children's rights, therefore the UNCRC, including the right to play, is covered. There is also an opportunity for a MEd, with a further year of study and this, again, is research based and could include a range of relevant topics, including those related to play.

5. The University of Highland and Islands (UHI)

5.1 BA Childhood Practice:

As in all BACP courses, students are able to undertake an action research project, where it is presumed this could be based on aspects of play in childhood: Practitioner Research in Childhood Practice (5.1), as well as planning and delivering Childhood Practice Projects (5.1), which could relate to play. There is also a module on Influences on Curriculum for Excellence (5.1) 'Building the curriculum' guidelines; active learning; developing the four capacities; progressing from 'pre-Birth to Three'. The Module also covers: The values and principles within Early Years Education and Playwork, Quality provision - the play environment and the adult role - theory into practice within Childhood Practice settings: Quality Assurance, Legislation, National Guidelines and Regulatory Bodies, GIRFEC, Early Years Framework, Curriculum for Excellence, Care Inspectorate, HMIE and SSSC; inspection mechanisms Quality Indicators - Playwork, Child at the Centre.

Child development theories and national policy and guidance are critically examined within the topics of the module on Coordination, Partnership & Integration in Childhood Practice (5.1), while the UNCRC, inclusion and participation feature heavily in the module on Promoting Children's Rights and Inclusion in Childhood Practice (5.1).

The unit 8 on Managing Quality in Childhood Practice (5.1) specifically mentions "...focus on current theories of play underpinning 'best practice' and provision in both the Early Years and Playwork sectors..." More in depth information is provided on this module as a case study, which illustrates just how play, and play, theory centred, this module is, see following Table 5.2.

Play and Playwork theories (5.2) - play taxonomies: 'cycles' of play and play behaviours; benefits of play and impact of play deprivation; Hughes' evolutionary view of play, Loose parts, risk and flexibility in play space, Outdoor environments / natural spaces and adult intervention in play (a hierarchy), responsiveness and managing risk.

The level 9 module on Contemporary Issues in Childhood Practice (5.1), again with more detailed information as a case study (Table 5.2) includes critical review and analysis on current key policies and initiatives relevant to working with the 0 - 18 age group in use in Scotland today e.g. Birth to 3, ACE ,AifL, Early intervention / Playwork etc. Students are asked to investigate current research in learning theory relevant to early years and childhood e.g.: learning styles, emotional intelligence and literacy thinking and metacognition, as well as creativity, digital literacy and compound flexibility.

"Investigate theoretical perspectives and current research on Play and Active learning in the early years and childhood e.g.: contemporary theory/ play and culture. Critically review the principles and practice of Play and Active Learning across the age range with reference to current frameworks, the playwork strategy and current qualitative research e.g. play based pedagogy, inclusion and psycholudic / therapeutic playwork. "Investigate European and other perspectives and consider the relevance of ideas in the provision for children Birth to 3 / 3 to 8 / 8 to 18 e.g. Play / children as learners and thinkers / evaluating the Practitioner role/ Relationship between theory and practice" (Table 5.2). There are more topics covered in this unit but these examples demonstrate the links across play, active learning and between theory and practice.

The two module content case studies analysis are possible only because of the amount of detailed information the course provider (University of the Highlands and Islands, table 5.1 and 5.2) made available for this analysis. No doubt, if other course providers have shared the same level of detailed information, of course it may be that they too may be covering these topics in as much depth.

The two case studies, and across this course content, demonstrate how the BACP, certainly through UHI (tables 5.1 and 5.2) can be richly centred on play theory and practice, alongside the play centred active learning contained in Curriculum for Excellence, and also meet the management, communication, leadership and research outcomes required for the Standard in Childhood Practice.

6. The University of Strathclyde

6.1 BA (Hons) Childhood Practice

The module on Academic Literacy, Communication and Professional Values (6.1), includes play work in the description of the workforce: e.g. "…context of increasing integration of care and education services, and play work provision, workers are coming into contact with a wider range of professionals", while a sociological exploration of childhood from an ecological perspective, investigating the socially constructed nature of childhood, including topics such as children's rights, is covered in Contemporary Childhood: a Sociological Exploration (6.1).

An exploration of the ecological environment from the perspective of the child A Child's World: Experiences in Learning Environments (6.1), how children learn through play and interaction with their environment, using their own agency and creativity, is a clear focus of this module. "It focuses on children's agency in contributing to their experiences by considering the ways that children can interact with resources and space while using their own creativity to develop playful learning experiences (6.1).

Playful Pedagogies: Children as Thinkers (6.1): "promote students' understanding of playful pedagogies and the impact of these on children as thinkers, including the significance of play to children's thinking and to the development of positive learning dispositions for children of all ages. The ways in which pedagogical practices shape the play experiences of children in a variety of settings will be explored. The influence of culture on play repertoires will be considered, including play experiences in families and communities. Play is often perceived as an activity which is child-led, spontaneous and intrinsically motivated while pedagogy is often defined as the strategies and approaches used by adults to support the processes of teaching and learning. (Rodgers, 2011) and the role of the adult in sensitively supporting and extending children's thinking during play is a crucial aspect to be investigated" (6.1).

Managing and Supporting Children as Active Learners (6.1) this module includes Vygotsky's view that play precludes learning and also looks at the theory of sustained shared thinking. The module provides opportunities, through theory, literature and research, to understand current theories on the adult's role in managing and leading play based pedagogy, and current theory in terms of their role in supporting and developing active learning.

As in all other BACP courses, there are opportunities for research training and projects, as well as work based projects on chosen themes and practice e.g. Exploring Research Methods in Childhood Practice (6.1). Again in common with other courses, there are modules on management and leadership, reflection and communication, managing change and here there is also one which includes children's rights and a socio-cultural perspective: Children's Rights and Working in Multi-Professional Teams (6.1).

Together the modules on Emotional & Social Development: Foundations for learning and health, and Children's Emotional and Social Development; Observation and working with children in practice (6.1) provide a comprehensive account of how children learn and develop. This includes early emotional and social development its importance as foundations for learning and health, and how best to engage with children and their communities to support development.

Finally, for the University of Strathclyde (6.1), the BACP is changing to a BA (Hons) level, with an optional further year of study at level 10. This includes more in depth modules on children's development, including middle and later childhood, which is of interest, for example to out of school care lead practitioners, international perspectives and a dissertation - all are in development at this stage (6.1.).

This course recognises play and playwork practice, as well as the classic and modern theoretical underpinnings of how children learn and develop through play and active learning. It uses the language of the playwork principles and indeed the focus of the research question in defining play as "which is child-led, spontaneous and intrinsically motivated" in Playful Pedagogies (6.1).

7. The University of the West of Scotland

7.1 BA Childhood Practice, BA (Hons) Childhood Practice & Graduate Diploma Childhood Practice

This is essentially the same two-year part time course for both sets of students, as it is positioned at level 9 throughout. There is also the opportunity to take further level 10 modules to obtain BA (Hons).

As with other BACP courses reflective planning, leadership and management, integrated working and understanding the content and aims of the Standard for Childhood Practice are covered in integral modules in the course, as are Qualitative Research Methods (7.1). Later core and optional modules at level 10 for the Honours year give opportunities to look at such topics in greater depth, as well as producing an Honours level Dissertation.

The module on Leading Learning (7.1) focuses on the development and learning of children from before birth to six years and examines current Scottish Government guidelines for learning and curriculum. Relevant theories in the concept of the child and childhood are brought in form developmental psychology after examination of the concept of early childhood care and education (ECCE) which is acknowledged in international reports as a holistic approach to service provision, which takes place in the home, the establishment and the community. (7.1).

Promoting Learning (7.1) examines wider models of education e.g. out of school learning, community learning, family learning and the role of involving parents in their children's learning. Examination of play work theory of and development and practices such as play frames, psycholudics, the play cycle and the role of out of school care is included here, while transitions and arrangements between early years and school are covered using examples from Reggio and New Zealand. Policies such as Curriculum for Excellence, Assessment is for Learning is covered, all within the context of development of children 6-16. Examines international and national approaches to statutory education, in school learning, and in particular the historical, economic, cultural, social and political factors, which have shaped policies and the nature of childhood

In the optional Honours year, at level 10, there are three core modules a professional Honours Dissertation, Supporting Professional Development (7.1) and one on Participation and Children's Rights (7.1). This latter module focuses on the UNCRC within international and national policies. Students focus on how participation relates to issues of inclusion and how taking account of the voices and views of vulnerable and minority groups is critical. They will investigate and evaluate some of the different methods employed to enable participation of young children, highlighting the central role of play and considering the role of children as active researchers.

It is useful to focus on one of the additional optional modules entitled: Play and Pedagogy 0-16 (Optional) (7.1), with much of the contents reproduced here as a case study, as it is very relevant to the enquiry:

"This module aims to expand the student's understanding of the impact of playful pedagogies on the child as an active agent in their learning, motivation and development of positive learning dispositions. Consideration of the heterogeneous nature of children's everyday lives will expand the student's knowledge of children's geographies and the resulting consequences for the development of resilience and wellbeing.

Students will have the opportunity to explore contemporary research and theories in relation to the importance of play in the development of cognitive and emotional functions. Lester and Russell (2008) supported the concept of play as a factor in increasing the flexibility of the brain and thus improving potential for learning later in life.

The importance of play and the child's right to play is enshrined in the UN Convention on the Rights of the Child and the module will allow students to critically reflect on how this has directed the development of national policy and frameworks for learning in Scotland, e.g. Play Strategy for Scotland: Our Vision (2013a) and Early Years Framework (2009). The module aims to develop students' critical awareness of the complex nature of the circumstances and environments for children's play and explore the different contexts in which play occurs." (7.1)

Other Optional Modules include Current Childhood Policy and Practice (Optional) (7.1), and this includes reference to, for example, the National Play Strategy (2013), Curriculum for Excellence and good practice such as Outdoor Learning /Forest Schools, Listening to Children and Citizenship. (7.1).

It is clear that the UWS (7.1) has play, and learning though play, as an integral part of their course, including understanding the theoretical and policy frameworks underpinning childhood and the child. The course also brings in right based practice and child agency, including the more recent perspectives on their rights and skills as co or lead researchers. A particular feature of this course is the opportunity to take what might be one of the few level 10 modules available on play theory and practice through Play and Pedagogy 0-16 (7.1), which covers an age range wider than the early years.

PDA level 9 Childhood Practice

8.1 Professional Development Award: Childhood Practice at SCQF Level 9

"The new Professional Development Award (PDA) in Childhood Practice Award at SCQF level 9 will enable the development of the skills and knowledge required to manage services for children and young people. It is aimed at those who wish to progress into management within the Childcare and Playwork sectors without having to complete a full-time university programme" (SQA, 2014) http://www.sqa.org.uk/sqa/45066.html

There are 5 core units in the PDA Childhood Practice, all at level 9, with 16 points, except the module on Childhood Practice: Leadership and Management (Workplace Practice) (8.1) which has 32 points. (8.1), this covers understanding the benchmarks for the Standard in Childhood Practice and articulating this through work based activities and placements. The other core modules are, similar to the university modules, on Childhood Practice: Leadership and Management (8.1), investigating management and leadership theory and best practice, and Developing services (8.1), in relation to understanding theories and policies around childhood practice. Participatory Partnerships, working with families (8.1), includes understanding children's own agency and how families can be supported in the community.

There is a core module on Children's Rights: Equality, Diversity and Inclusion (8.1) which covers contemporary ideas and research on Children's rights and evaluates the impact they can have on children and childhood. There is also evaluation and critical analysis of current legislation, policy and ideology on children's rights, the impact that they have on children's rights, different perspectives on diversity and inclusion, the possible impact they have on the child and childhood and approaches to anti-discriminatory practice and participation (8.1).

Students then choose a further 3 modules all at level 9, but at 8 points, with 2 to be selected from Group A and a further module from group B (8.1).

Within the nine Group A, modules of particular interest, in terms of play, are the following:

Childhood Practice: Playwork (8.1): Which covers researching implementing and evaluating the key concepts of playwork and: "relate to the playwork theories and concepts with the leadership and management of childhood practice within a playwork setting. The candidate will analyse and manage the implementation of an aspect of play and playwork theory within childhood practice and will evaluate the impact of the aspect of playwork theory on the practice within their setting." (8.1) The candidate should have the opportunity to research some key theorists in play and playwork...with a list of the relevant theorists, see also Comparative Play Theories (8.1) below.

Also "To consider the impact on contribution to the play process through the use of evaluative tools, such as First Claim, Manchester circles, observation, identification of play cycles, building a culture and atmosphere conducive to play; the role of the playworker; models of playwork; adulteration and intervention, risk in play; examination of the organisation's vision, aim, policies and procedures" (8.1). Key concepts are covered, in terms of the play process/ not outcomes, compound flexibility, evolution and recapitulation, chaos theory and play's brain architecture. (8.1).

Play, as well as language and cognitive development is also included in the module choices in Group A relating to working with the youngest children in the Childhood Practice: Development of Children (Pre-birth to Three) module, and could be a possible research topic in the Childhood Practice: Independent Study module. (8.1). Childhood Practice: Early Learning (8.1), includes social, cultural and environmental interaction, evaluation of research policy and practice literature, covering issues like cognition and language development, play, active learning, scaffolding and critical reflection.

In Group B the further choice of one module from the five in this group includes:

Childhood: Comparative Play Theories; Explores and compares and analyses contemporary views of play across disciplines (such as playwork, early education, psychology, biology and sociology), develops knowledge and understanding of current theories of play and considers in critical detail conflicting concepts of play, which are compared and evaluated. (8.1) Compare and evaluate thinking in and about play - e.g. theorists such as Hughes; Sturrock; Lester; Russell; Maudsley; Else; Bruce; Ouvry; Garvey; Lindon; Brown; Sutton-Smith; Kane; Burghardt; Pellis and Pellis; Frost, Wortham and Reifel; Gill; Goleman. Investigate concepts such as play that is satisfying 'in the moment' as a means of learning, compound flexibility, contribution to brain architecture play as a process, not as an outcome etc. (8.1).

Childhood: Play in a Social Context: Here the playwork principles and the policy context for play are studied and the policy context is critically evaluated; this includes relating to the wider social studies of childhood, children and society. Students analyse the overall policy context for play, with critical reference to theory. Students examine one key national policy document to deconstruct the underpinning paradigm, theories and constructions of children, childhood and play and produce a referenced reflective account. (8.1)

Childhood: Therapeutic Playwork: "This will enable development of a specific interpretive and analytic practice based on the key issues of the play cycle, adulteration, unplayed out material and other key concepts that form the basis the working method. It will require the student to self-reflect and to arrive at a perspective on such reflective practice as a distinct therapeutic endeavour. It will set these findings into a distinct field of insight and a recognised professional context, with wider debates around playwork practice versus play therapy and the wider policy landscape pertaining to children in society will be explored and commented upon." (8.1).

Other units in Group B include Childhood: Families, Culture and Society and Childhood: Health, Fitness and Wellbeing. Therefore, in this range of units there are three explicitly play based units and others, which could include it.

The PDA in Childhood Practice (8.1) can be said to be very play centred, with 4 units concentrated on Play and coverage in other units such as those for early learning or development of the youngest children. Children's rights also have two units, one in the Core 16 point modules. The PDA Childhood Practice definitely has a range of choice, and of course, the management, leadership, research, integrated working and communication aspects of the Standard for Childhood Practice are covered. Sometimes it was necessary to dig quite deeply in the unit descriptors and notes to bring out the social, cultural, historical and classic child development theory, such as "scaffolding" in the Early Learning unit, and Active Learning in the same unit.

3. Other Lead Practitioner/ Practitioner Qualifications and Support Worker Qualifications

Results:

The SVQ CCLD and the SVQ Social Services (CYP) qualifications have large numbers of specialist units covering such topics as inclusion of children with additional needs, supporting parenting skills, supporting language acquisition, specific curriculum units that relate to learning etc. all of which could contain aspects of play although this is not the focus of the unit. The underpinning values of the SVQ Social Services (CYP) across all units are quite clear about child agency, choice and inclusion, as such, they all therefore met the children's rights criteria.

All qualifications reviewed do contain units relating to the fact that candidates need to be able to reflect on their learning and continue to develop their professional skills and knowledge, often within mandatory units.

All units were assessed in full, including guidance and support notes, using publicly available information from the NOS, SQA or website course descriptions. The full descriptive tables and the analysis tables in the appendices provide further information, while all descriptive tables in the appendices have a hyperlink to the original full descriptors for the unit.

3.1 Other Lead Practitioner Qualifications

Although the recognised qualification for registration or re-registration as a Lead Practitioner with the SSSC is now the Childhood Practice Award, anyone registered pre-December 2011 will only have had a requirement to reach (within a five year period) an SVQ 4 at SCQF Level 9 possibly in Playwork or Children's Care Learning and Development (CCLD), hence the reason these are being referred to as Lead Practitioner Qualifications, as some Lead Practitioners will still be working to the previous requirement. The SVQ Social Services (Children and Young People) replaces the CCLD and whilst this has never been recognised as a lead practitioner qualification (as this replaced the CCLD after Dec 2011) some practitioners or lead practitioners may use this qualification as a pre-cursor to undertaking the Childhood Practice Award.

SVQ 4 Playwork at SCQF Level 9

SVQ 4 Social Services (Children and Young People) at SCQF 9

SVQ 4 Children's Care, Learning and Development at SCQF Level 9 phased out January 2013

SVQ 4 Playwork at SCQF Level 9

In Appendix: Full information Table 16 and Analysis Table 34

Structure: 4 mandatory units; 5 optional units from a choice of 15

This qualification covers organisational skills, leadership within the theme of play, play theorists and playwork principles.

A core unit, FT59 04 Work With Colleagues and Other Partners to Develop an Organisational Framework for Play, includes knowledge statement - K5 Stages of child development and its implications for playwork practice, while the optional unit, FT5K 04, Research, Design and Facilitate Possibilities for Self-directed Play, also brings in general child development knowledge.

Children's rights covered in terms of play rights being mentioned in one unit FT5M 04. The play environment is covered across both core and optional units.

Every unit for Playwork is underpinned by the Playwork Principles this applies to the 4 core units (FT59 04, FT5A 04, FT5C 04 & FT4V 04). For FT59 04, Develop an Organisational Framework for Play, although the NOS information was not available on the SQA website, the candidate information was obtainable. The table in the appendix (16) provides more details to demonstrate the difference between units.

FT59 04 covers the environment for play. FT5A 04, Develop, Manage and Review Operational Plans for Play Provision, although about developing and managing operational plans, again has more playwork related content, especially on spaces and resources for play. The remaining mandatory units FT5C 04, Establish and Develop Working Relationships and FT4V 04, Reflect on and Develop Practice are more about working professionally with others and reflective practice, and only the fact that the playwork principles are mentioned as underpinning knowledge justifies their inclusion here.

In the group A of 8 optional units where 3-5 can be completed, again all are committed to the Playwork Principles. FT5F 04, Obtain the Facilities and Services Required for Play Provision, is about organising the practical resources needed to create the play environment, while FT5G 04, is about managing the play service, again with respect to ensuring safety, inclusion, resources, people and risk management. FT5H 04 is about working with other organisations and professionals and being an advocate for play, while FT5J 04 is very much about child protection.

FT5K 04, Research, Design and Facilitate Possibilities for Self-directed Play, goes deeply into play theory and brings in general child development knowledge and the play and learning environment. This is the only unit covering child development and learning. As in other suites of qualifications where optional choices mean candidates might not covering much about play and playwork, within playwork qualifications this also applies in terms of child development and learning through play, where candidates might only cover this in one optional unit.

FT5L 04, Support Others in Accessing the Resources they Need to Provide Play Environments, again provides play theory and practical play space design.

FT5M 04, Implement Contemporary Frameworks within a Play Context, is the only unit for this qualification, which fully fits with the evaluation criteria on children's rights, by mentioning the right to play.

Inclusion of updated underpinning standards on children's rights, including play and the General Comment on Article 31, alongside material on the cross-cultural understanding of the different contexts for play, stronger links with current play and child development theory in practice might be useful in any future revision of the NOS underpinning this qualification.

SVQ 4 Social Services (Children and Young People) at SCQF 9

In Appendix: Full information Table 17 and Analysis Table 35

Structure: 4 mandatory units; 4 optional units from a choice of 28

There are not any core or optional units, which cover play in terms of the playwork principles and practice theme.

There is only one core unit with an underpinning knowledge statement relating to child development H5VT04, Maintain effective communication systems and practice; and a specific optional unit, H5W2 04, Lead the physical, cognitive, emotional and social development of children, which covers child development and learning through play in great detail. A number of further units relate to child development, learning and the curriculum.

Children's rights are covered through underpinning values statements across all units and are also specifically mentioned in the core unit - H5VX 04, Lead practice that promotes the safeguarding of children and young people.

The environment for learning and play is covered in terms of health and safety in the core unit, H5VV 04, and in some of the 28 optional units, e.g. H5W6 04, Evaluate the Environment for Children and Families, which relates to the play environment as well as child development and wellbeing.

The 4 mandatory core units, (H5VT 04, H5VV 04, H5VW 04 & H5VX 04) cover communication, health and safety, child protection, and supporting the professional development of self and others. There is more about leadership and planning across the NOS suite at level 9.

With a choice of 4 from the optional 28 units to complete this qualification, it is apparent that apart from the elements in the core units, candidates could take 4 optional units, which do not mention play at all in their descriptors, but could cover development, learning curriculum and play in some aspects. Where play is specifically mentioned includes; H5W3 04 support children's communication and H5W4 04 support children's creativity, where it is recognised in both that play and creative imagination are important elements of development and learning. Similarly, in H5W5 04 the role of integrated play in practice is included in supporting the development of mathematical problem solving skills. There is potential in H5WC 04 for a research project to cover any or all of the play indicator areas in this evaluation.

Of particular interest is H5W2 04, Lead the physical, cognitive, emotional and social development of children, at level 10, where the specific knowledge statements particular to this unit encompass a great deal of the depth and breadth of knowledge identified in the literature review as important in terms of children's learning and development through play. Indeed, it could potentially also cover aspects of play and playwork.

Further optional units are mainly about management, policies, regulation, leadership and information but all refer to children's rights, development or wellbeing in some aspects of the standards. There are too many to analyse in full here, but for example, H5W1 04 refers to planned purposeful play in the curriculum and child development, while, H5W7 04 and H5W8 04 refer to additional supports needs in the context of development and wellbeing. Advocacy with and for children and young people, H5WJ 04, relates to rights of children and young people. Leading provision for Babies and Children H5W0 04 again relates to development.

SVQ 4 Children's Care, Learning and Development at SCQF Level 9

In Appendix: Full information Table 18 and Analysis Table 37

Structure: 4 mandatory units; 5 optional units from a choice of 31

This qualification is no longer offered for new candidates- it is in the process of being phased out. There are no specific play focused units, and play, as such, is hardly mentioned. Therefore, units are analysed instead on aspects of child development, learning, care and curriculum.

There is a strong focus on child development across many of the units, with the mandatory core unit DT1M 04 Support programmes for the promotion of children's development.

Children's rights, inclusion and protection are in one of the four mandatory core units with DT1L 04: Support policies, procedures and practice to safeguard children and ensure their inclusion and well-being, with no optional units specifically on rights.

In optional units DR6X 04 9 Co-ordinate provision for babies and children under 3 years in partnership with their families, is about the needs of the youngest children, while DR8804: Evaluate, assess and support the physical, intellectual, emotional and social development of children, covers the whole age range 0-16. Also connected to child development and meeting the criteria for creativity, is the unit, DR8404 Evaluate, support and assess children's creativity, while DR82 04 Evaluate, assess and support children's communication, links to both development and learning.

The environment of the setting has a specific module in DR80 04 Evaluate and co-ordinate the environment for children and families. Both DT1C 04 Support and evaluate the curriculum for children's early learning and DR5V 04: Contribute to the enhancement of early education for children, are examples of a focus on learning and the curriculum. DT18 04: Undertake a research project, can be applicable across themes and there are also specialist units on children with additional support or language needs.

3.2 Practitioner Qualifications

HNC in Early Education and Childcare at SCQF level 7

SVQ 3 in Playwork at SCQF Level 7

Social Services (Children and Young People) at SCQF 7

SVQ 3 In Children's Care learning and Development at SCQF 7

The OU Dip He in Childhood Practice

HNC in Early Education and Childcare at SCQF level 7

In Appendix: Full information Table 19 and Analysis Table 37

Structure: 7 mandatory units; 6 optional units from a choice of 16

Three of the four core units DF4Y 34, working in an Early Education and Childcare Setting, F3S9 34, Theoretical Approaches to Development and Learning and F290 34, Early Education and Childcare: Graded Unit 1, all cover play and playwork theory and the underpinning knowledge of how children learn and develop through play. There is a specific core unit on children's rights in F3S4 34, Children and Young People's Rights: Provision, Protection and Participation, while rights are mentioned across all four core units and 7 optional units.

The importance of the play environment, modern and postmodern approaches as well as specific links with creativity and curriculum are also covered in core units.

The leading play theorists and current thinking in child development are covered in these core units, with opportunities in the optional modules to gain knowledge and skills on inclusion, disability and catering for different language needs.

The optional units (6 to be chosen) provide many opportunities to further develop specific play and playwork, children's learning and development, related projects, assessments and studies.

In particular, DF53 34, Facilitating Playwork Opportunities, and the units for working with children 5-8 or 8- 12, DF5C 34 and DF5D 34, include current thinking in Play and Playwork - Hughes, Sylva, Sturrock, Rennie, Bruce, Else. Pure play, play codes, psycholudics and evolutionary play views .Play as a process not a product and child centred play as defined by the child leading the play experience, Spontaneous, adventurous, challenging play, risk and UNCRC play rights.

The value of free play is a thread throughout the play and development focused modules as well as in the playwork focused modules. There is also a unit on 0-3 on the needs of babies and toddlers (DF59 34), and observation, responding, attachment theory and communication are all covered. For candidates working in early learning and childcare settings, working to the curriculum for excellence, there are modules specifically to support this work (F3S3 34).

SVQ 3 in Playwork at SCQF Level 7

In Appendix: Full information Table 20 and Analysis Table 38

Structure: 5 mandatory units; 4 optional units from a choice of 16

The 5 core units start with FT4M 04, Contribute to an Organisational Framework that Reflects the Needs and Protects the Rights of Children and Young People, which is about protecting children and their rights to be safeguarded from abuse. The unit covers the different developmental or societal needs children may have, as well as their play rights and a suitable play environment. Maintain a Healthy, Safe and Secure Environment for Children, FT4P 04, focuses on a safe and risk assessed environment for play, including the need to balance risk, while FT4R 04, Develop and Promote Positive Relationships is focused on a crucial aspect of children's play, care and development, positive relationships. The core work on planning and delivering free play opportunities, with a grounding in the underpinning theory and practice of playwork, is the focus of FT4T 04, Plan and Support Self-directed Play, at the higher level 8 with 17 points. Also at this level 8 and 17 points is reflective practice, planning and professional development in FT4V 04.

With the wide range of optional units in Group A, FTSS 04, Carry Out Playwork with Young Children (pre-school), in terms of working with young children, is the main unit here, which shows clear links to early child development, including attachment, schemas, and observation and recording skills. FT55 04 addresses responding to concerns about child abuse while there is another wider link to child development in the health and wellbeing optional unit FT4Y 04. The inclusion of children with disabilities is covered in unit FT52 04 at level 8, while other units cover teamwork, administration, engagement with parents, travel, evaluation and promoting the play service in the community. FT54 04 and FT53 04, link specifically to roles in open access and adventure play provision.

Group B units are much to do with moving into supervisory, recruitment and planning roles.

SVQ 3 Social Services (Children and Young People) at SCQF 7

In Appendix: Full information Table 21 and Analysis Table 39

Structure: 4 mandatory units; 4 optional units from a choice of 57

The 4 mandatory core units (H5LC 04, H5LD 04, H5LE 04 & H5LF 04) are about communication, health, safety, and child protection. The first 3 are marked as including children's rights due to the generic values statement, which is part of this suite of qualifications; however, H5LF 04 specifically mentions children's rights in the context of safeguarding. H5LD 04 links to the environment for play, through the health and safety aspects of this unit.

There are a further 57 optional units and candidates must choose 4, all units were reviewed here but the 10 discussed below were chosen as they either explicitly or implicitly included play. The full table in the appendix gives further details. All meet the child agency and children's rights aspect through the underpinning values statement.

Of particular interest is H5LG 04, Promote the development of children and young people, given the importance of play and child development identified in the literature review, this is an important unit in this qualification. Indeed, it could be recommended that in fact this should be a core unit, as apart from child protection the 4 core units do not pay much attention to the developing child. Similarly, for those working in an early learning and childcare setting, which follow the curriculum, H5LL 04, Implement Frameworks for Early Education through the Development of Curriculum Planning, would be an essential unit here.

There is one unit specifically focusing on play, DR93 04, Plan for and support self-directed play, and this includes planning, observation and the play environment, and the principle of self- -directed play. Other units here, which mention aspects of play, range from supporting parents, again covering child development for babies, including play, supporting language and literacy development, health and wellbeing and using information technology.

SVQ 3 Children's Care, Learning and Development at SCQF Level 7

In Appendix: Full information Table 22 and Analysis Table 41

Structure: 5 mandatory units; 4 optional units from a choice of 46

This qualification has been phased out from January 2013- no new candidates were able to start this course after this date.

Within the mandatory core units, DT0D 04: Promote children's development, is clearly about development. The play and learning environment is covered in DR77 04: Develop and maintain a healthy, safe and secure environment for children. Children's Rights, including participation, is covered in DT4M 04: Protect and promote children's rights.

Within the 46 optional units the one with most relevance to the play in terms of the playwork principles and practice is FD5V 04: Plan for and support self-directed play. Child development examples of units include DT0F 04: Promote children's wellbeing and resilience and DT0H 04: Promote healthy living for children and families.

There are a number of units relating to the curriculum and specific learning, including additional support needs, English as a second language etc., too many to list here (similarly with the successor SVQ Social Services (CYP) qualifications, however, DR8M 04: Plan and implement curriculum frameworks for early education, is an example of curriculum support. DT1T 04: Use Information and Communication Technology to support children's early learning is another example linked to the themes for analysis.

The environment for play, learning and care is the focus of the next selected group of units; DR8Y 04: Plan and organise environments for children and families and DR8T 04 Plan and implement positive environments for babies and children under 3 years, which mentions both spontaneous and planned play. DR5D 04: Care for children at home, which is a unit relevant for childminders here.

There is a unit about support for parenting skills, which also includes play skills, and there are specialist units to support children in group living settings, and those who have experienced trauma.

Open University DipHe in Childhood Practice

In Appendix: Full information Table 23 and Analysis Table 40

This is accepted at practitioner level, while the E100 unit is accepted at support worker level. The course covers a wide range of play, play and child development theory, children's rights, the play environment curriculum and a work based study topic based on the practitioners chosen topic. E100 includes the central place of play in children's learning and development. E105 Block 3, 'Promoting children's play learning and development'. Play and learning, exploring children as learners - dispositions and characteristics of play, play in practice: heuristic play.

Block 2 'Considering environments for children's care, learning and development' including the setting's environment: opportunities for learning and development, the purpose of space, opportunities to explore and develop, spaces that challenge, playing outside, play and the curriculum.

E2102: What is play and how valuable is play? The international perspectives, equity issues, do children need to play and observing play. E105. Block 4 includes 'Safeguarding children: promoting rights, health and wellbeing'

3.3 Support Worker Qualifications

NC in Early Education and Childcare at SCQF Level 6

SVQ 2 Social Services (Children and Young People) at SCQF Level 6

SVQ 2 Playwork at SCQF Level 6

SVQ 2 Children's Care, Learning and Development at SCQF level 6

HNC Additional Support Needs (Supporting the Individual)

National Progression Award Playwork and Child Care

The Early Years Developing Practice (The OU module E100) - see OU Dip He Childhood Practice

PDA in Education Support Assistance at SCQF Level 6

NC Early Education and Childcare

In Appendix: Full information Table 24 and Analysis Table 42

Structure: 7 mandatory units; 2or 3 optional units from a choice of 26

The seven core units provide a good broad introduction to child development, including play, rights, the play and learning environment, health and curriculum (DM3X 12, DM5L 12, DM5M 12, DM3Y 12, DM40 12, DM41 12 & DM42 12).

DM3X 12 covers Child Development: Birth to 12 Years, DM3Y 12 covers Developmental Theory in Early Education and Childcare and the Optional F19L 11 Child Development and Health. Included in this are substantial work placements or projects.

There is a core unit covering the environment for play and learning, with a further 3 optional units, relating to this. DM41 12 Play in Early Education and Childcare (Higher) is a core unit, which has the play environment as a specific topic.

The wide range of optional additional units of which between 2 and 3 units can be chosen, give candidates opportunities to do more on creativity, playwork, ICT, the curriculum and children's rights. Given the range of options, the NC covers a number of potential roles and routes. There is a strong thread of foundational child development theory throughout. Of particular interest are the options on creative and aesthetic experiences in the development of children aged 0-12 years (DM5Y 11) while play in both the playwork sense and within play and learning are well covered. The children's rights unit at this level (DM5J 12) Supporting Children's Rights and Entitlements emphasises child protection from abuse more than child agency or participation rights, this could therefore be updated.

SVQ 2 Social Services (Children and Young People) level 6

In Appendix: Full information Table 25 and Analysis Table 43

Structure: 4 mandatory units; 2 optional units from a choice of 8

The four core modules (H5KP 04, H5NB 04, H5L4 04, H5L5 04) cover the basics of communication, health and safety, child protection and introducing reflective practice, planning to gain knowledge and skills and ongoing professional development. While a definition of play is provided in the module description, and reflection on practice could be, in theory, on play practice, there is very little indeed in the core on play or child development and learning, while the environment is included in terms of health and safety. Children's rights are ticked through the child protection commitment and the generic values statement on child agency in all units.

This marks a change from the previous CCLD six mandatory core modules which included a child development unit and learning through play unit, which are now optional.

For the remaining 2 out of 8 optional modules, it would be quite possible to complete this award without gaining very much knowledge at all about play, child development and learning. For example, if both H5PB 04 (team working) & H5LA 04 and H5ML 04 are taken, there is only one aspect of child development covered as either the care of babies or the support for language skills. Again if the teamwork module is combined with the inclusion of special needs module, H5LB 04, then this course could be completed with play hardly been mentioned - e.g. throughout the inclusion unit there is reference to "activities", in some units "activities" are defined as including play, but this unit did not include this definition.

H5L6 04 Support the development of children and young people and H5L8 04 Support children's learning through play are strong in supporting child development and play, while DT1E 04 (note at 15 points higher than other units here) is very specifically play and playwork focused. This qualification can be said to focus on play, playwork, play and child development and learning, if specific options are chosen.

SVQ 2 in Playwork at SCQF Level 6

In Appendix: Full information Table 26 and Analysis Table 44

Structure: 4 mandatory units; 2 optional units from a choice of 9

The four core units (F376 04, F377 04, F378 04, & F379 04) are all underpinned by the Playwork Principles while the first three encompass various aspects of play theory, children's rights, relationships and the play environment, balancing risk and ensuring safety. F378 04 also considers child development as part of the Contribute to the Health, Safety, Security and Welfare of Children and Young People Using the Play Environment unit. The fourth core unit F379 04, is about reflective practice and professional development.

The 9 Optional units, of which 2 must be chosen, relate to specific roles, such as serving food, F37A 04, escorting children in travel, F37H 04, supporting parents, F37E 04, supporting administration, F37G 04, working within an indoor play centre, H552 04 and planning play in the community, F37C 04. All are underpinned by the Playwork Principles and support the environment for play.

The inclusion of children with disabilities, F37D 04, as well as play theory, environment and children's rights, also refers to understanding children's development needs, as does F37B 04, Facilitate a Specific Play Opportunity at Children or Young People's Request. There is also a specific module to support playworkers in school setting, working in the play break times with children and young people, again underpinned by play principles, related to play, environment and development and defending their play rights, F37F 04.

SVQ 2 Children's Care, Learning and Development at SCQF Level 5

In Appendix: Full information Table 27 and Analysis Table 45

Structure: 6 mandatory units; 1 optional unit from a choice of 5

This qualification is being phased out, but given it may be still one of the main qualifications held at support worker level, there is a brief analysis here.

FDR5G 04: Contribute to positive relationships, includes relationships with children and relates to the holistic environment. DT1H 04: Support children's development is self-explanatory, while DT09 04 Prepare and maintain environments to meet children's needs, is specifically about the environment and DT1J 04 Support children's learning through play, relates to child development, learning and play, including creative play. DT1R 04 is about babies and toddlers needs, therefore about development, while DT1A 04 is about inclusion. DT1E 04 Work with children and young people to create play spaces and support freely chosen self-directed play, is very much about play, playwork principles and practice, and mentions children's rights to play..

HNC Additional Support Needs: Supporting the individual

In Appendix: Full information Table 28 and Analysis Table 46

Structure: 5 mandatory units; 2 or 3 optional units from a choice of 12

This is a specialist qualification for the support of an individual, child or adult with ASN. The units do cover human development, planning, delivering and evaluating learning opportunities for individuals, as well as understanding issues around disability and relevant policies and practice. This qualification is included as applicable in the role of support worker in early learning and childcare or daycare for older children settings. It is suggested that at least one or two optional units which include the role of play in supporting children with ASN is included in this course as the child, child development, play or children's learning needs do not appear to be covered.

National Progression Award (NPA) Playwork and Childcare

In Appendix: Full information Table 29 and Analysis Table 47

Structure: 5 mandatory units; 2 or 3 optional units from a choice of 12

The mandatory units cover working with children and young people, F2CN 11, Children's rights and protection, F2CR 11, Play as a process, F2CP 11 and development and health, F19L 11. Candidates can then choose one optional unit relating to their role; this could be from a crèche worker, F2CS 11, out of school care worker, F2CV 11, holiday playscheme worker, F2CT 11 nanny, F2CW 11 or supporting children with ASN, DM65 11. F2CT 11, nanny in a family setting, did not meet any of the criteria even as simplified for this entry level award as it hardly covers play or child development in anything more than having a routine and caring for a sick child if necessary.

This award covers children's rights on a protection basis only and while some units may still be a good introduction to particular concepts, contents do seem out of date.

Professional Development Award (PDA) in: Education Support Assistance at SCQF level 6

In Appendix: Full information Table 30 and Analysis Table 48

Structure: 5 mandatory units; 2 optional units from a choice of 10

Although designed for a school/classroom setting this award provides a good, general introduction to child development and children's rights. Although less focused on play and more on development, the units F7HR 12 Supporting, the Development of Children and Young People from Birth to Eighteen Years & F7HS 12, Supporting the Behaviour of Children and Young People they could be useful to provide this grounding for a range of wider roles. The next three core units F7HY 12,Supporting Children and Young People in an Educational Setting, F7HT 12, Supporting Children and Young People who require Additional Support for Learning & F7HV 12, Professional practice in an educational setting, cover children's rights, especially inclusion of children with ASN, related legislation and work placement based projects in terms of educational support work. The two optional units listed include child rights, especially child protection F7HW 12, and, of particular interest here the DM41 12 Play in Early Education and Childcare (Higher), which meets many aspects of the evaluation criteria at this level.

TABLE E: SUMMARY RESULTS ANALYSIS Lead Practitioner Qualifications

Evaluation Criteria	Play Pedagogies/ Playwork Theory and Practice ( main)		Play and Child Development (main)		Children's Rights and International modern/postmodern theory (sub section)		Play and Learning Environment (sub section)		Play and Learning - Creativity, curriculum, Active Learning / digital learning sub section
Qualifications	Core	Optional	Core	Optional	Core	Optional	Core	Optional	Core	Optional
SVQ 4 Playwork at SCQF Level 9	4	8	1	1	0	1	3	5	0	0
SVQ 4 Social Services (Children and Young People) at SCQF 9	0	1	1	4	3	6	2	5	0	6
SVQ 4 CCLD at SCQF 9	0	0	1	5	1	0	1	1	0	4
Total	4	9	3	10	4	7	6	11	0	10

Note on table E: the high number of children's rights in the SVQ 4 Social Services (Children and Young People) at SCQF 9 is through the generic underpinning values statement about child agency and choice, which is in every NOS unit for this set of qualifications. Children's rights are also specifically mentioned in one optional unit. Overall, the play and learning environment is well covered, as are curriculum in two courses, which also include creativity units. Child development is not well covered in core units but more covered in optional units. Play in the playwork sense is mainly covered in the specific qualification relating to this.

TABLE F: SUMMARY RESULTS ANALYSIS Practitioner Qualifications

Evaluation Criteria	Play Pedagogies/ Playwork Theory and Practice (main)		Play and Child Development (main)		Children's Rights and International modern/postmodern theory (sub section)		Play and Learning Environment ( Sub Section)		Play and Learning - Creativity, curriculum, Active Learning / digital learning sub section
Qualifications	Core	Optional	Core	Optional	Core	Optional	Core	Optional	Core	Optional
HNC in Early Education and Childcare at SCQF level 7	3	4	3	5	4	7	3	8	2	6
SVQ 3 in Playwork at SCQF Level 7	5	16	1	2	2	3	3	7	0	2
Social Services (CYP) at SCQF 7	0	1	0	6	4	11	1	3	0	4
CCLD at SCQF 7	0	1	1	2	1	0	1	3	0	4
OU DipHe in Childhood Practice	2	1	3	1	3	1	3	1	3	1
Total	10	23	8	16	14	22	11	22	5	17

Note on table F (and for table G below): The high number of children's rights in Social Services (CYP) at SCQF 7 or 6 is due to the underpinning value statements across all units on child agency and choice. The NC/ HNC provides good coverage across all themes for analysis. For the CCLD and the Social Services (CYP) at SCQF 7 there are also likely many more units relating to the curriculum, we have included those listed in the appendix tables here only.

TABLE G: SUMMARY RESULTS ANALYSIS Support Worker Qualifications

Evaluation Criteria	Play Pedagogies/ Playwork Theory and Practice(main)		Play and Child Development (main)		Children's Rights and International modern/postmodern theory sub section		Play and Learning Environment sub section		Play and Learning - Creativity, curriculum, Active Learning / digital learning sub section
Qualifications	Core	Optional	Core	Optional	Core	Optional	Core	Optional	Core	Optional
NC in Early Education and Childcare at SCQF Level 6	3	3	6	2	1	1	1	3	2	6
SVQ Social Services (CYP) at SCQF Level 6	0	1	0	3	4	8	1	3	0	3
SVQ 2 Playwork at SCQF Level 6	4	9	2	2	2	3	3	7	0	0
CCLD at SCQF 5	1	1	2	2	0	0	1	1	0	1
National Progression Award Playwork and Child Care	2	3	2	1	2	1	0	0	0	0
The Early Years Developing Practice (The OU module E100)	1	0	1	0	1	0	1	0	1	0
PDA in Education Support Assistance at SCQF Level 6	0	1	2	1	2	2	0	0	2	1
Total	11	18	15	11	12	15	7	14	5	11

TABLE H: SUMMARY RESULTS ANALYSIS All - Lead Practitioner, Practitioner, Support Worker Qualifications

Evaluation Criteria	Play Pedagogies/ Playwork Theory and Practice (main)		Play and Child Development (main)		Children's Rights and International modern/postmodern theory sub section		Play and Learning Environment		Play and Learning - Creativity, curriculum, Active Learning / digital learning sub section
	Core	Optional	Core	Optional	Core	Optional	Core	Optional	Core	Optional
TOTAL ALL	24	50	26	37	30	44	24	47	10	38

Notes on Table H: The high number for children's rights needs to be treated with caution as the underpinning value statements of the Social Services (CYP) qualifications all include child agency and choice. There are also likely to be a lot more units relating to CfE in both the CCLD and Social Services (CYP) qualifications, but the enquiry is focused on where play is also linked in some way in the descriptors too.

Units may have different weightings and points so this numerical analysis in intended to show patterns rather than totals as such, however, it is interesting to note that there are a good number of units covering the environment for play and learning, and, although concentrated in playwork qualifications, there are 50 optional units on playwork related practice.

A total of 8 qualifications cover play theory in core units, in the playwork related sense, while all others, bar the CCLD at level 9, have at least 1 optional unit on the topic.

What stands out for child development is that there usually a good mix of core and optional units, except for the Social Services (CYP) qualifications which only include this in a wide range of optional units. Although at level 9, there is an underpinning knowledge statement on child development, similar to the SVQ Playwork at level 9, which only had knowledge this in a core unit and mentioned child development in 1 optional unit.

4. PLAY IN OTHER RELEVANT QUALIFICATIONS

In Appendix ANALYSIS: OTHER QUALIFICATIONS TABLES 9 - 15

This section pulls together information on 2 further qualifications which meet the standard for childhood practice aimed at residential care workers, and 4 which are not childhood practice related but of interest. Two are Masters level courses, while two are specialist courses relating to playwork or play assessment processes. There is also Table 15, which is the Open University 2 courses for teaching assistants discussed in the Play in Education Section.

Summary Analysis Results: Table 9: Robert Gordon University: BA Social Pedagogy (Working with Children / Working with Adults) and Table 10: University of Strathclyde: The MSc in Advanced Residential Child Care

For both courses there was limited information but child development and care, global and contemporary issues are covered. The lifespace relates to the ecological environment. Play in itself is not mentioned in either course descriptor but could be assumed part of both developmental and therapeutic topics.

Analysis: Tables 11- 15 further non- childhood practice level qualifications

Summary Results:

Table 11: University of Strathclyde: Early Years Pedagogue: The course which is open to teachers and advanced childhood practice graduates contains all of the elements of the criteria developed to analysis the different types of play, play in learning and development, the play environment, children's rights, global and modern theories, children's languages and creativity and curriculum such as Te Whariki. It brings in the concept of risky play, child agency and choice, all relevant for the play and playwork as well as the child development and learning foundation. This course fits the evaluation criteria exactly. Although it does not say it maps on to the Standard for Childhood Practice, it looks as if it could do so very well.

Table 12: University of Gloucestershire; Professional Studies in Children's Play (Masters)

As expected this is specialist on the topic of play and playwork, but also covers related fields such as physical activities and creative arts and leisure. The Play, playwork and play environment are well covered, with links to social studies of childhood, and a look at diverse aspects of play and play theory which could also then further link with child development. The Advocacy module brings in the underpinning knowledge of how to influence and this could apply to promoting children's rights to play, and supporting playwork as a profession.

Table 13: Leeds Beckett University: BA (Hons) Playwork

Including children's rights, and wider global perspectives, and the play environment, this course is specialist to play and playwork and contains wider elements of child development in terms of linking the topic of children in society, and, of course, how children develop through play. It does not link to formal learning and curriculums but may to creativity (but that was not clear).

Table 14: Professional Development Award (PDA) in: Strategic Planning for Play at SCQF level 8

This is a specialist qualification aimed at planners and policy makers in terms of assessing the sufficiency of play and influencing strategic decision making and policy relating to play spaces, including children's own views on play. As such, this is very strong on the play environment (in the ecological sense) and children's rights to play.

Table 15: Certificate of Higher Education in Supporting Teaching and Learning in Primary Schools and Diploma of Higher Education in Primary Teaching and Learning

Although this is a qualification for working in schools the relevant units above are rich in play across all the different criteria, including bringing in play types the difference between a child's self-directed play, or adult-directed, as well as the play and learning environment, including creativity, indoors and outdoors. The importance of play to children's learning and development, including their wellbeing and highlighting the fun, happiness and enjoyment to be obtained from play, is stressed throughout.