Learning through Playing in Higher Education: Promoting Play as a Skill for Social Work Students

Ayling, P. (2012) Learning through Playing in Higher Education: Promoting Play as a Skill for Social Work Students. Social Work Education, 31 (6). pp. 764-777. ISSN 02615479 (ISSN)

Full text not available from this repository.


This article discusses the potential benefits of using play-based methods of teaching and learning to support social work students in their communication skills with children and young people. The existing literature on teaching communication skills with children to social work students will be briefly reviewed and arguments presented for the inclusion of play-based methods as a legitimate area of practice. The article will identify several techniques for use with students to promote play-based skills development in communicating with children. It will argue for the specific character of play, both in enhancing students' learning but also in helping to shape the quality of their future interactions with children, young people and adult service users. Some advantages and limitations of these methods will be reviewed. Finally, implications for possible future research in this area will be identified. © 2012 Copyright Taylor and Francis Group, LLC.

Item Type: Article
Identification Number: https://doi.org/10.1080/02615479.2012.695185
September 2012Published
Uncontrolled Keywords: Communication Skills with Children, Direct Work, Learning Styles, Play, Reflective Practice, Social Work Education
Subjects: CAH15 - social sciences > CAH15-04 - health and social care > CAH15-04-01 - social work
CAH22 - education and teaching > CAH22-01 - education and teaching > CAH22-01-01 - education
Divisions: Faculty of Health, Education and Life Sciences > Centre for Study of Practice and Culture in Education (C-SPACE)
Depositing User: Hussen Farooq
Date Deposited: 26 Jan 2017 14:54
Last Modified: 03 Mar 2022 17:01
URI: https://www.open-access.bcu.ac.uk/id/eprint/2242

Actions (login required)

View Item View Item


In this section...