Children’s playfulness across perspectives: a child-inclusive study of playfulness: a multi-methods investigation in a playwork-informed setting

Three studies examine the perspectives of parents, childcare staff, unfamiliar observers, and children themselves. Study One explores inter-rater agreement using Barnett’s (1991) Children’s Playfulness Scale, finding greater consistency within adult groups than between them, and with parents tending to rate their children’s playfulness higher than other reporters. Study Two incorporates child self-report using a modified scale showing construct validity, as well as meaningful links between children’s perceived autonomy and self-reported playfulness.

Study Three uses qualitative, child-centred methods to explore children’s definitions and experiences of playfulness, highlighting emotional states, environmental influences, and Playwork practice. Together, these studies offer a nuanced, child-inclusive account of playfulness, and demonstrate the value of integrating diverse perspectives. The findings advance developmental and interactionist theories of playfulness as a dynamic, versatile trait, offer methodological contributions to multi-informant assessment, and inform Playwork theory by evidencing the role of autonomy-supportive environments in fostering children’s playfulness. <br><br><i>Thesis is embargoed until 31 July 2027.</i>