Differences in adult-child interactions in playful and formal practice conditions: An initial investigation

This paper draws on research evidence to show that there are distinct differences in adult-child interactions when an adult is present in a situation compared to when an adult is proximal to a situation. Previous research has demonstrated the links between playfulness and learning when children are allocated to playful rather than formal practice conditions. These conditions are created through the manipulation of cues that children use to define play and not play activities. Using a similar experimental paradigm, this study demonstrates that the cue of adult presence has a significant effect on adult-child interactions. In both playful and formal practice situations, an adult being present rather than proximal, leads to significantly lower levels of performance. Findings are discussed in relation to the emphasis on play within early years education and the role of adults in supporting this play.