Abstract
Building upon a recently published study that investigated the contours/lines of force that shape the moral geographies of playgrounds through management and supervision process, this chapter raises questions for supervising teachers to consider about how and why they make the decisions they do about children’s play and the consequences of their decisions. It also questions choices to control students’ play by establishing rigid boundaries and instead discusses positioning students in decision-making roles where teachers have opportunities to mentor these processes rather than dominate them. By reporting on supervising teachers’ play ‘biases and agendas’, teachers may be encouraged to reconsider the play they observe in a new light, thus increasing play opportunities for students and increasing their health and wellbeing .
‘…uncovering the impact of interactions between teachers and school students’ playground activities reveals moral geographies worthy of investigation’
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Chancellor, B., Hyndman, B. (2017). Adult Decisions on Students’ Play Within Primary School Playgrounds. In: Hyndman, B. (eds) Contemporary School Playground Strategies for Healthy Students. Springer, Singapore. https://doi.org/10.1007/978-981-10-4738-1_4
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