Children’s playfulness across perspectives: a child-inclusive study of playfulness

: a multi-methods investigation in a playwork-informed setting

Abstract

Playfulness is a vital yet underexamined dimension of childhood, linked to healthy development and outcomes like creativity, emotional regulation, and social development. While the concept of play has been a consistent point of interest in developmental psychology, trait playfulness, has received comparatively little empirical attention. Existing research on both concepts often relies on adult reports or structured observations, with little consideration of inter-rater discrepancies or children’s own perceptions. This thesis addresses these gaps through a multi-informant, multi-methods investigation of children’s playfulness (ages 6-11), grounded in an interactionist theoretical framework. In this way, playfulness is conceptualised not only as a dispositional trait, but as a contextually sensitive phenomenon. Conducted in partnership with a Playwork childcare setting, the research also speaks directly to Playwork theory and practice, positioning child-centred practices at the core of this thesis and working to bridge the gap between academic investigation and professional practice. 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.

Thesis is embargoed until 31 July 2027.

Date of Award	Jul 2026
Original language	English
Awarding Institution	Queen's University Belfast
Sponsors	UK ESRC NINE Doctoral Training Partnership
Supervisor	Jocelyn Dautel (Supervisor), Stephanie Burns (Supervisor) & Laura Taylor (Supervisor)