The experience of 'playtime' is key to the perspective of younger learners in the UK context: ‘when asked about their school day, experiences on the playground often figure more than in-class expe-riences in their responses (Mulryan-Kyne: 377). This paper presents the findings of a small scale study of playgrounds and playtimes drawing on research conducted by student teachers as part of their first practicum. The main foci of the study were: • what playtimes mean to children and their teachers • how playtimes are managed – what is and is not deemed appropriate; • use of play space by pupils and how this is formalised (or not) The research sought to gather information about school playgrounds: layout, materials used, activi-ties encouraged, allowed and carried out. The research explored pupils’ and teachers’ attitudes to playtimes; the rules imposed by teachers and schools; time and opportunities available at playtimes. Data was gathered by the student teachers from 22 classes of pupils aged between 5 and 11 years old using a variety of research methods centered on children's experience. Methods included annotated plans of playgrounds to establish where children play and what they play; attitudinal questionnaires; and semi structured interview prompts for teachers to complete prior to discussion. Dialogues with student teachers were held as part of a reflective practitioner module seven weeks after the initial practicum was completed exploring the main themes as outlined above. A key consideration is the design, organization and use of the outdoor space to facilitate desirable behavior and activities, while hindering undesirable pupil action. We discuss the extent to which negative behavior is minimized through ‘policies that restrict the freedom of children to interact and engage with peers in the playground?’(Mulryan-Kyne: 389). Finally, we reflect on the potential for pupil participation in subsequent development of the spaces and practices of playtime.

Blundell Jones, P., Petrescu, D. and Till, J. (2005) (Eds) Architecture and Participation, Abingdon / New York: Spon Mulryan-Kyne, C. (2014) The school playground experience: opportunities and challenges for chil-dren and school staff, Educational Studies, 40:4, 377-395 Woolner, P. (2015) (Ed) School Design Together Abingdon: Routledge