Award in Child Participation through Play in Nonformal Educational School Setting | Malta Foundation for the Wellbeing of Society

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Title: Award in Child Participation through Play in Nonformal Educational School Setting

MQF/EQF: 4
ECTS: 2

Mode of Delivery: A combination of face-to-face lectures, presentations, workshops, case studies, cooperative work literature and resources.

Programme Duration: 1 Month

Languages of Instruction: Maltese and English

Accreditation Category: Further education course/programme

Course Description

This award is designed to enable individuals working or interested in working in non-formal education settings such as playworkers at Summer Schools and Club 3-16 programmes to understand and empower children to participate in decisions affecting them.

Children’s rights to participation and freedom of expression, as outlined in the United Nations Convention on the Rights of the Child (UNCRC), are central to the course. Children have the inherent right to be listened to, to express their views freely, and to participate in activities that have an impact on their wellbeing and development.

These non-formal school settings provide an ideal opportunity for children to engage in collaborative, consultative or child-led play and activities, enabling them to express their opinions, make choices, and solve problems through play. Opportunities for children to actively participate in their school educational settings, especially in decisions related to their learning, are often overlooked.

This course thus seeks to address such gap by providing playworkers with practical and theoretical tools to foster an environment of empowerment where children are not merely passive recipients of care but active participants in shaping their experiences. By focusing on non-academic, extracurricular activities, this course empowers playworkers to allow children to express themselves freely through play, art, drama, sports, and other forms of creative engagement. These activities provide a natural space for children to exercise their rights to express opinions, make decisions, and engage in collaborative processes that shape the direction of their play.

The participants will learn how to facilitate consultative, collaborative and child-led activities, create supportive environments, and manage group dynamics that encourage the full participation of all children. They will also explore the challenges and barriers to child participation, how to navigate them, and how to empower children to overcome obstacles in both individual and group contexts. By the end of the course, participants will be wellequipped to implement child-centred approaches that respect and amplify children’s voices, ensuring they are actively involved in the planning and execution of non-formal play activities.

Total Contact Hours: 10

Self-Study Hours: 15

Assessment Hours: 25

Total Learning Hours: 50

Learning Outcomes

Learning outcomes

Learning outcomes for overall programme

1. Develop a strong understanding of children’s rights to participation and expression.

2. Identify key strategies to create environments that encourage collaborative, consultative and child-led activities and decision-making during play and other activities.

3. Apply these strategies to plan, facilitate, and evaluate child-centred activities in Summer School and Club 3-16 programmes.

4. Enhance their ability to guide, support, and empower children to actively participate in decision-making processes.

5. Gain practical tools to adapt and design play activities that cater to the diverse needs and interests of children.

6. Improve skills in managing group dynamics, conflict resolution, and supporting children’s autonomy and voice during play and activities.

Competences

At the end of the module/ unit, the learner will have acquired the responsibly and autonomy to:

a) Collaborate with children to co-create activities that align with their interests, ensuring their views and ideas are incorporated into the planning process.

b) Guide children through the process of activity development, offering support and encouragement while respecting their autonomy and decisions.

c) Supervise group dynamics and monitor participation, ensuring that all children are equally included and encouraged to express their views.

d) Advise children on how to handle challenges or obstacles they may encounter during activities, fostering problem-solving skills and resilience.

e) Negotiate with children to help them navigate disagreements or conflicts in group activities, ensuring that all voices are heard and respected.

Knowledge

At the end of the module/ unit, the learner will have been exposed to the following:

a) Demonstrate an understanding of children’s rights to participation as outlined in the UN Convention on the Rights of the Child (UNCRC), particularly Article 12, and describe the impact of child participation on children’s wellbeing, autonomy, and overall development.

b) Identify the key principles of consultative, collaborative and child-led participation and how these principles apply in the context of play and extracurricular activities.

c) Discuss how children express their ideas, preferences, and emotions through participation and play.

d) Promote the creation of environments that encourage children to voice their opinions, make decisions, and express themselves in play-based contexts.

e) Develop an understanding of how – through their role as playworkers –, they can empower children through democratic interactions and offer opportunities for children to influence the direction of their activities.

Skills

· Module-specific learner skills

· Module-specific digital skills & competencies

At the end of the module/ unit, the learner will have acquired the following skills:

a) Apply strategies to facilitate child participation in decision-making during play and extracurricular activities such as music, sports, crafts, drama and arts.

b) Design activity plans that incorporate collaborative, consultative and child-led decision-making that allow children to take ownership of the process.

c) Arrange collaborative activities that foster group decision-making and encourage children to work together to develop creative solutions.

d) Create a supportive environment where children feel comfortable expressing their ideas, preferences, and emotions.

e) Create an activity to meet the needs of different children, ensuring all children have the opportunity to participate and succeed.

Module-specific learner skills

At the end of the module/ unit:

a) Playworkers will gain the ability to support children in making decisions during activities, guiding them to understand the consequences of their choices while ensuring that their voices remain central in the decision-making process.

b) Playworkers will be skilled in fostering creativity among children, encouraging them to think outside the box and explore solution s to problems on their own or collaboratively. This includes giving children the tools and the freedom to design, build, or create new activities.

c) Participants will learn to apply various positive reinforcement techniques to encourage and affirm children’s efforts and achievements. This promotes confidence, boosts participation, and helps children feel valued and capable.

d) Playworkers will learn together feedback from children about their activities, and use it to inform their planning for future sessions. This helps to refine the approach to child participation and ensures that the children’s voices are continuously integrated into the development of the programme.

Module-specific digital skills and competencies

At the end of the module/ unit:

a) Playworkers will be able to create and maintain digital portfolios that showcase the growth, achievements, and contributions of children during activities. These portfolios can include photos, videos, and written reflections that document children’s participation, helping to highlight their voices and progress in a digital format.

b) Playworkers will be able to use digital tools (e.g., tablets, cameras, apps) to document children’s involvement in activities, capturing their ideas, decisions and creations. They will learn how to store and share these records with parents, colleagues, and the wider school community to showcase children’s input and progress.

Requirements

The students must be in possession of any 3 O levels and a school leaving certificate. The target group for this award are Play Workers in summer schools and Club 3-16 programme

Assessment Methods

Role play of activity – 60%
Reflective journal – 40%

Grading System

Pass mark: 45

Grading system as per below:

Mark Range	Grade
90%-100%	A+
80%-89%	A
75%-79%	B+
70%-74%	B
60%-69%	C+
55%-59%	C
50%-54%	D+
45%-49%	D
0%-44%	F

Reading List

Core Reading List

Canning N. Implementing an empowerment framework: The significance for Children’s play environments and reflective practice. Education Sciences. 2022;12(8):556.
Lundy, L. (2005) ‘Voice’ is not enough: conceptualising Article 12 of the United Nations Convention on the Rights of the Child. British Educational Research Journal, 33 (6), 927-942.
Satariano, B. (2023). A toolkit for promoting child participation. The Malta Foundation for the Wellbeing of Society.

Supplementary Reading List

Pramling, Niklas et al. Play-Responsive Teaching in Early Childhood Education. 1st ed. 2019. Cham: Springer International Publishing, 2019. Web.
Schnoor, O. (2013). Early childhood studies as vocal studies: Examining the social practices of ‘giving voice to children’s voices’ in a crèche. Childhood, 20(4), 458-471.

Registration and Fees

For registration or further information, please send an email on: info@mfws.gov.mt

Next intake dates: TBC (To be Confirmed)

Course Fees: TBC (To be Confirmed)

About the Awarding Body

The Malta Foundation for the Wellbeing of Society became a licensed higher education training institute in June 2024.

Licence Type: Further and Higher Education Institution

Licence Number: 2024-021

Location
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