Let’s get messy!
Leeanne Casey, Siobhán Prendiville · 2020
In this chapter we hope to explore the use of messy play in early childhood education settings, including both pre-schools and more formal primary schools. The chapter will introduce Leeanne’s dissertation research “Let’s Get Messy! A Study Investigating Pre-school Practitioners and Primary School Infant Teachers Perceptions on the Benefits and Barriers of using Messy Play”. The chapter will initially outline what led Leeanne to this area of research and will then continue to highlight her main research findings. These include: Pre-school practitioners and infant teacher’s perceptions on the developmental benefits of messy play. The barriers that prevent preschool practitioners and infant teachers from using messy play in their rooms. The frequency of opportunities provided to children to engage in messy play activities within their rooms. The different types of messy play provided to children. The nature of adult intervention when children engage in messy play. The role of contextual factors such as age, gender and culture on messy play.