Following my presentation at Playing Out’s webinar on safe streets, here, all together, are the documents which explore the issues I discussed in more detail:
With Wendy Russell, an article on The Developer which makes the case for securing greater, safer access to streets for children during the covid-19 crisis.
Also with Wendy, and in conversation with Playing Out, Adrian Voce, Tim Gill, and Ludicology, a shorter briefing document for central government, local authorities, and other partner organisations – please feel free to share this one widely.
I like to think we know our street pretty well, the people and places on it, the camber of the road, the front gardens and street trees (since she was little my daughter always called one end of the street ‘the tree way’).
Yet, in recent days and weeks, we’ve had more time to spend on our street and its neighbours, and we’ve been able to explore on foot, on scooter and on bike. We’ve not been limited to just three hours a month without the incessant flow of cars (though we still encounter cars, paying little attention to those they now share the roads with and speeding in 20mph zones).
Today, we scooted. We noticed which streets are smoother and which make our hands wobble and our voices tremble when we chat. We try it out and warble to each other. We spotted the places where can move onto and off the pavements easily and without incident. We misjudged this more than once and our scooters whacked our shins, hard. We bumped over or zoomed round the potholes.
We scooted over, over and over again, the drain covers and looked at and felt the different iron patterns, the noises they made, the sensations on our feet.
We scooted down the white lines, to the white lines, noticing the smoothness of the line and we thought about what the white lines do.
We trundled over cobbles, peaking through the tarmac, and talked about what our streets would have been like when they were first built.
We heard the bird in the neighbour’s flowering cherry and we tried to work out what it was.
We spotted six ladybirds on three bollards, and wondered why they liked them so much (the sun, the texture, the warmth? – there weren’t any on the matching bollards at the other end of the street).
And we met some neighbourhood rabbits. And a lot of neighbourhood cats.
And, of course, we talked and waved to neighbours, who we passed on our streets and pavements, with scooters, buggies, Peppa Pig hats, dogs, and bags of shopping, and in their front yards or on their doorsteps, some we knew, some we didn’t.
Who’s that? asked my daughter, everytime I said hello to anyone. Where do they live?
Here, I said. They’re our neighbours, these are our streets.
(And then I tried to explain why I wanted so many pictures of drain covers and white lines.)
This blog was inspired not only by my time in my neighbourhood, but by regular and wide-ranging conversations, in all sorts of forms, with Wendy Russell, Alice Ferguson and Ingrid Skeels, and by Penny Wilson’s beautiful post on her London street.
It also connects to my ongoing research: as I’ve already explained on here, I’m supposed to be researching play on streets at the moment, a task now both trickier and more fascinating. One of the questions I’m supposed to be exploring is: how regular playing out intensifies children’s and adults’ connection to the objects and materialities of the street itself, through hanging out on and exploration of its kerbs, roads, pavements, trees, walls, and other affordances. Our lockdown experiences of our streets, for me, intensify this very question.
This short briefing paper by Professor Alison Stenning and Dr Wendy Russell explores the evidence for families with children to be allowed greater access to very local neighbourhood space, to allow children to play safely within physical distancing rules – through changes to residential streets that might include, for example, speed limits, road-pavement ratios, and user priority.
Unlike so many of my hardworking colleagues who are rapidly having to ‘pivot’ to online teaching and support their students online through challenging personal and academic times, I’m currently on a Leverhulme Research Fellowship. This brief blog is my attempt to get my head round this and start to work out, in these new circumstances, what on earth I can do for the next six months (until I’m due back teaching).
With a focus on organised playing out sessions on residential streets, I’m supposed to thinking about the following questions:
how play creates a potential space for new and
creative relationships between neighbours of all ages
how regular playing out intensifies children’s and
adults’ connection to the objects and materialities of the street itself,
through hanging out on and exploration of its kerbs, roads, pavements, trees,
walls, and other affordances
how the radical potential of play might open up
debates around the place and value of relationships in our everyday lives;
how these explorations around play and relationships
map on to developing policy debates around community, loneliness,
intergenerationality, and belonging.
In short, my work at the
moment is focused on thinking about the relationships between play, neighbours
I received ethical
approval for my fieldwork, to be based on observational and participatory research
on streets across the UK, just as the coronavirus crisis hit, as universities
withdrew support for all travel, and, then as the national lockdown was
introduced. I can’t travel around the UK and streets will most likely not be
playing out anyway, if they adhere to current guidance. So, I won’t be spending
time on streets as they play out this spring and summer.
Yet, the relationships
between play, neighbours and streets seem to be both all the more important and
all the more complicated. As the coronavirus crisis and the lockdown have enforced
new conditions for social contact, for the use of public space, and for the
everyday lives of children and adults, my research questions seem both critical
and almost impossible.
Of the many emergences in recent weeks, we have seen thousands of examples of neighbours connecting to support each other through notes distributed to letterboxes, through Facebook and WhatsApp groups, and through more formally organised mutual aid groups. This has happened on streets across the country (and of course elsewhere) but it certainly happened rapidly and fairly straightforwardly on streets that were already connected through play, where the intimate social infrastructures of neighbourhood connections already had names and faces attached. Our recent research on streets that play out found that an amazing 95% of respondents felt that they knew more people because of playing out sessions and 86.7% felt that their street felt friendlier and safer. We concluded that these connections support everyday contact and conviviality, friendships between adults and children, the exchange of help of all kinds, and a range of other neighbourhood activities, and we have seen these relationships develop and transform in recent weeks. But we also know, of course, that these connections are uneven and that they can be unwelcome and exclusionary, so there are many critical questions to be asked about this blossoming of neighbourhood support, its value, and its impacts.
At the same time, our streets have been transformed by the restrictions of non-essential movement – car traffic has dropped enormously. The car has been parked, literally and metaphorically, and streets have quietened. In some places, there have been reports of speeding as the awkward few seek to take advantage of the situation, but in many instances, streets have been reclaimed by cyclists, families walking, to the shops or for exercise, runners, old and young, dog walkers, and children on scooters. The empty spaces of the street invite us to facilitate social distancing by using the whole of the street, not just its margins. In some ways, children and their families become paradoxically more visible on our streets, even in a time of lockdown, as they take their approved breaks from home-schooling to get daily fresh air and exercise. As I watch my street from my desk, most of the passers-by are parents with children, walking, running, scooting, cycling and in buggies. It is not like this in more normal times. Yet, the roads do still belong to cars and this remaking is both partial and precarious. Cycling and walking campaigners are increasingly asking that these changes be recognised and valued, as life eventually returns to normal, so that we can secure more permanently safer passage on our streets for pedestrians and cyclists. For those who dwell on streets – and especially children, families and the more vulnerable – we might also push harder the more challenging questions about how we could use street spaces better for all those who live and play on them and those who move through them, questions about who has the possibility and the right to spend time on and occupy our residential streets.
We also see a proliferation of playful acts between neighbours – from Italian and Spanish apartment residents singing in impromptu balcony choirs, to children’s painted rainbows appearing as signs of hope and developing into #rainbowtrails, to window bear hunts inspired by Michael Rosen, to hopscotch grids and other chalk art on pavements. The desire to connect through play – even at a distance – reflects the critical importance of play, for children and adults. As many play theorists have argued, we often make connections through play that we don’t make as easily otherwise. These acts then can be seen as evidence of our recognition that play facilitates connections and opens up new spaces for contact and for relationships. These acts would seem to be an attempt to remain social, to reach out, in a context where physically that is now extremely difficult. These playful signs, trails, sounds offer ways to hold a connection that is joyful and enlivening and that connects us as humans, even if we can rarely connect physically across the short distances that separate us. Those additional pedestrians, those families making the most of their time outside – who have space and time to linger and dawdle – stop to spot the rainbows or the teddy bears and make a brief, remote connection to their neighbours, perhaps also waving through the windows too. But we can also identify critiques of these acts – they’re superficial, gestural – like the #clapforNHS – and they perhaps do too little to really transform the spaces and relationships of our everyday lives. Their appeal is immediate but their value is as yet unclear.
All these acts are all the more important as the spaces where we might otherwise connect and play are closed to us – schools, libraries, workplaces, each other’s homes, and, of course, playgrounds. Across the UK and beyond, playgrounds were one of the first casualties, as the social distancing guidance tightened, for fear of contact being too close and of contaminated swings and slides, as researchers evidenced the half-life of the coronavirus on different surfaces. The spaces and practices of outdoor play have been the subject of considerable debate amongst play activists since the crisis started, with a recognition that things could not continue as normal. Yet, there is also a recognition that space for outdoor play must somehow be protected, especially for those who do not have gardens, yards, or even balconies. As some municipal parks close for fear that social distancing isn’t being or can’t be maintained in such open, public spaces, others are calling for priority access to parks for children and their families. But what of our streets as spaces for play, especially in the context of falling traffic and their reclaiming by pedestrians and cyclists? Are there safe ways to advocate for outdoor play on our doorsteps that might alleviate some of the very real difficulties that a lockdown creates for families with children? And how might this rethinking challenge us again to reimagine where play takes place?
In all these myriad ways, my research questions are being brought into very sharp – but very different – focus. They are being refracted, reshaped, and challenged everyday, with new developments, new ideas and new practices. I am extraordinarily wary of attempting to capitalise on the covid crisis – but these questions of play, streets and neighbours are my job for the next six months. It would be utterly inappropriate too to ignore the changing circumstances and new challenges. How I refigure these questions in this context is a politically and personally difficult problem, complicated daily by the now more intense work of parenting and by the distractions and obstacles of life in a pandemic.
I know you always spot more of something when it’s on your mind (and I spend way too much time on “play” Twitter; indeed this post started with an idea for a tweet), but I have been struck in recent months and weeks by quite how much attention play is getting at the moment. From education, to government, the arts, health, and the environment, amongst many others, play and its potentials are being increasingly written about, promoted, and celebrated. Almost every day – and certainly every week – I see events and publications and interventions that explore or engage with play.
In no particular order (as Strictly might say), later this week the Wellcome Foundation launches a major exhibition on play and why its important for us, and Michael Rosen has published his Book of Play to sit alongside the exhibition, urging us all, children and adults, to make more time for play, of all sorts, in our lives, not least because “play seems to develop the qualities that we desperately need now”. Just last week, Rob Hopkins, founder of the Transition movement, released his new book, From What Is to What If and dedicated the first chapter to play, asking “What if we took play seriously?” and exploring play’s potential to open up creative futures for us and our planet. For Hopkins, “Whatever work we do to engage people in making change can be deepened and expanded if it has play at its heart. We need to play at living in the kind of world we want to create.” Play’s apparent potential to inject new ideas and energy into so many contemporary debates feeds into the promotion of play in all sorts of public debates. Speakers all over the country from diverse backgrounds – education and early years, therapy, the arts – appear at events to, amongst other things, encourage “play and games in adulthood” or to reclaim “play and creativity to enhance resilience“.
Alongside these more popular perspectives, a new academic journal has been launched dedicated to play in adulthood, and a forthcoming special issue focuses on the idea of the playful academic, exploring “playful attitudes, approaches and activities in learning, teaching and research”. This echoes increasingly common calls for the university to become more playful, indeed for universities to become playgrounds. As just one example of institutions promoting the academic study of play – often using playful methodologies – Cambridge University and the LEGO Foundation are advertising PhD studentships on the role of play in children’s education, development and learning, working with the much-feted LEGO Professor of Play, Paul Ramchandani, and his colleagues. This partnership is part of the LEGO Foundation’s wider commitment “to re-defining play and re-imagining learning to ensure children develop the skills needed to navigate an uncertain and complex world“. LEGO’s work in this sphere is part of the Real Play Coalition, an unlikely alliance, launched in 2018, of LEGO, Ikea, National Geographic and Unilever, “to create a movement that prioritises the importance of play as not something that only lets children be children, but as something that sparks the fire for a child’s development and learning”. Elsewhere, the ever-growing popularity of Lego Serious Play in both the corporate and academic worlds means that rarely a day goes by without a conference call with a LEGO session or social media images of children and adults using LEGO to explore and answer many of the tricky questions of the day.
In more concrete forms, the right to play where we live – whether that’s on segregated housing estates or on busy and polluted residential streets – has been the focus of campaigns of growing intensity in recent months, with support increasingly coming from government offices. The Department for Transport recently encouraged all local authorities to put in place policies for street play, while the Greater London Authority banned segregated play in future housing developments. In schools, campaigns to halt the reduction of break times have highlighted the loss of opportunities to play, and therefore, amongst other things, to exercise and build friendships. Playful interventions in public space, for children and adults, also seem to have blossomed in the last year or so – though I know many have been working tirelessly on these kinds of events for years and years – injecting a very visible and challenging playfulness into our cities and towns. And architects and urban planners are finding ways to create space for play in more permanent ways too, for example in the Stirling Prize-winning Goldsmith Street in Norwich which included in its design alleyways and green spaces for children’s play.
What many of these projects and events have in common – and there are many more examples I could have drawn on – is the idea that play has been driven out of our lives and out of the everyday spaces of our lives – homes, streets, schools, workplaces, and so on. They are not always clear – or in agreement about – what has caused play to be so undermined, but many highlight the role of technology, the metricisation of education, and the speed up and increasing precarity of worklife. And all are clear – and vocal – about what this loss means. The erosion of play in our everyday lives diminishes our potential for health and happiness, for creativity, for relationships, for imagining possible futures.
For some of these initiatives, personalities and perspectives, play promotes a radical reclaiming of space and time in the our increasingly corporatised, privatised, regulated, divided everyday lives. It suggests an alternative motivation to profit and power. Play can subvert the narrow logics of 21st century life, and it needs to be reclaimed for these reasons.
I agree with this view – the radical potential of play is enormous. But – and it’s a big but – there is also the potential for play to tamed and instrumentalised, for the rhetoric of play to become the new ‘creativity‘, legitimating austerity and colonising the spaces of our lives that need to be free, open – playful – and not drawn in to a logic of learning, development and ‘ideas’. We must remember that this same period has seen a rapid and dramatic destruction of spaces for play, as a direct result of austerity, and that this has happened against a background of decades of loss in the play and playwork sector.
There is much to be celebrated in all the attention play is attracting, but we need to be careful, and sceptical, too. The radical potential of play must be protected not tamed (and there are some, such as Gordon Sturrock and Matthias Poulsen, amongst many others, who have made this case much more consistently and convincingly than me).