Teaching Social Responsibility: Feasibility of the Right to Play Playbook

Abstract

This qualitative case study explored the effectiveness of the Right To Play Learning to Play: Playing to Learn (Playbook) educational resource on fostering social responsibility in a single class of grade six/seven boys and girls.  A secondary objective of this study was to examine the teacher’s perceptions of the sustainability of the Playbook as an effective educational resource.  Data collection methods included focus group interviews with students, samples of student work, teacher interview and journal entries, and observational field notes.  Data were analyzed using constant comparison.  Findings suggested that the Playbook learning activities provided the students with opportunities to practice building positive relationships, communicate in various forms, develop cooperation and teamwork skills and recognize and discuss issues of social justice.  Comments and journal entries made by the teacher highlighted the Playbook as being a sustainable educational resource.