The interruption and deconstruction of lure through ‘play fake’ behaviours using the en vivo time-phased intervention methodology to affirm children’s agency when under online predatorial duress

Citation

Murray P, Murray A & Howells K (2025) The interruption and deconstruction of lure through ‘play fake’ behaviours using the en vivo time-phased intervention methodology to affirm children’s agency when under online predatorial duress. Education: Insights from practice for policy (poster conference), Cholmondeley Room, House of Lords, Westminster, London, 21.01.2025-21.01.2025. Education: Insights for Policy from Practice and Research. The Centre for Research into the Education of Marginalised Children and Young Adults (CREMCYA). https://www.stmarys.ac.uk/events/2024/insights-from-practice-for-policy-poster-conference

Abstract
Antecedents of behaviours associated with play have been linked with the ‘seeking system’, a primary process evolved from a mammalian need for survival (Wright & Panksepp, 2012). This neurobiological activity encases instinct & intuition & evolves to curiosity. A case is made for working alongside this inquisitive driver to support a child’s natural development through play which is activated in real world & arguably replicated by/in aspects of virtual play. To build decision making capability, resourcefulness & resilience for a child’s playtime online, a metacognitive design is adopted where metacognition concerns the capacity of awareness of cognitive processes & their regulation (Fleur, Bredeweg & van den Bos, 2021). By implementing the (adapted) en vivo methodology (Murray, 2006; 2020), a dynamic phase characterised by contextual uncertainty for the child subjected to intrapersonal instability due to online susceptibility, will be carefully reviewed. This will be used to collate salient online experiences with a view to designing a workshop to (further) equip play caretakers in their facilitation of children's safe online play, and to underpin the development of a child's agency via their critical thinking skills in the role of play participant.

Notes
The Centre for Research into the Education of Marginalised Children and Young Adults (CREMCYA).

Journal
Education: Insights for Policy from Practice and Research. The Centre for Research into the Education of Marginalised Children and Young Adults (CREMCYA)