Exploring the impact of music on the play experiences of children and young people with Profound and Multiple Learning Difficulties

'Every child has the right to engage in play,' (UNCRC: Article 31, 1989). Play, a fundamental basic right, is frequently neglected as a priority for learners with Profound and Multiple Learning Difficulties (PMLD). Individuals with PMLD explore the world in unconventional ways meaning that opportunities presented for conventional play are difficult to access and frequently obsolete. However, evidence suggests music and vocal-play appears highly motivating and fundamental to the well-being of individuals with PMLD. This research will investigate and evidence the impact of using music as a medium to facilitate play, and develop a framework of guidelines and principles for teaching staff to embed Musical Play within their practice.

Research Questions:
1. What is the impact of Musical Play on the engagement and playfulness of learners with PMLD?
2. Does Musical Play impact on peer awareness and peer play for learners with PMLD?
3. What effect does the use of Musical Play have on staff attitudes and confidence levels when facilitating play for learners with PMLD?

Research Methods:
Through action research the principles of Musical Play will be defined, trialled and evaluated, until a functional and practical intervention tool is developed. This tool will be implemented across three settings for learners with PMLD; Primary (5-11yrs), Secondary (11-19yrs) and College (19-25yrs). Teaching staff, with no expertise in music, will be trained in the principles of Musical Play before the intervention is implemented. Results will be analysed to consider the impact of the intervention on both learners and staff across the settings.

A substantial evidence base on the impact of the intervention will be collected through multiple research methods.

Data collection strategy:
- Participants: - Up to 30 individuals with PMLD (10 per setting)
- Teaching staff supporting individuals with PMLD (i.e. teachers, learning support practitioners, other therapists) 5-7 members of staff per setting (up to 25 in total).

Questionnaires: Pre and post-intervention, to establish and consider trends in staff attitudes towards supporting play for learners with PMLD. Comprising of closed-ended questions, on the subject of play and music, and open-ended questions, for staff to express their views and elaborate on their responses. Data from pre and post questionnaires will be compared and relationships between the two sets of data considered.

Focus group interviews: held throughout the intervention to increase the depth of data collected and gain a greater understanding of the impact of the intervention on staff, supporting attitudes and perceptions of play. The inductive approach of the constant comparison method will be used to analyse themes within the transcriptions of the focus group interviews; data captured will remain reflective of the contributors.

Video evidence: collected from a number of Musical Play sessions with each learner; recording the social outcomes of the intervention, offering a multimodal record of events and providing the opportunity to revisit the footage numerous times. Video evidence will provide data for all participants.

Significance of research:
To improve the well-being and quality of life for learners with PMLD we must equip teaching staff with the skills needed to facilitate access to meaningful and engaging play opportunities. Outcomes of this research may reframe perceptions of, and access to, play for learners with PMLD. The outcomes of this study will inform the practice of all those working with, or supporting, individuals with PMLD of all ages, and has the potential to be relevant to practice and influence policies on a global scale.