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 for Policy from Practice and Research. This poster conference and information exchange event at the House of Lords on 21st January 2025. The event is an opportunity for educators to share their insights about key educational issues, and what could be done at policy level to address them. <br /><br />Attendees will include, educators, community based organisations, charities and special interest groups, members of Parliament and the House of Lords. The event takes place in the Cholmondeley room overlooking the Thames. There will be no speeches or formal presentations, interested parties will browse the posters and chat informally.<br /><br />Abstract<br /><br />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 aspects of virtual play.<br /><br />To build 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 aimed at (further) equipping play caretakers in their facilitation of children's safe online play, and to underpin the development of a child's agency in the role of play participant.