Perspectives on Children's Play in a Refugee Camp

Heldal, Marit

doi:10.1007/s10780-021-09442-4

Cited by 2 publications

(1 citation statement)

References 9 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…This resulted in the inclusion of two additional full-text studies based on eligibility criteria (Kurt & Özgün, 2023;Mukherjee et al, 2023). The search string was constructed using a combination of keywords and subject terms following initial scoping exercises by the first author within previous reviews and seminal research in the field (Breathnach et al, 2017;Brett et al, 2002;Goodhall & Atkinson, 2019;Heldal, 2021;Howard, 2002;Izumi-Taylor et al, 2017;Olafsdottir & Einarsdottir, 2019;Pollock et CHILD PERSPECTIVES ON PLAY 5 al., 1997;Pyle & Alaca, 2018;Theobald et al, 2015;Wu, 2019) in addition to extensive pilot searching and exploration of the thesaurus function across relevant databases. The terms were divided into three primary sets based on the P-E-O model (Boland, Cherry & Dickson, 2017): terms that focused on the targeted population (children), exposure or interest (play), and outcomes or themes (perspectives, conceptualisation and understanding) and a consistent search strategy was adopted for each database (Syntax presented in Appendix C).…”

Section: Search Strategymentioning

confidence: 99%

‘Understand More What We Do’: A Review of Children’s Perspectives of Play in Education

O'Keeffe,

McNally

2024

Preprint

View full text Add to dashboard Cite

Background: Play is an essential part of children’s lives yet remains notoriously difficult to define. Understanding children’s perceptions of play is crucial in order to improve the measurement of play across studies and support the development of new hypotheses on play and learning. Aims: This review sought to (1) map research that has examined children’s conceptualisations of play, (2) identify methods used to elicit children’s perspectives, (3) summarise findings, (4) identify gaps within existing literature, and (5) make recommendations for future research. Methods: A scoping review methodology was used in consultation with 49 children (23 male; 26 female) aged 5 to 11 years in primary schools in Ireland. Data from the literature were extracted and summarised, and findings were thematically synthesised. Data from the child consultations were thematically analysed. Results: 42 peer-reviewed studies met the inclusion criteria. These varied widely in study characteristics, research questions and methods. Overall, children identified play as social and fun with affective qualities. Autonomy and agency was viewed as integral to play, which also often involved the outdoors, toys, games and physical activity. Finally, children viewed play as creative, as something that could co-occur with learning, and that often had adult involvement. Children with disabilities were largely under-represented in the literature. Conclusions: The findings of this review have significant implications for play policy which has primarily been framed by adults’ conceptualisations of play. Conducted in consultation with children, this review reveals a keen appreciation by children of play as valuable, nuanced and complex.

show abstract

Section: Search Strategymentioning

confidence: 99%

‘Understand More What We Do’: A Review of Children’s Perspectives of Play in Education

O'Keeffe,

McNally

2024

Preprint

View full text Add to dashboard Cite

show abstract

10. Digital Heroes of the Imagination

Renel¹,

Thom²

2023

Play in a Covid Frame

View full text Add to dashboard Cite

Touretteshero is a disabled- and neurodivergent-led company. Our mission is to create an inclusive and socially just world for disabled and non-disabled people through our cultural practice. Covid-19 created significantly increased barriers to meaningful inclusive play opportunities for many disabled young people in the UK. This was evident in the closure of adventure playgrounds and the changing landscape of special educational needs and disability provision and policy in response to the pandemic. Within this context, Touretteshero partnered with the National Youth Theatre to design and deliver Digital Heroes of the Imagination (DHOTI). DHOTI is a radical disabled-led play project combining inclusive practice training for young creatives, distribution of creative resources to learning disabled young people, and hybrid digital-physical play sessions for disabled young people. This chapter reflects on the existing practices of inclusive play and considers how discourses of risk, resilience and the right to play are renewed by new forms of disabled-led play that emerged during the Covid-19 pandemic. In sharing key processes and learning from DHOTI and foregrounding disabled young people’s experiences, the chapter considers the creative and critical implications of the pandemic for inclusive play theory, education and practice.

show abstract

Perspectives on Children's Play in a Refugee Camp

Cited by 2 publications

References 9 publications

‘Understand More What We Do’: A Review of Children’s Perspectives of Play in Education

‘Understand More What We Do’: A Review of Children’s Perspectives of Play in Education

10. Digital Heroes of the Imagination

Contact Info

Product

Resources

About