2024-03-28T21:00:51Z
https://zenodo.org/oai2d
oai:zenodo.org:7230069
2022-10-21T06:21:50Z
user-p4playh2020
Michelle Bergin
2022-10-16
<p>A workshop was facilitated at the ENOTHE Annual Meeting in Tblisi Georgia. This workshop was based on the following abstract.</p>
<p><strong>Introduction</strong></p>
<p>Reflexivity, in(formed) by social change theories and embedded in cyclical processes of praxis is according to Irvine Brown et al (2022) also struggling to achieve transformative practice. The disconnect between Occupational Science intentions and practices thus perists (Irvine-Brown et al, 2022) despite critical ag(End)as to decolonize research and practice and examine unquestioned assumptions (Schiller et al, 2022). Post qualitative inquiry suggests that reflexivity merely recognizes what is already known and that research regardless of epistemological affiliation privileges method over new thinking (St. Pierre, 2016).<br>
<br>
I<strong>nquiry (Without Methods)</strong></p>
<p>In this workshop Occupational Scientists and Therapists will be invited to walk WITH theory, connect with Occupational Science inheritances, with post qualitative scholarly material extracts and the (un)familiar grounds of Tblisi State University (Springgay & Truman, 2017). Rejecting any separation of theorypracticemethod and troubling the language of moving beyond and existing possibilities, participants may with response ability, diffract knowledges that risk moving towards what has (not) yet been thought (Barad,2007)</p>
<p><strong>Agential cuts</strong></p>
<p>The workshop offers an opportunity to intra act with post qualitative inquiry and think WITH theory as an entangled ethical act of knowing and being, becoming and not becoming (St Pierre, 2016).</p>
https://enothe2022.exordo.com/programme/presentation/94
https://doi.org/10.5281/zenodo.7230069
oai:zenodo.org:7230069
Zenodo
https://zenodo.org/communities/p4playh2020
https://doi.org/10.5281/zenodo.7230068
info:eu-repo/semantics/openAccess
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Post qualitative inquiry, Thinking with theory, Occupational Science
Walking with theory (ists) "up for" diffracting practice ontologies
info:eu-repo/semantics/conferencePaper
oai:zenodo.org:6524757
2022-05-10T15:54:35Z
user-p4playh2020
Jansens, Rianne
Lynch, Helen
Olofssen, Alexandra
Prellwitz, Maria
2022-05-06
<p>The protocol describes the aim of the scoping review, the review questions, search strategy, and inclusion and exclusion criteria for selecting guidelines on designing public playspaces representing children’s participation. Further, the protocol explains how data charting will apply qualitative evidence synthesis with the ‘best-fit’ method framework synthesis. </p>
https://doi.org/10.5281/zenodo.6524757
oai:zenodo.org:6524757
Zenodo
https://zenodo.org/communities/p4playh2020
https://doi.org/10.5281/zenodo.6524756
info:eu-repo/semantics/openAccess
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Children's participation
designing playspaces
guidelines
The representation of children's participation in guidelines for designing a public playspace: Protocol for a scoping review and 'best-fit' framework synthesis of qualitative evidence.
info:eu-repo/semantics/other
oai:zenodo.org:10028572
2023-10-20T20:17:23Z
openaire
user-p4playh2020
Hart, Roger
Veiga-Seijo, Silvia
McKendrick, John
2023-10-20
<p>In this 'in conversation', we bring together two generations of play researchers to reflect on researching play across the years. Roger Hart is the recently-retired director of the Center for Human Environments and the Children's Environments Research Group at the Graduate Center at City University New York. There are two broad strands to his work. The first is a critical engagement with environmental policy-making, planning, and design through research with children, particularly those living in difficult circumstances. The second is a concern with children's right to be heard regarding their own development and the development of their communities. This has led to new approaches to listening to children to understand childhood and children. He has collaborated in many countries with international NGOs and UNICEF and has published books for UNICEF on children's rights to participate in decisions related to their lives and to the planning and design of their environments. He is currently completing a book, entitled, "Revisiting Childhood" involving a comparison of children's free time and play over two generations in one town that was originally studied in in his book "Children's Experience of Place" (1979). Silvia Veiga-Seijo is an occupational therapist from a rural village in Galicia, Spain. She received her degree in this discipline (BSc, 2016) and her Master's Degree in Health Care and Research (MSc, 2017) at the University of A Coruña, Spain. Furthermore, she completed a postgraduate degree (UNED, 2018) in education in non-violence, specifically focused on children and young people. Silvia became a P4PLAY PhD student in 2021 and is undertaking her studies at Queen Margaret University (Scotland) and University College Cork (Ireland). Silvia's research project is supervised by Dr. Sarah Kantartzis (Senior lecturer at Queen Margaret University, Scotland) and Professor Jeanne Jackson (University College Cork, Ireland); and supported by her advisor Theresa Casey. Her PhD studies aim to understand children's and community members' perspectives on developing a play-friendly community in a neighbourhood labelled as deprived in Scotland. Drawing upon a socio-critical paradigm, children and community-based ethnographic and participatory study is being conducted where children are co-researchers in the process of "co-living together." Silvia has created an Advisory Expert Group based on ELPA to co-develop the initial stages of the methodology. The project is in the stage of data generation.</p>
https://doi.org/10.5281/zenodo.10028572
oai:zenodo.org:10028572
Zenodo
https://zenodo.org/communities/p4playh2020
https://doi.org/10.5281/zenodo.10028571
info:eu-repo/semantics/openAccess
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IPA Conference, 22nd International Play Association Triennial World Conference, Glasgow Caledonian University, Scotland, 06-09 June 2023
Purposively Researching Play across the Generations
info:eu-repo/semantics/lecture
oai:zenodo.org:10028527
2023-10-23T08:50:22Z
openaire
user-p4playh2020
Veiga-Seijo, Silvia
Casey, Theresa
Humble, Susan
James, Ethan
Jackson, Jeanne
Kantartzis, Sarah
2023-06-06
<p>Making children's right to play real requires us to bring research, practice, and policies together to understand and demonstrate the significance of play occupations in children's lives. Although a well-known challenge, where the importance of play sometimes remains 'hidden', collaboration between research and practice is pivotal to bridging the gap and enacting children's right to play. In the European P4PLAY programme, a doctoral student had the opportunity to build research with a local organisation, East Lothian Play Association. The research aims to understand children's and community members' perspectives for a play-friendly community in a deprived community of East Lothian, where children are co-researchers and with the view to impacting policies and practices. The partnership led to the creation of an Advisory Group to co-design the research's practical methodological aspects and knowledge mobilisation. This paper presents an example of how a partnership with a local play organisation supported research by giving valuable advice on familiarisation with the community, entering the field, creating connections, and recruiting participants. This collaboration leads to knowledge mobilisation and enacting actions from the research's implications. The partnership helps us to envision social transformation where implementation of the right to play is led by children's knowledge and experience.</p>
https://doi.org/10.5281/zenodo.10028527
oai:zenodo.org:10028527
Zenodo
https://zenodo.org/communities/p4playh2020
https://doi.org/10.5281/zenodo.10028526
info:eu-repo/semantics/openAccess
Creative Commons Attribution 4.0 International
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IPA Conference, 22nd International Play Association Triennial World Conference, Glasgow Caledonian University, Scotland, 06-09 June 2023
Where Play, Research and Practice meet: Envisioning collaboration between researchers and local organisations for children's right to play
info:eu-repo/semantics/lecture
oai:zenodo.org:7632053
2023-02-13T08:25:28Z
openaire
user-p4playh2020
user-eu
Rianne Jansens
Lynch, Helen
Maria Prellwitz
Alexandra Olofsson
2022-10-07
<p>This abstract outlines the presentation given at Child in the City Conference, Dublin 5-7 October 2022. The preliminary results were presented of the study that identified elements of children’s participation in guidelines for designing a public playspace. This scoping review applied for the qualitative evidence synthesis the 'best-fit' framework synthesis. </p>
https://doi.org/10.5281/zenodo.7632053
oai:zenodo.org:7632053
Zenodo
https://zenodo.org/communities/p4playh2020
https://zenodo.org/communities/eu
https://doi.org/10.5281/zenodo.7632052
info:eu-repo/semantics/openAccess
Creative Commons Attribution 4.0 International
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children's participation, designing a public playspace, scoping review
Connecting children's right to participation to play policies: Reviewing if and how this right is represented in guidelines for designing public playspaces.
info:eu-repo/semantics/lecture
oai:zenodo.org:10009467
2023-10-17T10:37:23Z
openaire
user-p4playh2020
user-eu
Boyle, Bryan
lilja, margareta
Prellwitz, MAria
Bergin, Michelle
2023-10-12
<p>Irish Traveller children, an ethnic indigenous minoritized community in Ireland are identified in Ireland's play policy as at higher risk of exclusion from realising their right to play, alongside a reported absence of research on indigenous children's play. This scoping review aimed to identify the breadth and scope of available research on representations of Irish Traveller children's play and the factors influencing play opportunities. Applying the updated Joanna Briggs Institute methodological guidance, a systematic search was completed of nine databases. Thirty-five peer reviewed studies met the inclusion criteria, descriptive study information was charted and summarised and enabling and restricting factors influencing Irish Traveller children's play were identified using an existing conceptual model. The scoping review findings revealed a limited focus within research on Irish Traveller children's play. Included studies however, provided evidence of; the importance of feeling a sense of belonging and safety to enable Irish Traveller children's access to preferred play opportunities, involving real life activities, physical play outdoors and play with others; Irish Traveller parents value and facilitation of play; and the significant restricting influence of racism on Irish Traveller children's play .Limited knowledge on Irish Traveller children's own perspectives on play and the need to address racism as a restricting influence on play in school and community environments are considered in relation to practice and further research. Discourses representing Irish Traveller children as marginalised, were problematized as reflective of culturist assumptions, and a shift towards understanding the situated nature of Irish Traveller children's play, as a capability is proposed.</p>
https://doi.org/10.1007/s10826-023-02695-w
oai:zenodo.org:10009467
Springer Link
https://zenodo.org/communities/p4playh2020
https://zenodo.org/communities/eu
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Journal of Child and Family Studies, (2023-10-12)
Irish Traveller Children's Play: A Scoping Review
info:eu-repo/semantics/other
oai:zenodo.org:7052706
2022-09-06T14:26:23Z
openaire
user-p4playh2020
user-eu
Wenger, Ines
Prellwitz, Maria
Schulze, Christina
2022-08-29
<p>The presentation was presented at the 18th WFOT Congress 2022 in Paris (<a href="https://wfotcongress2022.org/">WFOT International Congress 2022 (wfotcongress2022.org)</a>). </p>
<p><strong>Abstract</strong></p>
<p><strong>Introduction / Rationale: </strong>Through the design of inclusive playgrounds children with diverse needs should be enabled to participate in outdoor play. However, despite the presence of anti-discrimination policies in many European countries, there are only a few inclusive playgrounds. Furthermore, anti-discrimination policies often focus on the adaptation of the physical environment, which results in playgrounds being accessible, but not always inclusive or usable for play.</p>
<p><strong>Objectives:</strong> This project presents on qualitative research studies that explored the perceptions of playground builders and users in order to better understand how to improve social inclusion on inclusive playgrounds going beyond the adaptation of the physical environment.</p>
<p><strong>Method / Approach: </strong>Multiple methods were used (interviews, focus groups, observations) to explore the perceptions of playground builders (e.g. architects, landscape architects) and users (children with and without disabilities and their parents) in one area in Switzerland. The research was conducted within the P4PLAY Marie Skłodowska-Curie Innovative Training Network.</p>
<p><strong>Results and or Practice Implications: </strong>On one side findings identified the potential of listening to the children when designing for inclusion. On the other side challenges were identified on the individual, community and political level towards the evolution of social inclusion on inclusive playgrounds. A starting point to address these challenges on inclusive playgrounds may be a cooperation among playground planners/builders and users.</p>
<p><strong>Conclusion:</strong> The project identified several levels of action where occupational therapists could become actively involved for the evolution of social inclusion on inclusive playgrounds for children with diverse needs.</p>
<p> </p>
https://doi.org/10.5281/zenodo.7052706
oai:zenodo.org:7052706
Zenodo
https://zenodo.org/communities/p4playh2020
https://zenodo.org/communities/eu
https://doi.org/10.5281/zenodo.7052705
info:eu-repo/semantics/openAccess
Creative Commons Attribution 4.0 International
https://creativecommons.org/licenses/by/4.0/legalcode
Start the inclusive playground r-evolution: Identifying aspects to promote social inclusion
info:eu-repo/semantics/lecture
oai:zenodo.org:5713358
2023-10-10T06:54:15Z
user-p4playh2020
user-eu
Wenger, Ines
Prellwitz, Maria
Lundström, Ulrica
Lynch, Helen
Schulze, Christina
2022-05-22
<p>Playgrounds designed with the intention to be inclusive are one approach<br>
to creating equal opportunities for all children, including those with<br>
disabilities, in terms of their right to play. However, when building<br>
inclusive playgrounds, the focus is often limited to the physical<br>
environment. Yet, studies investigating children’s play in inclusive<br>
playgrounds have shown that other aspects of inclusion, such as social<br>
inclusion, are equally as important as the physical environment.<br>
Nevertheless, there is a lack of knowledge about how inclusion is<br>
considered in the design of inclusive playgrounds. Therefore, this study<br>
aimed to explore the design and use of inclusive playgrounds among<br>
people involved in the provision of inclusive playgrounds and<br>
advocates of children with disabilities from a Swiss context. Four focus<br>
groups were conducted with 26 participants involved in providing<br>
inclusive playgrounds or having a professional or personal relationship<br>
with children with disabilities. Results revealed no uniform<br>
understanding of inclusive playgrounds. Barriers to inclusive playground<br>
provision included negative attitudes, lack of knowledge about<br>
inclusion and the absence of policies for inclusion. Through the focus<br>
group discussions, it was proposed that a community network is<br>
needed, to bring together children with disabilities and their families<br>
with playground providers when designing inclusive playgrounds. In<br>
this context, user involvement can inform the design of playgrounds<br>
and support the understanding of the needs of people with disabilities<br>
in playgrounds, among other things. To enhance inclusion for children<br>
with disabilities on inclusive playgrounds, design approaches that<br>
consider social inclusion, like Universal Design, are proposed.</p>
The Version of Record of this manuscript has been published and is freely available in Children's Geographies 22.05.2022 http://www.tandfonline.com/10.1080/14733285.2022.2077093.
https://doi.org/10.1080/14733285.2022.2077093
oai:zenodo.org:5713358
eng
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https://zenodo.org/communities/p4playh2020
https://zenodo.org/communities/eu
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Creative Commons Attribution Non Commercial No Derivatives 4.0 International
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Children's Geographies, (2022-05-22)
Inclusion
playground
children with disabilities
user involvement
Universal Design
Designing inclusive playgrounds in Switzerland: why is it so complex?
info:eu-repo/semantics/article
oai:zenodo.org:8358685
2023-10-10T14:40:59Z
user-p4playh2020
user-eu
Wenger, Ines
Kantartzis, Sarah
Lynch, Helen
Schulze, Christina
Jackson, Jeanne
2023-08-31
<p><strong>Abstract</strong></p>
<p>Place-making refers to the emotional attachment people have to a place and has been adopted as a concept in occupational science. In this paper, Relph’s perspective on place-making is associated with how place-making has been discussed in occupational science. Relph’s viewpoint serves as a basis for understanding secret hiding places from children’s perspectives. During data collection for a study investigating children’s perceptions of inclusive playgrounds (Wenger et al., <a href="https://www.tandfonline.com/doi/full/10.1080/14427591.2023.2240815#">2021</a>), secret hiding places were a recurring topic. This paper aims to explore secret hiding places from the children’s perspective, with a special focus on place-making. To accomplish this, a literature review was undertaken and findings combined with data from two previously conducted studies using qualitative content analysis. From the analysis three categories were developed describing the making of secret hiding places, the purpose of secret hiding places, and play occupations that children do in secret hiding places. The findings suggest that place-making can be seen as an occupation of childhood, related to the physical construction of the secret hiding place itself and the formation of attachment to the place through occupations that are shaped by social interactions and result in meaningful experiences.</p>
https://doi.org/10.1080/14427591.2023.2240815
oai:zenodo.org:8358685
eng
Zenodo
https://zenodo.org/communities/p4playh2020
https://zenodo.org/communities/eu
info:eu-repo/semantics/openAccess
Creative Commons Attribution 4.0 International
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Journal of Occupational Science, (2023-08-31)
Occupational Science
Place attachment
Place-making
Children
Play
Making secret hiding places: An occupation of childhood
info:eu-repo/semantics/article
oai:zenodo.org:5603229
2021-10-28T16:58:40Z
openaire
user-p4playh2020
user-eu
Jackson, Jeanne
Lynch, Helen
Kantartzis, Sarah
Boyle, Bryan
Prellwitz, Maria
Schulze, Christina
Lilja, Margareta
Pentland, Duncan
Larsson-Lund, Maria
2021-10-27
<p>Poster presented at SSO:USA Conference 2021 (Society for the Study of Occupation, USA)</p>
<p> </p>
<p><strong>Abstract:</strong></p>
<p>Title: Developing an integrated research programme for the study of occupational science through the lens of play</p>
<p><strong>Statement of Purpose</strong></p>
<p>The P4PLAY is an innovative joint doctoral programme, established in 2020, as a collaboration between 4 academic and 15 partner organisations in Europe and the USA. The overall research goal is to develop new knowledge on the occupation of play and play deprivation; the impact of physical, socio-cultural, and policy environments on play provision; and the development of solutions to address barriers to play provision in diverse community settings. This research responds to the societal challenge of ensuring health, well-being and equality for children (UN Sustainable Goals 3 & 10). Expected outcomes aim to benefit children, families, and communities. PhD students are conducting individual projects addressing four fundamental areas of play (<strong>People, Place, Policy, Practice [P4Play]</strong>) with eight study themes:</p>
<p><strong>People:</strong></p>
<ul>
<li>Expanding conceptualisations of inclusive play for children with diverse experiences of play deprivation.</li>
<li>Exploring the impact of contemporary gender discourses on the play of families with children at risk of play deprivation.</li>
</ul>
<p><strong>Place:</strong></p>
<ul>
<li>Spatial inclusion: The relationship between Universal Design and policy for play provision.</li>
<li>Redefining play in technology enhanced play spaces: enhancing children’s participation.</li>
</ul>
<p><strong>Policy:</strong></p>
<ul>
<li>Enhancing spatial inclusion in public playspaces through participatory approaches in planning and design.</li>
<li>Applying complexity theory to identify and explore multiple outcomes associated with children’s play.</li>
</ul>
<p><strong>Practice:</strong></p>
<ul>
<li>The evaluation of children’s outdoor play.</li>
<li>Enhancing participation through play interventions in school settings.</li>
</ul>
<p> </p>
<p><strong>Description of Methods</strong></p>
<p>The programme of research is founded in child-centred methodologies framed within a child-rights-based approach, and underpinned by occupational science concepts which support analyses of the influence of sociocultural, political and spatial contexts that influence play. Central to this programme is an exploration and development of child-centred, evidence-based, occupation-centred research and practice methods. Methodologies will include discourse analysis, narrative and ethnographic approaches embedded with tailored methods to elicit children’s voice so children’s perspectives are heard.</p>
<p><strong>Report of Results (anticipated findings)</strong></p>
<p>One innovative outcome of this grant is to produce Occupational Science researchers who can explore societal challenges, relating to inclusion, health, and well-being, and translate evidence into practice and societal solutions. Furthermore, it is anticipated that these studies will contribute to the development of innovative research methods to explore socio-spatial environments and play occupations, at a family, and community level.</p>
<p><strong>Discussion/Implications as related to Occupational Science</strong></p>
<p>Our goal is to progress a rights-based agenda for all children at risk of play deprivation through the development of a child-centred play research programme</p>
<p> </p>
<p>Committee on the Rights of the Child (2013). <em>General comment No. 17 (2013) on the Right of the Child to Rest, Leisure, Play, Recreational Activities, Cultural Life, and the Arts (Article 31). </em>Geneva: United Nations.</p>
https://doi.org/10.5281/zenodo.5603229
oai:zenodo.org:5603229
Zenodo
https://zenodo.org/communities/p4playh2020
https://zenodo.org/communities/eu
https://doi.org/10.5281/zenodo.5603228
info:eu-repo/semantics/openAccess
Creative Commons Attribution 4.0 International
https://creativecommons.org/licenses/by/4.0/legalcode
Occupational Science
Play
Doctoral Programme Development
Developing an integrated research program for the study of Occupational Science through the lens of play
info:eu-repo/semantics/conferencePoster
oai:zenodo.org:5588250
2021-10-21T15:07:11Z
user-p4playh2020
user-eu
Loudoun, Fiona
2021-10-21
<p><em>Play for play’s sake</em> is viewed a child’s primary occupation from which meaning is derived that transcends it’s inherent health, educational or other such value. Examined from this perspective is to acknowledge the intrinsic contribution the <em>doing of</em> play contributes the child’s<em> being</em>. The proliferation of technology in an ever-connected world offers increasingly diverse digital spaces for children to play. Such digital spaces present new opportunities for children to co-create new expressions of play; whether alone, with friends, indoors and outdoors, in real and in make-believe worlds. Despite literature in relation to play in digital spaces coming from a plethora of academic fields, this occupational perspective of play as a child-centred, autotelic pursuit remains largely ignored. This research will explore digital play choices, experiences, and outcomes from children’s unique perspective. Furthermore, this research aims to reflect the rights and agency of children as meaning-makers and active contributors in inquiry [<a href="#bib3">3</a>], using creative and adaptive approaches through the research process. </p>
<p>It is envisioned that this research will contribute to the understanding of the autotelic nature of play in digital spaces. Such understanding will assist children and adults to leverage technology to ensure that meaningful playful experiences proliferate in the future.</p>
https://doi.org/10.1145/3450337.3483517
oai:zenodo.org:5588250
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https://zenodo.org/communities/p4playh2020
https://zenodo.org/communities/eu
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Extended Abstracts of the 2021 Annual Symposium on Computer-Human Interaction in Play, 409-410, (2021-10-21)
CHI Play 2021, Computer-Human Interaction in Play 2021, Virtual Event, Austria, 18-21 October 2021
Play, Children, & Being Digital: Exploring Children's Autotelic Play in Digital Spaces
info:eu-repo/semantics/conferencePaper
oai:zenodo.org:5511614
2021-10-28T14:44:34Z
openaire
user-p4playh2020
Michelle Bergin
Bryan Boyle
Margareta Lilja
Maria Prellwitz
2021-09-16
<p><br>
The UN CRC (2013) highlighted the play rights of children from indigenous and minority communities as requiring specific attention. An occupational rights agenda affirms our responsibility as Occupational Therapists to identify and address the barriers to children’s play. However, an insufficient understanding of Traveller children’s play may leave us vulnerable to practices that risk contributing to systems that sustain inequality and exclusion. This study aimed to develop knowledge to support practice. The primary objective of the study was to identify, map and summarize the literature on Traveller children’s play. The updated methodological guidance for conducting a scoping review from the Joanna Briggs Institute (Peters et al, 2020) was implemented. This poster presentation outlines preliminary findings from the study.</p>
https://doi.org/10.5281/zenodo.5511614
oai:zenodo.org:5511614
Zenodo
https://zenodo.org/communities/p4playh2020
https://doi.org/10.5281/zenodo.5511613
info:eu-repo/semantics/openAccess
Creative Commons Attribution 4.0 International
https://creativecommons.org/licenses/by/4.0/legalcode
Irish Traveller Children's Play- Preliminary Results from a critical scoping review
info:eu-repo/semantics/conferencePoster
oai:zenodo.org:5159193
2021-08-10T10:04:00Z
openaire
user-p4playh2020
user-eu
Mula, Allison
Veiga-Seijo, Silvia
Jackson, Jeanne
Kantartzis, Sarah
2021-08-05
<p>In this poster session two research projects of P4Play in the area of people are described. </p>
<p>Introduction: The P4Play Marie Sklodowska-Curie (MSC) Training Network is an innovative European Joint Doctorate (EJD) programme in Occupational Science for Occupational Therapists. This EJD was established in 2020 when 2.2 m was awarded to a consortium of researchers and play advocates, in the highly competitive Horizon2020 scheme. P4play is a collaboration between 4 academic universities in Ireland, Sweden, Scotland, and Switzerland, and 15 partner organisations in Europe and the USA. The P4play programme adopts a child's rights-based perspective and aims to investigate the nature of play through the lens of People, Place, Policy and Practice (P4Play). </p>
<p>Background: After extensive scientific research, scholarly exploration, and discourse on play, a refocus on play as a right requires further study as a central concern (or occupation) in children's lives. Occupational Science, a science dedicated to the study of humans as doers or as occupational beings, offers a unique lens to explore play as an occupation. From this perspective, the P4Play proposal was developed and submitted for funding to the MSC programme, in 2019 and was successful on first submission. P4play intends to amplify children's voices and explore the intersectionality of diverse childhood experiences of play, within families, communities, and cultures, drawing from pragmatism, complexity theories, childhood studies and anthropology among others. </p>
<p>Methods: The P4Play research programme has employed 8 early-stage researchers dedicated to exploring the complex and situated nature of play, e.g., social-spatial inclusion, play deprivation, and policy. and the development of solutions to address barriers to play provision in diverse community settings. Eight PhD research projects are being designed and implemented to examine play from diverse perspectives and contexts, including roma/traveller communities, families of children with disabilities, seldom-heard children and communities of socioeconomic disadvantage. A unique aspect of this programme is the inclusion of 15 international partners with interests in the field of play. These partners are engaged in play advocacy, innovations, education, playground provision, grassroots support for play in communities, government policy, and science. Through the collaboration with these partners, the programme aligns with current play advocacy and policy initiatives, which strengthens the capacity to translate research outcomes to actionable steps. This research responds to the societal challenge of ensuring health, well-being and equality for children (UN Sustainable Goals 3 & 10). Expected outcomes aim to benefit children, families, and communities </p>
<p>Outcomes: It is hoped that this research program will have a transdisciplinary impact beyond occupational therapy and occupational science. It aims to facilitate conversations in other areas of academics, inform educators, empower communities, and encourage policymakers to reduce or remove barriers to play for diverse communities, children, and families. </p>
https://doi.org/10.5281/zenodo.5159193
oai:zenodo.org:5159193
eng
Zenodo
https://zenodo.org/communities/p4playh2020
https://zenodo.org/communities/eu
https://doi.org/10.5281/zenodo.5159192
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Play 2021: A conference on children, play and space, Birmingham University, Birmingham, England, 7-8 July 2021
Play
Play deprivation
Gender
Play opportunities
Children's voices
Rights of the child
Occupational Science
Occupational Therapy
P4PLAY: RESEARCHING PEOPLE, PLACE, POLICY and PRACTICE for PLAY from the LENS of OCCUPATIONAL SCIENCE: Listening to children's, families', and communities' voices to inform inclusive play
info:eu-repo/semantics/conferencePoster
oai:zenodo.org:7081341
2022-09-15T14:26:25Z
openaire
user-p4playh2020
user-eu
Morgenthaler, Thomas
Schulze, Christina
Lynch, Helen
Pentland, Duncan
2022-09-15
<p><strong>ABSTRACT </strong></p>
<p><strong>Introduction: </strong>Outdoor play is a highly valued childhood occupation, and essential for health and well-being. Certain characteristics contribute to successful outdoor play such as the experience of fun, the opportunity for challenge and risk, or the freedom to choose and self-initiate play. Analysis of social and physical environmental characteristics of community playgrounds is central in determining the influence of the environment on children’s outdoor play. It is unknown what instruments exist that allow occupational therapist to investigate playgrounds to maximize play participation. </p>
<p><strong>Objectives: </strong>To review, describe and appraise “audits, assessments, and checklists” aimed at measuring environmental qualities of community playspace, that support outdoor play, and play participation.</p>
<p><strong>Method:</strong> Databases were searched, and a manual search of grey literature was performed to identify instruments that considered environmental qualities, relating to outdoor play and playgrounds. Instruments were reviewed, charted, and mapped out to identify what constructs are measured. </p>
<p><strong>Results: </strong>The outcome of the analysis comprises a description of a) what and how constructs are measured, b) how the instruments are administered, c) for what population they are intended, d) in what cultural context they were developed, e) the viewpoint captured, and f) what test criteria are evident for the interpretation of test scores. </p>
<p><strong>Conclusion</strong><strong>:</strong> The identification of gaps in current tools for environmental analysis is an important step in addressing outdoor play, and inclusive playspace design. There is a need to develop conceptually sound and methodological rigorous assessment tools to maximise our capacity to deliver context-based occupational therapy practices. </p>
https://doi.org/10.5281/zenodo.7081341
oai:zenodo.org:7081341
Zenodo
https://zenodo.org/communities/p4playh2020
https://zenodo.org/communities/eu
https://doi.org/10.5281/zenodo.7081340
info:eu-repo/semantics/openAccess
Creative Commons Attribution 4.0 International
https://creativecommons.org/licenses/by/4.0/legalcode
18th World Occupational Therapy Congress, Paris, 27. -31.08.2022
Playing outdoor: A review of instruments that assess play value of community playgrounds for innovative context-based occupational therapy
info:eu-repo/semantics/lecture
oai:zenodo.org:7038963
2022-09-01T11:23:13Z
openaire
user-p4playh2020
user-eu
Michelle Bergin
Maria Prellwitz
Margareta Lilja
Bryan Boyle
2022-08-19
<p>This research was shared at the inaugural World Occupational Science Conference, 2022 as a poster presentation and also invited participants to further engage with the research, thinking with theory on schoolyards as collective occupations. </p>
<p>An initial analysis of an inquiry into children’s schoolyard play,considers schoolyard breaktime as collective occupations.Informed by post-qualitative approaches,this inquiry enacts an"agential cut“ diffracting data from three qualitative research studies exploring schoolyard play with Occupational Science conceptualizations of situated and collective occupations. The schoolyard is(re)presented as significant in the social lives of children,and as a space of inequality and exclusion. Researchers from diverse disciplines,have applied spatial and sociological theories,to understand issues of identity,agency,power,and belonging during interactions within the schoolyard. The role of occupations in these shared,social processes has received less attention.Situated materials, discourses and embodied doings intra-acting in a momentary cut are presented alongside a mattering of collective doing. Finding"the play”using post qualitative approaches can generate knowledges of the always becoming nature and differences entangled in collective doing in schoolyards. (In)forming practices recognises that focusing on what matters risks also excluding other kinds of mattering.</p>
<p> </p>
https://doi.org/10.5281/zenodo.7038963
oai:zenodo.org:7038963
Zenodo
https://zenodo.org/communities/p4playh2020
https://zenodo.org/communities/eu
https://doi.org/10.5281/zenodo.7038962
info:eu-repo/semantics/openAccess
Creative Commons Attribution 4.0 International
https://creativecommons.org/licenses/by/4.0/legalcode
World Occupational Science Conference, Vancouver, 17th -20th September 2022
Situated and social dimensions of occupations
Collective occupations
Schoolyard play
Mattering the situated and social nature of schoolyard play
info:eu-repo/semantics/conferencePoster
oai:zenodo.org:5159332
2021-08-10T10:03:49Z
openaire
user-p4playh2020
user-eu
Morgenthaler, Thomas
Bergin, Michelle
Schulze, Christina
Prellwitz, Maria
Lynch, Helen
Boyle, Bryan
Liljia, Magareta
Pentland, Duncan
2021-07-07
<p>In this poster session two research projects of P4Play in the area of practice are described. </p>
<p>Introduction: The P4Play Marie Sklodowska-Curie (MSC) Training Network is an innovative European Joint Doctorate (EJD) programme in Occupational Science for Occupational Therapists. This EJD was established in 2020 when 2.2 m was awarded to a consortium of researchers and play advocates, in the highly competitive Horizon2020 scheme. P4play is a collaboration between 4 academic universities in Ireland, Sweden, Scotland, and Switzerland, and 15 partner organisations in Europe and the USA. The P4play programme adopts a child's rights-based perspective and aims to investigate the nature of play through the lens of People, Place, Policy and Practice (P4Play). </p>
<p>Background: After extensive scientific research, scholarly exploration, and discourse on play, a refocus on play as a right requires further study as a central concern (or occupation) in children's lives. Occupational Science, a science dedicated to the study of humans as doers or as occupational beings, offers a unique lens to explore play as an occupation. From this perspective, the P4Play proposal was developed and submitted for funding to the MSC programme, in 2019 and was successful on first submission. P4play intends to amplify children's voices and explore the intersectionality of diverse childhood experiences of play, within families, communities, and cultures, drawing from pragmatism, complexity theories, childhood studies and anthropology among others. </p>
<p>Methods: The P4Play research programme has employed 8 early-stage researchers dedicated to exploring the complex and situated nature of play, e.g., social-spatial inclusion, play deprivation, and policy. and the development of solutions to address barriers to play provision in diverse community settings. Eight PhD research projects are being designed and implemented to examine play from diverse perspectives and contexts, including roma/traveller communities, families of children with disabilities, seldom-heard children and communities of socioeconomic disadvantage. A unique aspect of this programme is the inclusion of 15 international partners with interests in the field of play. These partners are engaged in play advocacy, innovations, education, playground provision, grassroots support for play in communities, government policy, and science. Through the collaboration with these partners, the programme aligns with current play advocacy and policy initiatives, which strengthens the capacity to translate research outcomes to actionable steps. This research responds to the societal challenge of ensuring health, well-being and equality for children (UN Sustainable Goals 3 & 10). Expected outcomes aim to benefit children, families, and communities </p>
<p>Outcomes: It is hoped that this research program will have a transdisciplinary impact beyond occupational therapy and occupational science. It aims to facilitate conversations in other areas of academics, inform educators, empower communities, and encourage policymakers to reduce or remove barriers to play for diverse communities, children, and families. </p>
<p> </p>
https://doi.org/10.5281/zenodo.5159332
oai:zenodo.org:5159332
eng
Zenodo
https://zenodo.org/communities/p4playh2020
https://zenodo.org/communities/eu
https://doi.org/10.5281/zenodo.5159331
info:eu-repo/semantics/openAccess
Creative Commons Attribution 4.0 International
https://creativecommons.org/licenses/by/4.0/legalcode
Play 2021 A converence on children, play and space, Birmingham, 07.07.2021-08.07.2021
play
practice
occupational science
inclusion
playground
capabilities approach
P4PLAY: RESEARCHING PEOPLE, PLACE, POLICY and PRACTICE for PLAY from the LENS of OCCUPATIONAL SCIENCE: Innovative evidence informed solutions in school and community contexts
info:eu-repo/semantics/conferencePoster
oai:zenodo.org:7230193
2022-10-21T14:26:42Z
user-p4playh2020
user-eu
Michelle Bergin
2022-10-15
<p>This oral presentation was delivered at the ENOTHE Annual conference Tblisi, Georgia, 2022. </p>
<p>Abstract</p>
<p><strong>Introduction</strong></p>
<p>Occupational Science advocates for children's right to play in schoolyards as an issue of justice by addressing transacting factors influencing play opportunities, including teachers' attitudes (Grady-Dominguez et al, 2021). Interdisciplinary scholarship has cautioned however, against designing practices that despite critical intent, enact what Barad (2014) refers to as an “agential cut” based on normative disciplinary "this works" certainties (Russell, 2018). This post qualitative inquiry invites (also) the uncomfortable unexpected, presenting a diffractive analysis that (re) turns to a qualitative narrative study exploring with teachers' their experiences of schoolyard play.</p>
<p><strong>without Method</strong></p>
<p>Based on Barads (2014) ethico-onto-epistemology, the researcher and teachers will walk with anonymized audio interview extracts within schoolyards, thinking with play rhetoric concepts and diffracting different knowledges into each other. Shared audionotes will matter the meanings to produce something new together (Jackson and Mazzei, 2012).</p>
<p><strong>Becomings and non Becomings</strong></p>
<p>A momentary cut of the differences that intra-act with(in) collective doing within schoolyard spaces responds to Occupational Science calls for the need to examine the consequences that emerge from doing (Lavalley, 2017). Post Qualitative inquiry decentres humans and yet respects the agencies of human and material entangled in ethical knowledge productions towards thinking what has yet to be. </p>
https://doi.org/10.5281/zenodo.7230193
oai:zenodo.org:7230193
Zenodo
https://zenodo.org/communities/p4playh2020
https://zenodo.org/communities/eu
https://doi.org/10.5281/zenodo.7230192
info:eu-repo/semantics/openAccess
Creative Commons Attribution 4.0 International
https://creativecommons.org/licenses/by/4.0/legalcode
Play practice, diffractive analysis, occupational justice.
Diffracting knowledges with and within schoolyards
info:eu-repo/semantics/conferencePaper
oai:zenodo.org:7760689
2023-09-22T15:02:33Z
user-p4playh2020
user-eu
Michelle Bergin
Bryan Boyle
Margareta Lilja
Maria Prellwitz
2023-03-22
<p>With the inclusion of play as a right, schools are urged to consider whether <em><strong>all</strong></em> children can access play opportunities in schoolyards. Refocusing on play as occupation is identified as an important way in which occupational therapists can contribute within schools. Greater knowledges of children’s play and teachers’ practices, in schoolyards in an Irish context, is required however to guide practices. This inquiry used interviews to explore with 10 primary school teachers, their practices, and experiences of children’s play in Irish schoolyards. Reflexive thematic analysis was used to generate three interrelated themes. These were a) Break(in)time: Play in schoolyards as different from other ways of doing within schools, b) play as producing inclusion and exclusion, c) and certainties and uncertainties produced in teachers’ everyday practices. This inquiry generated knowledges on the social nature of children’s play and teachers” practices in Irish schoolyards as negotiated processes, interacting with diverse intentions, and the particularities of each schoolyard. The consequences of individualizing choice were highlighted as central to the production of inclusion and exclusion in schoolyards. Greater consideration of how children’s play and teachers” practices occur as collective occupations, is proposed to advance inclusive schoolyards.</p>
https://doi.org/10.1080/19411243.2023.2192201
oai:zenodo.org:7760689
eng
Zenodo
https://zenodo.org/communities/p4playh2020
https://zenodo.org/communities/eu
info:eu-repo/semantics/openAccess
Other (Non-Commercial)
Journal of Occupational Therapy, Schools & Early Intervention, (2023-03-22)
Play occupations; school-based occupational therapy practice ; collective occupations
Irish Schoolyards: Teacher's Experiences of Their Practices and Children's Play-"It's Not as Straight Forward as We Think
info:eu-repo/semantics/article
oai:zenodo.org:6460091
2022-04-14T13:49:36Z
openaire
user-p4playh2020
user-eu
Wenger, Ines
Schulze, Christina
Lundström, Ulrica
Prellwitz, Maria
2021-09-18
<p>Background: Play is one of the central occupations of children and essentially contributes to children’s physical,<br>
cognitive and social development, wellbeing and participation in society. The playground, as a public space,<br>
provides children with opportunities for play, social interaction and participation and can become a place to<br>
build resilience. For children with disabilities, however, participation in playgrounds is often limited due to<br>
environmental barriers.<br>
Objective: The project aims to identify resources and challenges regarding the participation and inclusion of<br>
children with and without disabilities on inclusive playgrounds.<br>
Methods: Observations of children playing on six inclusive playgrounds located in Switzerland have been collected.<br>
The observations were explored with a transactional perspective.<br>
Results: The application of universal design in the construction of inclusive playgrounds enables all children to<br>
participate. However, children with disabilities are rarely socially included on inclusive playgrounds. Suggestions<br>
to apply a transactional perspective as one way to enhance social inclusion and help to build up resilience<br>
will be illustrated.<br>
Conclusion: Considering occupational science theories could enable occupational therapist to become active on<br>
community level and to increase social inclusion and resilience on public playgrounds.</p>
https://doi.org/10.5281/zenodo.6460091
oai:zenodo.org:6460091
eng
Zenodo
https://zenodo.org/communities/p4playh2020
https://zenodo.org/communities/eu
https://doi.org/10.5281/zenodo.6460090
info:eu-repo/semantics/openAccess
Creative Commons Attribution 4.0 International
https://creativecommons.org/licenses/by/4.0/legalcode
COTEC-ENOTHE Congress 2021, online, 15-18 September 2021
outdoor play, inclusion, inclusive playground
Can we play together? Inclusive playgrounds as an example to enhance resilience in public spaces
info:eu-repo/semantics/lecture
oai:zenodo.org:6460066
2022-04-14T13:49:36Z
user-p4playh2020
user-eu
Wenger, Ines
Lynch, Helen
Prellwitz, Maria
Schulze, Christina
2021-08-29
<p>The protocol describes the review question, search strategy, and inclusion and exclusion criteria for a synthesis of qualitative evidence about children's perceptions of factors enhancing play value and inclusion on outdoor playgrounds. Furthermore, it contains information about the planned data extraction process, quality assessment, and data synthesis procedure.</p>
https://doi.org/10.5281/zenodo.6460066
oai:zenodo.org:6460066
Zenodo
https://zenodo.org/communities/p4playh2020
https://zenodo.org/communities/eu
https://doi.org/10.5281/zenodo.6460065
info:eu-repo/semantics/openAccess
Creative Commons Attribution 4.0 International
https://creativecommons.org/licenses/by/4.0/legalcode
Children's perceptions of factors enhancing play value and inclusion on outdoor playgrounds: a synthesis of qualitative evidence
info:eu-repo/semantics/other
oai:zenodo.org:6460379
2022-04-14T13:12:25Z
user-p4playh2020
user-eu
Morgenthaler, Thomas
Lynch, Helen
Pentland, Duncan
Schulze, Christina
2022-08-13
<p><strong>Objective: </strong>The objective of this scoping review is to understand the extent and type of evidence in relation to how environmental qualities influence the outdoor play experience of children with and without disabilities and their families and how play value is understood from the user perspective.</p>
<p><strong>Introduction:</strong> Playgrounds are considered important places for children with and without disabilities and their family members. Children with disabilities encounter barriers on public playgrounds. A user perspective understanding on what and how environmental qualities on public playgrounds influences outdoor play of children with and without disabilities might give a better understanding of what needs to be considered when inclusive play is the goal. </p>
<p><strong>Inclusion criteria:</strong> This scoping review will include published studies and grey literature concerning outdoor play on public playgrounds, investigating the user perspective on environmental qualities of children with and without disability and their family members. </p>
<p><strong>Methods:</strong> This scoping review follows Arskey and O’Mally (2005) guidelines. Peer-review published articles, as well as grey literature, will be included. Searches are conducted between July 2021 to October 2021. Search limitations are set to literature in English and German language. Grey literature will include unpublished research.</p>
https://doi.org/10.17605/OSF.IO/U7RXH
oai:zenodo.org:6460379
Zenodo
https://zenodo.org/communities/p4playh2020
https://zenodo.org/communities/eu
info:eu-repo/semantics/openAccess
Creative Commons Attribution 4.0 International
https://creativecommons.org/licenses/by/4.0/legalcode
outdoor play
environmental qualities
playgrounds
Environmental qualities of public playgrounds from the user perspective: A Scoping Review Protocol
info:eu-repo/semantics/other
oai:zenodo.org:5993316
2022-02-09T10:55:35Z
openaire
user-p4playh2020
user-eu
Veiga-Seijo, Silvia
Kantartzis, Sarah
Jackson, Jeanne
2022-02-07
<ol>
<li><strong>Topic of study</strong></li>
</ol>
<p>The P4Play Marie Sklodowska-Curie (MSC) Training Network is an innovative European Joint Doctorate (EJD) programme in Occupational Science for Occupational Therapists. This EJD was established in 2020 when 2.2 m was awarded to a consortium of researchers and play advocates, in the highly competitive Horizon2020 scheme. P4play is a collaboration between 4 academic universities in Ireland, Sweden, Scotland, and Switzerland, and 15 partner organisations in Europe and the USA. The P4play programme adopts a child's rights-based perspective and aims to investigate the nature of play occupation from diverse perspectives and contexts through the lens of People, Place, Policy and Practice (P4Play). This programme has employed 8 early-stage researchers. This poster presents one of the eight PhD, focused on exploring the children’s right to play in a disadvantaged community.</p>
<ol>
<li><strong>Argumentation followed</strong></li>
</ol>
<p>Play is a fundamental occupation in children’s lives and a right recognized internationally by the Convention on the Rights of the Child. However, scholars and declarations are concerned about the lack of access to play opportunities for children living in disadvantaged communities. This may lead to play deprivation, which threatens the children and community’s human rights and wellbeing. Particularly, in Scotland, there are policy-makers, designers, organizations, and scholars who call for promoting outdoor play opportunities. Nonetheless, the literature has not clearly approached how is the play of children who live in disadvantaged communities yet. In light of this gap, this research project aims to gain a multi-faceted understanding of children and community members' perspectives for a play-friendly community in a disadvantaged neighbourhood of East Lothian (Scotland). A qualitative study with child-friendly and participatory methodologies principles will be carried out.</p>
<ol>
<li><strong>Main conclusion:</strong></li>
</ol>
<p>This study will broaden play’s conceptualization from the children’s voices as play experts, which will inform the development of policies.</p>
<p>This project has received funding from the European Union’s Horizon 2020 research and innovation programme under the Marie Skłodowska-Curie grant agreement No 861257.</p>
https://doi.org/10.5281/zenodo.5993316
oai:zenodo.org:5993316
Zenodo
https://zenodo.org/communities/p4playh2020
https://zenodo.org/communities/eu
https://doi.org/10.5281/zenodo.5993315
info:eu-repo/semantics/openAccess
Creative Commons Attribution 4.0 International
https://creativecommons.org/licenses/by/4.0/legalcode
CAIED, II Annual International Congress of Doctoral Students, Miguel Hernández University of Elche (UMH), 3-4 February 2022
children
play
occupational justice
disadvantaged community
social transformation
Exploring the children's right to play in a disadvantaged community: A P4PLAY research project in Occupational Science
info:eu-repo/semantics/conferencePoster
oai:zenodo.org:10009309
2023-10-17T10:38:10Z
user-p4playh2020
user-eu
Loudoun, Fiona
Boyle, Bryan
Larsson-Lund, Maria
2022-08-09
https://doi.org/10.1371/journal.pone.0272630
oai:zenodo.org:10009309
Zenodo
https://zenodo.org/communities/p4playh2020
https://zenodo.org/communities/eu
info:eu-repo/semantics/openAccess
Creative Commons Attribution 4.0 International
https://creativecommons.org/licenses/by/4.0/legalcode
PLOS ONE, 17(8), 1-17, (2022-08-09)
Children's experiences of play in digital spaces: a scoping review
info:eu-repo/semantics/article
oai:zenodo.org:7944715
2023-05-18T09:13:29Z
user-p4playh2020
user-eu
Rianne Jansens
Maria Prellwitz
Alexandra Olofsson
Helen Lynch
2023-05-15
<p>Children have the right to share their views on mattters that affect them and given due weight in decision-making processes, also called children's participation according to UN CRC and the General Comment no. 17. Play is a fundamental occupation of children and they value outdoor play in the local community. Municipalities responsible for play provision in the community are likely to use to guidelines for planning and designing playspaces in the local communities. To understand the operationalisation of child participation in community play facilities, this study examined how children's participation was reflected in guidelines for planning and designing public play spaces.</p>
<p>Open access publication available at <a href="https://www.mdpi.com/1660-4601/20/10/5823">https://www.mdpi.com/1660-4601/20/10/5823</a></p>
https://doi.org/10.3390/ ijerph20105823
oai:zenodo.org:7944715
Zenodo
https://zenodo.org/communities/p4playh2020
https://zenodo.org/communities/eu
info:eu-repo/semantics/openAccess
Creative Commons Attribution 4.0 International
https://creativecommons.org/licenses/by/4.0/legalcode
children's rights; design by inclusion; playgrounds; policy; policy implementationen
The Representation of Children's Participation in Guidelines for Planning and Designing Public Playspaces: A Scoping Review with "Best Fit" Framework Synthesis
info:eu-repo/semantics/article
oai:zenodo.org:10014100
2023-10-18T14:25:41Z
openaire
user-p4playh2020
user-eu
Larsson-Lund, Maria
Boyle, Bryan
Loudoun, Fiona
2022-08-19
<p>The emergence of online games are challenging traditional conceptualisations of play as an occupation. The increasingly social, yet distributed nature of multi-player games such as Among Us™, Minecraft™ and Fortnite™ offer the potential for children to play within shared virtual spaces using devices with other children connected across a network (Mustola et al., 2018).</p><p>This varied nature represents a complex interplay between a child, other children, real and virtual objects within a shared online space. As many games may be considered to represent the world in which the game occurs, play involves a dynamic process of meaning making and interpretation as children engage in different elements of the game. Online games are evolving, therefore further analysis is required to explore the occupational perspective of the situated and transactive nature of play.</p><p>Drawing upon Digital Ethnography and informed by a transactional view of occupation, this research explores the collected narratives of young children's (aged 9 – 11) perspectives and experiences playing the same online game together (Cutchin & Dickie, 2012).</p><p>Analysis of children's narratives offers perspectives on children's playing together and how they individually and collectively construct and interpret meaning in online spaces. It explores the dualism of online play as simultaneously singular and collective.</p><p>This study contributes to furthering the understanding of play as an occupation within the context of online games and highlights occupational potential offered by the increasing social composition of online games.</p>
https://doi.org/10.5281/zenodo.10014100
oai:zenodo.org:10014100
Zenodo
https://zenodo.org/communities/p4playh2020
https://zenodo.org/communities/eu
https://doi.org/10.5281/zenodo.10014099
info:eu-repo/semantics/openAccess
Creative Commons Attribution 4.0 International
https://creativecommons.org/licenses/by/4.0/legalcode
Journal of Occupational Science, 29(Sup 1), S1 - S116, (2022-08-19)
WOSC, World Occupational Science Conference, Vancouver, Canada, 18-20 August 2022
Play occupations in online games: transactional perspectives of children's play in virtual worlds
info:eu-repo/semantics/lecture
oai:zenodo.org:10013962
2023-10-18T14:26:13Z
user-p4playh2020
user-eu
Loudoun, Fiona
Boyle, Bryan
Larsson-Lund, Maria
2023-06-06
<p>A presentation at the International Play Association Conference hosted by Glasgow Caledonian University, Scotland. The focus of the presentation was exploring children's perspectives of play spaces and based on data collected as part of my second study.</p>
https://doi.org/10.5281/zenodo.10013962
oai:zenodo.org:10013962
Zenodo
https://zenodo.org/communities/p4playh2020
https://zenodo.org/communities/eu
https://doi.org/10.5281/zenodo.10013961
info:eu-repo/semantics/restrictedAccess
Creative Commons Attribution 4.0 International
https://creativecommons.org/licenses/by/4.0/legalcode
IPA Conference, International Play Association Conference 2023, Glasgow Caledonian University, 06-06-2023
Crossing boundaries: Children's perspectives of play across spaces
info:eu-repo/semantics/lecture
oai:zenodo.org:8358495
2023-10-10T14:41:01Z
user-p4playh2020
user-eu
Wenger, Ines
Lynch, Helen
Prellwitz, Maria
Schulze, Christina
2023-09-04
<p><strong>Abstract</strong></p>
<p>For children, playing outdoors is a meaningful occupation, and such play is enabled by outdoor playgrounds. As play is a fundamental right for every child, Universal Design is an approach to creating inclusive playgrounds that welcome all children. Yet, research investigating how the physical environment of a playground supports children’s play needs, in terms of play value and inclusion, is largely absent. Therefore, this study aimed to investigate how children’s experiences of the environmental characteristics of outdoor playgrounds add to the understanding of play value and inclusion from a child-centred perspective. Using a meta-ethnography approach, a systematic review of qualitative evidence was conducted, which included 17 studies. The study identified two themes. Theme one describes the understanding of play value from the children’s view, which includes their experiencing and mastering of challenges, creating and shaping of the physical environment, social experiences of playing with or alongside other children, and sense of belonging felt from the welcoming playground atmosphere. Theme two describes how the design of the physical environment of a playground in the sense of the variety of spaces and places, and the variability of designed and non-designed elements, influences play value and inclusion. The line of argument synthesis describes the interrelationship between the physical (variety and variability) and the social environment (inclusion) characteristics of the playground through the socio-spatial element of play value. This study identified the interrelated elements contributing to high play value, and consequently place-making, which can contribute to the understanding of inclusive design for playgrounds.</p>
https://doi.org/10.1080/14427591.2023.2248135
oai:zenodo.org:8358495
eng
Zenodo
https://zenodo.org/communities/p4playh2020
https://zenodo.org/communities/eu
info:eu-repo/semantics/openAccess
Creative Commons Attribution 4.0 International
https://creativecommons.org/licenses/by/4.0/legalcode
Occupational science
Children's perceptions
Children with disabilities
Qualitative research
Play space
Place-attachment
Children's experiences of playground characteristics that contribute to play value and inclusion: Insights from a meta-ethnography
info:eu-repo/semantics/article
oai:zenodo.org:8322544
2023-09-22T11:40:46Z
user-p4playh2020
user-eu
Michelle Bergin
Bryan Boyle
Maria Prellwitz
Margareta Lilja
2023-08-26
<p>This abstract was presented at the OSE conference as an oral presentation</p>
<p>Abstract Introduction: Recent scholarship positions children’s equitable play opportunities, as an issue of Occupational Justice and advocates for practices that address the barriers that restrict participation and inclusion in schools[1]. There has been limited research on children’s play in Irish schoolyards2. A critical inquiry into children’s play, in the shared space of the Irish schoolyard, aimed to contribute to justice focused practice knowledges. Approach: A multi study inquiry was designed involving a scoping review and two qualitative inquiries, with 10 primary schoolteachers and 23 children, used virtual and walking interviews and reflexive thematic analysis, to explore play and social inclusion in Irish schoolyards. Supporting Arguments Generated: This inquiry generated knowledges on the contextualized and collective nature of play and teachers practices in schoolyards. Studies highlighted how children’s and teachers’ choices were experienced as emerging processes within the always changing particularities and relationships of each schoolyard. A lack of shared purpose however contributed to teachers’ uncertainties regarding how best to support inclusion. The individualizing of choice was central to exclusionary processes. Teacher’s diverse intentions included maintaining safe spaces, achieving an absence of conflict, and supporting individual freedoms and preferences with less attention to how children develop and sustain friendships and create belonging within play. Implications for Occupational Science: This inquiry supports understandings of play in Irish schoolyards as collective occupations and proposes extending practices focused on individual children’s play alone, to consider the transformative potential in play to build community.</p>
https://doi.org/10.5281/zenodo.8322544
oai:zenodo.org:8322544
eng
Zenodo
https://zenodo.org/communities/p4playh2020
https://zenodo.org/communities/eu
https://doi.org/10.5281/zenodo.8322543
info:eu-repo/semantics/openAccess
Creative Commons Attribution 4.0 International
https://creativecommons.org/licenses/by/4.0/legalcode
Occupational Science Europe, Odense, 24-26, August 2023
Children's play; Schoolyards; Collective Occupation; Justice;Practice
Considering play in schoolyards as collective occupations to generate practice possibilities focused on creating community
info:eu-repo/semantics/conferencePaper
oai:zenodo.org:8271150
2023-09-22T11:40:50Z
user-p4playh2020
user-eu
Bergin
Boyle
Lilja
Prellwitz
2023-06-07
<p>Oral Presentation </p>
<p>Abstract </p>
<p>Play as a right, represented as freely chosen and self-directed, rests on certain ideas about children and childhood. Drawing on data from a multi-study inquiry, exploring children’s play in Irish schoolyards, this paper considers assumptions on the centrality of children’s agency in play. This paper presents a re-examination of data collected as part of a PhD study examining children’s play in Irish schoolyards. Interview data from ten teachers and twenty-three children was subjected to reflexive thematic analysis with a view to exploring the play choices of children in schools identified as disadvantaged. This analysis generated insights into how the individualizing of choice within play produces dominant and at-risk identities. This highlights how risks of play deprivation are attributed to individual factors rather than structural issues such as racism. Furthermore, this study revealed the impact that the particulars each context had on choices made and the collective dimensions of children’s play in schoolyards. Insights from this reexamination of research that is in progress, contributes to discussions on how reconsidering agency as collective, may support the transformative potential within play, to create inclusive school communities.</p>
https://static1.squarespace.com/static/6267fdb1c8f4f22ac1b99be3/t/6463f2c0816e0a4558d433ae/1684271816776/IPA+Glasgow+2023+-+Book+of+Abstracts+-+230516.pdf
https://doi.org/10.5281/zenodo.8271150
oai:zenodo.org:8271150
Zenodo
https://zenodo.org/communities/p4playh2020
https://zenodo.org/communities/eu
https://doi.org/10.5281/zenodo.8271149
info:eu-repo/semantics/openAccess
Creative Commons Attribution 4.0 International
https://creativecommons.org/licenses/by/4.0/legalcode
International Play Association, Glasgow, 6th-9th June 2023
Play
Schoolyard
collective occupation
agency
The Contextualized Collective Nature Of Children's Play Choices In Schoolyards
info:eu-repo/semantics/conferencePaper
oai:zenodo.org:7162560
2022-10-10T10:16:47Z
openaire
user-p4playh2020
Veiga-Seijo, Silvia
Jackson, Jeanne
Kantartzis, Sarah
2022-10-08
<p><strong>Background</strong>: The use of play to foster children’s learning skills, competencies and health have been well documented (Moore & Lynch, 2018). Nevertheless, scholars are problematizing this approach since it divides play into components, which resonates with an “instrumental” and reductionist conceptualization (Lester & Russell, 2014). From an Occupational Science perspective, a discipline that studies people’s doings, this ignores understanding “play for the sake of play” as a complex collective occupation that may entail social transformation (Fahy et al., 2021; Kantartzis & Molineux, 2017).</p>
<p><strong>Purpose</strong>: To explore the literature addressing the link between children’s play, communities, and social transformation.</p>
<p><strong>Methods</strong>: A scoping review is being conducted through research articles and grey literature (i.e. government and project reports) in English, Spanish, and Portuguese. The analysis is focused in identifying which are the key features that describe play as fundamental for communities employing the Occupation-based Social Transformation lens (van Bruggen et al., 2020).</p>
<p><strong>Findings</strong>: This presentation articulates play as an occupation for social transformation since play involves connections among children, families and the entire community in a collective opportunity of "being together". Hence, play not only contributes to children’s lives but also enriches community’s identities, ties, attachments, belonging, and wellbeing. Besides, play is a vehicle to create safe spaces for everybody, what encourages community participation (Elsley, 2015; Gleave, 2010; Play Wales, 2012).</p>
<p><strong>Conclusions</strong>: Play for social transformation sheds light on the need for a holistic and community play approach, what situates Occupational Science as pivotal for navigating conceptual tensions about play “as doing” and advancing towards an inclusive conceptualization. Given that access to play opportunities is a foremost tenet to make a community child-friendly and sustainable (CFCI, 2018; Malone, 2013; UNICEF, 2022), (re)thinking what do we understand by play is key since it shapes play’s policies and practices.</p>
https://doi.org/10.5281/zenodo.7162560
oai:zenodo.org:7162560
eng
Zenodo
https://zenodo.org/communities/p4playh2020
https://doi.org/10.5281/zenodo.7162559
info:eu-repo/semantics/openAccess
Creative Commons Attribution 4.0 International
https://creativecommons.org/licenses/by/4.0/legalcode
10th Child in the City World Conference, Dublin, 5 – 7 October 2022
collective occupation
child-friendly city
inclusive communities
social change
children
occupational therapy
Play as an Occupation for Social Transformation: Creating dialogical spaces with Occupational Science
info:eu-repo/semantics/lecture
oai:zenodo.org:6624356
2022-06-08T14:02:17Z
openaire
user-p4playh2020
user-eu
Jansens, Rianne
Lynch, Helen
Prellwitz, Maria
Oloffson, Alexandra
2022-06-08
<p>Presentation given at Child in the City seminar which has been postponed in 2021 due to Covid pandemic however could take place on 19th and 20th May 2022 in Cascais, Portugal. The ESR5 project was outlined in a parallel session with the theme "The importance of implementing children's rights in urban planning: development and design". More information about this seminar can be found at <a href="https://www.childinthecity.org/2021-cascais/">Child in the City International Seminar – How to make children’s rights mainstream in local policy planning?</a></p>
https://doi.org/10.5281/zenodo.6624356
oai:zenodo.org:6624356
Zenodo
https://zenodo.org/communities/p4playh2020
https://zenodo.org/communities/eu
https://doi.org/10.5281/zenodo.6624355
info:eu-repo/semantics/openAccess
Creative Commons Attribution 4.0 International
https://creativecommons.org/licenses/by/4.0/legalcode
children's right to participation, children's right to play, local policy and planning
Making children's rights mainstream: Taking children's participation into account when (re)designing a public play space.
info:eu-repo/semantics/lecture
oai:zenodo.org:7049785
2022-09-05T14:26:16Z
openaire
user-p4playh2020
Jansens, Rianne
Lynch, Helen
Prellwitz, Maria
Olofsson, Alexandra
2022-09-05
<p>This presentation has been given at the inaugural World Occupational Science Conference, 18-20 August 2022. It aims to explore the occupation of children sharing their views in designing a public playspace together with adults of the local community in the perspective of citizenship. </p>
https://doi.org/10.5281/zenodo.7049785
oai:zenodo.org:7049785
Zenodo
https://zenodo.org/communities/p4playh2020
https://doi.org/10.5281/zenodo.7049784
info:eu-repo/semantics/openAccess
Creative Commons Attribution 4.0 International
https://creativecommons.org/licenses/by/4.0/legalcode
children's participation, designing playspace, citizenship
The occupation of citizenship: Exploring children's participation in public playspace planning.
info:eu-repo/semantics/lecture
oai:zenodo.org:7053379
2022-09-07T13:42:56Z
openaire
user-p4playh2020
user-eu
Wenger, Ines
2022-08-30
<p>Abstract presented at the 18th WFOT Congress in Paris 2022 in the Research Institute 3 Minute Thesis session. </p>
https://doi.org/10.5281/zenodo.7053379
oai:zenodo.org:7053379
Zenodo
https://zenodo.org/communities/p4playh2020
https://zenodo.org/communities/eu
https://doi.org/10.5281/zenodo.7053378
info:eu-repo/semantics/openAccess
Creative Commons Attribution 4.0 International
https://creativecommons.org/licenses/by/4.0/legalcode
Playgrounds for all! The centrality of the social environment in playground design
info:eu-repo/semantics/lecture
oai:zenodo.org:10064972
2023-11-02T16:07:54Z
openaire
user-p4playh2020
Boyle, Bryan
Prellwitz, Maria
Lilja, Margareta
Bergin, Michelle
2023-11-01
<p>This is an abstract based on the oral presentation delivered at ENOTHE Annual Meeting 2023. </p><p>Occupational Therapy has been conceptualized as praxis, where reflexive practices are interrelated with occupational science theorizing and translated in diverse ways in different contexts (Farias & Lopez, 2020; Kinsella & Durocher, 2016; Mondaca, 2021). However, there is a need for further interrogation of the increased adoption of occupational justice concepts by Occupational Therapists, given critiques of a lack of clarity on how occupational science theoretical concepts are understood and translated within practices (Hocking et al, 2022; Cordoba, 2020).</p><p><strong>Approach</strong></p><p>This presentation will draw from a focus group study that explores with 6 Occupational Therapists occupational justice practice possibilities, within play in Irish schoolyards. Occupational Therapists will engage in a series of four group interviews to dialogue on existing assumptions, the relevance of and shared understandings of concepts of justice and inclusion, and possibilities for justice focused practices in an Irish context.</p><p><strong>Implications</strong></p><p>Generating knowledges on justice focused practice possibilities in specific contexts can contribute to advancing praxis focused on creating more inclusive and healthier school communities. Furthermore, for educators, students and practitioners, understanding knowledges and practices as constitutive, situated and relational supports consideration of Occupational Therapy as lifelong processes of inquiry.</p>
https://doi.org/10.5281/zenodo.10064972
oai:zenodo.org:10064972
eng
Zenodo
https://zenodo.org/communities/p4playh2020
https://doi.org/10.5281/zenodo.10064971
info:eu-repo/semantics/openAccess
Creative Commons Attribution 4.0 International
https://creativecommons.org/licenses/by/4.0/legalcode
ENOTHE Annual Meeting, Oviedo, Spain, 25th- 28th October 2023
Justice focused practices as situated lifelong processes of inquiry
info:eu-repo/semantics/lecture
oai:zenodo.org:6458358
2022-04-14T13:12:35Z
openaire
user-p4playh2020
user-eu
Morgenthaler, Thomas
Schulze, Christina
2022-03-05
<p>Ergotherapeutinnen/-therapeuten schätzen Spiel als die Hauptbetätigung von Kindern. Je doch wird Spiel eher als Mittel zum Zweck eingesetzt, um Fertigkeiten zu trainieren und Entwicklung voranzutreiben. Im Gegensatz dazu erleben Kinder das Spiel als Prozess der Freude und Spass. Es ermöglicht ihnen, mit Freunden zusammen zu sein, selbst Entscheidungen zu treffen, was/wie sie spielen möchten und neue Herausforderungen zu meistern. Öffentliche Spielplätze werden regelmässig von Kindern und Familien besucht und sind ein wichtiger Teil in ihrem Alltag. Nicht alle Kinder können gleichermassen vom Spielplatz profitieren und manche Spielplätze werden von Kindern als langweilig empfunden. In der Ergotherapie werden Umweltaspekte erhoben, welche sich förderlich und/oder hinderlich auf das Spiel auswirken können. Durch eine Anpassung der Umwelt können Bedingungen geschaffen werden, die Spiel von Kindern unterstützen. In diesem Vortrag wird ein internationales Forschungsprojekt vorgestellt, welches Umweltaspekte auf dem Spielplatz untersucht und das Ziel verfolgt, ein ergotherapeutisches Assessment zu entwickeln. Dieses Basislager bietet Raum zum Vernetzen von Expertinnen/Experten und Interessierten rund um das Thema Spielen am Spielplatz und Spiel in der pädiatrischen Ergotherapie.</p>
https://doi.org/10.5281/zenodo.6458358
oai:zenodo.org:6458358
Zenodo
https://zenodo.org/communities/p4playh2020
https://zenodo.org/communities/eu
https://doi.org/10.5281/zenodo.6458357
info:eu-repo/semantics/openAccess
Creative Commons Attribution 4.0 International
https://creativecommons.org/licenses/by/4.0/legalcode
6. Winterthurer Ergo-Gipfel, Winterthur, 5.March 2022
outdoor play
occupational therapy
experience of fun
playground
Spiel, Spass und Spannung am Spielplatz : welche Rolle spielt die Umwelt?
info:eu-repo/semantics/lecture
oai:zenodo.org:6623379
2022-06-08T13:50:42Z
openaire
user-p4playh2020
Veiga-Seijo, Silvia
Casey, Theresa
Jackson, Jeanne
Kantartzis, Sarah
2022-05-27
<p>The P4Play Marie Sklodowska-Curie Training Network is an innovative European Joint Doctorate programme in Occupational Science for Occupational Therapists. The P4play programme aims to research play occupation and is a collaboration between four universities and 15 organisations. This provides the opportunity to undertake a secondment in a non-academic sector with a partner organisation, adding significant value to the research. This poster presents one of the eight PhD studies and particularly focuses on the secondment partnership.</p>
<p>The secondment is hosted by East Lothian Play Association (ELPA). This partnership encouraged the PhD student’s transferable skills: observing and engaging in children’s play in disadvantaged communities, participating in other play projects, developing networking and being involved in ELPA’s planning and development activities. This closer collaboration prompted the creation of an Advisory-Expert Group to co-create the research.</p>
<p>The overall aim of the research is to gain a multi-faceted understanding of children’s and community members’ perspectives for a play-friendly community in a disadvantaged community of East Lothian. The Advisory-Expert Group contributes with their contextualized knowledge about children’s play, rights-based approach to play and local communities. This enriches the co-creation of the participatory design, through discussion about: study community, recruitment, connecting with key stakeholders, and involving children. This partnership will attempt to work towards play as social justice.</p>
This project has received funding from the European Union's Horizon 2020 research and innovation programme under the Marie Skłodowska-Curie grant agreement No 861257.
https://doi.org/10.5281/zenodo.6623379
oai:zenodo.org:6623379
Zenodo
https://zenodo.org/communities/p4playh2020
https://doi.org/10.5281/zenodo.6623378
info:eu-repo/semantics/openAccess
Creative Commons Attribution 4.0 International
https://creativecommons.org/licenses/by/4.0/legalcode
ASSAM Interdisciplinary Conference: Social Justice and Civil Society, Queen Margaret University, Edinburgh, 27 May 2022
children
play
social justice
disadvantage
Co-creation
Collaboration
Participatory study
Researching children's play collaboratively with a local play organisation. Creating synergies for children's rights in a disadvantaged community
info:eu-repo/semantics/lecture
oai:zenodo.org:7116910
2022-09-28T02:26:28Z
openaire
user-p4playh2020
Silvia Veiga-Seijo
Jeanne Jackson
Sarah Kantartzis
2022-09-27
<ul>
<li><strong>Introduction: </strong>An occupation-based social transformation agenda is advancing as an increasing priority in Occupational Science to address social and health inequalities. There is recognition of the need for the development of both scholarship and empirical examples to support its further growth (Farias et al., 2019; Laliberte-Rudman et al., 2019; van Bruggen et al., 2020). This presentation aims to introduce a theoretical framework of play as an occupation for social transformation.</li>
<li><strong>Approach</strong>: A theoretical framework built upon a literature review is presented, based on linking play's conceptualization and the lenses of social transformation through occupation. This approach is contextualized in a PhD study exploring the play of children living in a disadvantaged community.</li>
</ul>
<ul>
<li><strong>Supporting Arguments: </strong>This theoretical framework puts forward play as an occupation for social transformation, articulating that when children play they are generators of community life since it fosters community identity and wellbeing, as well as relationships, cohesion, and belonging between children, families, and the whole neighbourhood. Play is an essential occupational right as children grow up: it facilitates children and community members to be active agents, builds community involvement, inclusive communities and tackle inequalities (Gleave, 2010; Elsley, 2015). This position emphasises the importance of an inclusive occupational rather than an instrumental perspective of play.</li>
</ul>
<ul>
<li><strong>Implications for Occupational Science: </strong>The play conceptualization presented may strengthen and expand the key principles and approaches that inform occupation-based social transformation. Approaching play as an occupation for social transformation may enable the mobilization, contribution, and collaboration of Occupational Science in international interdisciplinary dialogues about play conceptualizations.</li>
</ul>
https://doi.org/10.5281/zenodo.7116910
oai:zenodo.org:7116910
Zenodo
https://zenodo.org/communities/p4playh2020
https://doi.org/10.5281/zenodo.7116909
info:eu-repo/semantics/openAccess
Creative Commons Attribution 4.0 International
https://creativecommons.org/licenses/by/4.0/legalcode
WOSC, Inaugural World Occupational Science Conference, Vancouver, Canada, 18-20 August 2022
Play
Occupation-based Social Transformation
Community
Researching Play through the lenses of Occupation-based Social Transformation
info:eu-repo/semantics/lecture
oai:zenodo.org:7079032
2022-09-14T14:26:24Z
openaire
user-p4playh2020
user-eu
Michelle Bergin
Maria Prellwitz
Margareta Lilja
Bryan Boyle
2022-09-14
<p> </p>
<p>The following is an abstract summary of an oral presentation on representations of Irish Traveller children's play and practice implications at the World Federation of Occupational Therapists Conference in Paris.</p>
<p><strong>Introduction </strong></p>
<p>Revolution implies a fundamental change in the way that we think and act. An occupational rights agenda affirms our responsibility as Occupational Therapists to support children’s right to play and identify and address the barriers to play. Irish Traveller children experience systemic discrimination within schoolyards- increasingly understood as a significant place in the lives of children. Our insufficient understanding of IrishTraveller children’s play leaves us vulnerable to decontextualised and deficit focused practices that risk contributing to systems that sustain inequality and exclusion. There is a diverse body of information available that may assist in understanding the complexities of political, historical, spatial and relational factors relevant to Irish children’s play to support our practice. </p>
<p><strong>Objectives </strong></p>
<p>To identify, map and summarize existing evidence on Irish Traveller children’s play in schoolyards. </p>
<p><strong>Method </strong></p>
<p>This study applied the methodological guidance on conducting a scoping review from the Joanna Briggs Institute. A PRISMA Scr flow chart was used to track the scoping review search process.</p>
<p><strong>Results </strong></p>
<p>The scale and variety of evidence relevant to Irish children's play in schoolyards was mapped and summarised. Expected results include the identification of important constructs apparent in the existing body of work and greater understandings of the complexities of factors relevant to Irish children’s play in schoolyards. Preliminary results on representations of Irish Traveller childrens play will be presented.</p>
<p><strong>Conclusion </strong></p>
<p>This study will provide crucial knowledge to support rights-based practice which requires Occupational Therapists to critically reflect on the situated and relational nature of children’s play in schoolyards.</p>
https://doi.org/10.5281/zenodo.7079032
oai:zenodo.org:7079032
eng
Zenodo
https://zenodo.org/communities/p4playh2020
https://zenodo.org/communities/eu
https://doi.org/10.5281/zenodo.7079031
info:eu-repo/semantics/openAccess
Creative Commons Attribution 4.0 International
https://creativecommons.org/licenses/by/4.0/legalcode
18th World Federation of Occupational Therapists Congress 2022, Paris, 28th-31st August 2022
Schoolyard, Play, Occupational Therapy
Irish Traveller children's play Preliminary representations from a critical scoping review
info:eu-repo/semantics/lecture
oai:zenodo.org:5160358
2021-08-10T10:03:54Z
openaire
user-p4playh2020
user-eu
Loudon, Fiona
Wenger, Ines
Boyle, Brian
Larsson-Lund, Maria
Prellwitz, Maria
Lynch, Helen
Schulze, Christina
2021-08-04
<p><strong>Introduction:</strong> </p>
<p>The P4Play Marie Sklodowska-Curie (MSC) Training Network is an innovative European Joint Doctorate (EJD) programme in Occupational Science for Occupational Therapists. This EJD was established in 2020 when 2.2 m was awarded to a consortium of researchers and play advocates, in the highly competitive Horizon2020 scheme. P4play is a collaboration between 4 academic universities in Ireland, Sweden, Scotland, and Switzerland, and 15 partner organisations in Europe and the USA. The P4play programme adopts a child's rights-based perspective and aims to investigate the nature of play through the lens of People, Place, Policy and Practice (P4Play). </p>
<p><strong>Background:</strong><strong> </strong></p>
<p>After extensive scientific research, scholarly exploration, and discourse on play, a refocus on play as a right requires further study as a central concern (or occupation) in children's lives. Occupational Science, a science dedicated to the study of humans as doers or as occupational beings, offers a unique lens to explore play as an occupation. From this perspective, the P4Play proposal was developed and submitted for funding to the MSC programme, in 2019 and was successful on first submission. P4play intends to amplify children's voices and explore the intersectionality of diverse childhood experiences of play, within families, communities, and cultures, drawing from pragmatism, complexity theories, childhood studies and anthropology among others. </p>
<p><strong>Methods: implementing the P4play programme</strong> </p>
<p>The P4Play research programme has employed 8 early-stage researchers dedicated to exploring the complex and situated nature of play, e.g., social-spatial inclusion, play deprivation, and policy. and the development of solutions to address barriers to play provision in diverse community settings. Eight PhD research projects are being designed and implemented to examine play from diverse perspectives and contexts, including roma/traveller communities, families of children with disabilities, seldom-heard children and communities of socioeconomic disadvantage. A unique aspect of this programme is the inclusion of 15 international partners with interests in the field of play. These partners are engaged in play advocacy, innovations, education, playground provision, grassroots support for play in communities, government policy, and science. Through the collaboration with these partners, the programme aligns with current play advocacy and policy initiatives, which strengthens the capacity to translate research outcomes to actionable steps. This research responds to the societal challenge of ensuring health, well-being and equality for children (UN Sustainable Goals 3 & 10). Expected outcomes aim to benefit children, families, and communities </p>
<p><strong>Outcomes:</strong> </p>
<p>It is hoped that this research program will have a transdisciplinary impact beyond occupational therapy and occupational science. It aims to facilitate conversations in other areas of academics, inform educators, empower communities, and encourage policymakers to reduce or remove barriers to play for diverse communities, children, and families. </p>
https://doi.org/10.5281/zenodo.5160358
oai:zenodo.org:5160358
eng
Zenodo
https://zenodo.org/communities/p4playh2020
https://zenodo.org/communities/eu
https://doi.org/10.5281/zenodo.5160357
info:eu-repo/semantics/openAccess
Creative Commons Attribution 4.0 International
https://creativecommons.org/licenses/by/4.0/legalcode
Play 2021 A conference on children, play and space, Birmingham, 7-8 July 2021
play
digital space
outdoor play space
children
P4PLAY: RESEARCHING PEOPLE, PLACE , POLICY and PRACTICE for PLAY from the LENS of OCCUPATIONAL SCIENCE Oh' The Places You'll Go: Adventures Outdoors and in Digital Playgrounds
info:eu-repo/semantics/conferencePoster
oai:zenodo.org:7554377
2023-01-20T17:54:43Z
user-p4playh2020
user-eu
Thomas Morgenthaler
Christina Schulze
Duncan Pentland
Helen Lynch
2023-01-18
<p>For children, playgrounds are important environments. However, children’s perspectives are often not acknowledged in playground provision, design, and evaluation. This scoping review aimed to summarize the users’ (children with and without disabilities) perspectives on environmental qualities that enhance their play experiences in community playgrounds. Published peer-reviewed studies were systematically searched in seven databases from disciplines of architecture, education, health, and social sciences; 2905 studies were screened, and the last search was performed in January 2023. Included studies (<em>N</em> = 51) were charted, and a qualitative content analysis was conducted. Five themes were formed which provided insights into how both physical and social environmental qualities combined provide for maximum play value in outdoor play experiences. These multifaceted play experiences included the desire for fun, challenge, and intense play, the wish to self-direct play, and the value of playing alone as well as with known people and animals. Fundamentally, children wished for playgrounds to be children’s places that were welcoming, safe, and aesthetically pleasing. The results are discussed in respect to social, physical, and atmospheric environmental affordances and the adult’s role in playground provision. This scoping review represents the valuable insights of children regardless of abilities and informs about how to maximise outdoor play experiences for all children.</p>
https://doi.org/10.3390/ijerph20031763
oai:zenodo.org:7554377
eng
Zenodo
https://zenodo.org/communities/p4playh2020
https://zenodo.org/communities/eu
info:eu-repo/semantics/openAccess
Creative Commons Attribution 4.0 International
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International Journal of Environmental Research and Public Health, 20(3), 1763, (2023-01-18)
playthings
play value
affordances
inclusion
playground
outdoor play
environment
participation
vulnerable populations
Environmental Qualities That Enhance Outdoor Play in Community Playgrounds from the Perspective of Children with and without Disabilities: A Scoping Review
info:eu-repo/semantics/article
oai:zenodo.org:7041225
2022-09-02T02:26:17Z
openaire
user-p4playh2020
user-eu
Allison Mula
Jeanne Jackson
Sarah Kantartzis
2022-09-01
<p>This is a poster presentation given at the 2022 inaugural World Occupational Science Conference. This presentation facilitated noval dialog between the researcher and viewers about gender construction in play and an explanation of the theoretical basis. As there was an animation attached to the poster through the QR code at the bottom right, viewers were able to listen and view the poster in animated form on YouTube. </p>
https://doi.org/10.5281/zenodo.7041225
oai:zenodo.org:7041225
eng
Zenodo
https://zenodo.org/communities/p4playh2020
https://zenodo.org/communities/eu
https://doi.org/10.5281/zenodo.7041224
info:eu-repo/semantics/openAccess
Creative Commons Attribution 4.0 International
https://creativecommons.org/licenses/by/4.0/legalcode
WOSC 2022, Inaugural World Occupational Science Conference 2022, Vancouver, Canada, 18-20 August 2022
Gender
Gender construction
Gender identity
Play
Social construction
Gender Construction THrough Play: A lens of Queer THeory and Feminist Post-Structuralism
info:eu-repo/semantics/lecture
oai:zenodo.org:8058617
2023-09-22T11:40:45Z
openaire
user-p4playh2020
user-eu
Wenger, Ines
Prellwitz, Maria
Lynch, Helen
Schulze, Christina
2023-06-06
<p>The presentation was presented at the 22<sup>nd</sup> International Play Association Triennial World Conference in Glasgow (https://www.ipaglasgow2023.org/)</p>
<p><strong>Background:</strong> Public playgrounds form an environment that is explicitly built for children's play. However, playground design is often shaped by adults and does not necessarily meet the needs of a diverse group of children, e.g. children with disabilities. For the inclusion of all children in play spaces several policy documents call for the development of knowledge on how Universal Design (UD), as a design approach aiming to create socially inclusive environments, can be applied to inclusive play spaces. Building upon children’s needs and wishes for playgrounds, the presentation aims to illustrate potential applications of UD to create inclusive playgrounds.</p>
<p><strong>Methods:</strong> A synthesis of qualitative studies extracted through a systematic search of databases in health and social sciences informs children’s perspectives on playgrounds. Only studies that explicitly reflect children's voices were included and analysed from a child-centred perspective. The identified studies are then discussed from a UD perspective and the current state of knowledge in relation to play.</p>
<p><strong>Findings:</strong> Children’s needs and wishes for playground design will be illustrated and discussed in relation to UD principles and goals, and potential examples of playgrounds will be outlined.</p>
<p><strong>Conclusion:</strong> Children, including children with disabilities, can articulate their needs and wishes in relation to playground design. Adding a child-centred play perspective on UD may be valuable for inclusive playground design.</p>
https://doi.org/10.5281/zenodo.8058617
oai:zenodo.org:8058617
eng
Zenodo
https://zenodo.org/communities/p4playh2020
https://zenodo.org/communities/eu
https://doi.org/10.5281/zenodo.8058616
info:eu-repo/semantics/openAccess
Creative Commons Attribution 4.0 International
https://creativecommons.org/licenses/by/4.0/legalcode
22nd International Play Association Triennial World Conference, Glasgow, Scotland, 06-09 June 2023
inclusive playground
children's voice
participation
built environment
preschol and school aged children
Creating inclusive environments for play: Can Universal Design address children's needs and wishes?
info:eu-repo/semantics/lecture
oai:zenodo.org:5733919
2021-12-07T07:38:03Z
openaire
user-p4playh2020
user-eu
Wenger, Ines
Morgenthaler, Thomas
Schulze, Christina
2021-11-24
<p>Background: Children with and without disabilities consider playgrounds as significant places in their life,<br>
which offer opportunities for play and social interactions. Playgrounds are especially important in times when<br>
opportunities to meet are restricted, for example, due to the Covid-19 pandemic. Even though the primary<br>
purpose of playgrounds is to be a place for children to play, playground design is mainly determined by<br>
adults. Children`s voices regarding their use of playgrounds, and their wishes and needs to enhance<br>
participation on playgrounds are seldom addressed. In particularly perspectives of children with disabilities<br>
are often absent. The aim of this presentation is to give insight into how the perspectives of children with<br>
disabilities may contribute to playground design.<br>
Method: The presentation draws on an international project that explores children's perspectives through<br>
literature reviews and semi-structured interviews.<br>
Results: Children make important contributions to playground design. For example, children with disabilities<br>
show a unique understanding of their own situation and propose inclusive playground adjustments. Their<br>
unique perspectives on play could help playground providers to adapt playgrounds to their needs and<br>
wishes to ensure participation in play including opportunities for social interactions and challenges<br>
according to their abilities.<br>
Discussion: Children are the main user group of playgrounds. Child-focused participatory methods that<br>
include children with different abilities and a variety of needs and backgrounds should be included in<br>
processes of playground planning, evaluating, and monitoring to enhance playground design.<br>
This project has received funding from the European Union & Horizon 2020 research and innovation<br>
programme under the Marie Skłodowska-Curie grant agreement No 861257.</p>
https://doi.org/10.5281/zenodo.5733919
oai:zenodo.org:5733919
Zenodo
https://zenodo.org/communities/p4playh2020
https://zenodo.org/communities/eu
https://doi.org/10.5281/zenodo.5733918
info:eu-repo/semantics/openAccess
Creative Commons Attribution 4.0 International
https://creativecommons.org/licenses/by/4.0/legalcode
SSECR, 3rd Annual Meeting & Pre-Conference Swiss Society for Early Childhood Research, Zurich, 23-24 November 2021
outdoor play
If I could build... Empowering the voices of children with disabilities in playground planning
info:eu-repo/semantics/conferencePoster
oai:zenodo.org:8358463
2023-09-22T11:40:44Z
openaire
user-p4playh2020
user-eu
Wenger, Ines
Prellwitz, Maria
Lynch, Helen
Schulze, Christina
2023-08-24
<p>Abstract</p>
<p>Introduction: Designing playgrounds, and especially inclusive playgrounds, is a complex task and involves different professionals. Exploring the design of inclusive playgrounds from an occupational and child-centered perspective can be beneficial to highlight aspects in the physical and social environment to enhance inclusion.</p>
<p>Methods: The research was informed by two studies. In a first study, semi-structured interviews and observations were conducted with 32 children with and without disabilities on inclusive playgrounds. Data was analyzed with qualitative content analysis. The second study was a systematic review of qualitative evidence conducted in health and social sciences databases to identify and analyze children’s perspectives on playgrounds in relation to play value and inclusion.</p>
<p>Findings: The analysis showed that for children, factors from the physical and social environment can contribute to a sense of belonging in playgrounds. Factors identified were a physical environment that allows children to change it, social interactions with other children and an atmosphere that is welcoming. Overall, these factors contributed to children’s engagement in meaningful occupations, their experience of agency, and a sense of attachment to the playground.</p>
<p>Implications for occupational science: Drawing on theories of place attachment can be helpful in understanding different meanings of children's occupations in a playground. Furthermore, it can contribute to an understanding of how an individual child's experience of play and inclusion can be related to their sense of belonging to a playground, a community, and ultimately a society, and what factors have an impact on this.</p>
https://doi.org/10.5281/zenodo.8358463
oai:zenodo.org:8358463
eng
Zenodo
https://zenodo.org/communities/p4playh2020
https://zenodo.org/communities/eu
https://doi.org/10.5281/zenodo.8358462
info:eu-repo/semantics/openAccess
Creative Commons Attribution 4.0 International
https://creativecommons.org/licenses/by/4.0/legalcode
place-making, belonging, playground, play
Belonging on playgrounds: focusing on children's play occupations to enhance inclusive design
info:eu-repo/semantics/lecture
oai:zenodo.org:7052682
2022-09-06T14:26:24Z
openaire
user-p4playh2020
user-eu
Wenger, Ines
Prellwitz, Maria
Schulze, Christina
Lynch, Helen
2022-08-18
<p>Presentation given at the Inaugural World Occupational Science Conference in Vancouver, 2022 (<a href="https://wosc.osot.ubc.ca/">Home - Inaugural World Occupational Science Conference (ubc.ca)</a>). </p>
<p><strong>ABSTRACT</strong><br>
Public playgrounds located in the neighborhoods are one place where children with different backgrounds and needs can meet, play, socially interact and connect with each other. Children report that playgrounds are important places in their lives. As such, playgrounds could be seen as collective spaces in a community setting. However, little is known about specific playspaces in playgrounds, what children do in these places and what meaning they ascribe to these places. Thus, the presentation aims to explore children’s doings in different playspaces on playgrounds, and the meaning they associate with these places. The presentation is informed by systematic search and synthesis of qualitative evidence about playgrounds from diverse children’s perspective. The included literature is analyzed through an occupational science lens and place-attachment theory. The findings will illustrate the different occupations children do in different places on playgrounds, and the meanings the children associate with it. Furthermore, children’s doings in these places are described and explored in relation to social interactions. Looking at playspaces from a child's perspective often gives insight into a different understanding compared to an adult's perspective. Within an Occupational Science community few have looked at specific playspaces on playgrounds and explored children’s occupations in these places from a place-attachment perspective. Therefore, the findings will add to the knowledge of children’s occupations as they are shaped by environmental relationships on playgrounds.</p>
https://doi.org/10.5281/zenodo.7052682
oai:zenodo.org:7052682
Zenodo
https://zenodo.org/communities/p4playh2020
https://zenodo.org/communities/eu
https://doi.org/10.5281/zenodo.7052681
info:eu-repo/semantics/openAccess
Creative Commons Attribution 4.0 International
https://creativecommons.org/licenses/by/4.0/legalcode
Playspaces within playspaces: exploring children's experiences of play occupation within playgrounds
info:eu-repo/semantics/lecture
oai:zenodo.org:7081405
2022-09-15T14:26:25Z
openaire
user-p4playh2020
user-eu
Morgenthaler, Thomas
Schulze, Christina
Jackson, Jeanne
Kantartzis, Sarah
Lynch, Helen
2022-09-15
<p><strong>Introduction </strong></p>
<p>The concept of affordances originates from ecological psychology, and concerns “possibilities for actions” as perceived by individuals acting in the environment (Gibson, 1979). An affordance approach recognises the agency of the physical environment in a transactional perspective wherein the person and environment co-constitute each another (Clark & Uzzell, 2002). Although ‘affordances’ as an idea has been adopted by occupational scientists, the associated theoretical origins are less well represented in occupational science literature. Therefore, this theoretical paper aims to analyse the concept of affordances and its use in researching occupation.</p>
<p><strong>Approach</strong></p>
<p>The concept of affordances will be explored through a literature review of outdoor play research across disciplines. Playgrounds are environments for communities allowing the collective occupation of outdoor play among children and families.</p>
<p><strong>Supporting arguments</strong></p>
<p>Disciplines such as ecological and social psychology, landscape architecture, geography and education have successfully applied affordance theory in environmental research, and there is much to learn from their insights. Affordance theory has evolved from an individual understanding of direct perceived action to a more context-based perspective of potential affordances shared by groups and communities in their environments. An affordances perspective allows a functional meaning-making in the analysis of the person-environment transactions.</p>
<p><strong>Implication for Occupational Science</strong></p>
<p>The concept of affordances recognises agency of the physical environment and equalizes the person-environment relationship. Affordance theory offers us the potential to extend the transactional perspective on occupation by providing a means to express functional meanings co-constituted between the environment and the person.</p>
<p><strong>Keywords</strong>: playground, affordance theory, environment</p>
<p> </p>
<p><strong>References</strong></p>
<p>Clark, C., & Uzzell, D. L. (2002). The affordances of the home, neighbourhood, school and town centre for adolescents. <em>Journal of Environmental Psychology</em>, <em>22</em>(1–2), 95–108. https://doi.org/10.1006/jevp.2001.0242</p>
<p>Gibson, J. J. (1979). <em>The Ecological Approach to Visual Perception</em>. Lawrence Erlbaum Associates, Inc.</p>
<p> </p>
<p> </p>
https://doi.org/10.5281/zenodo.7081405
oai:zenodo.org:7081405
Zenodo
https://zenodo.org/communities/p4playh2020
https://zenodo.org/communities/eu
https://doi.org/10.5281/zenodo.7081404
info:eu-repo/semantics/openAccess
Creative Commons Attribution 4.0 International
https://creativecommons.org/licenses/by/4.0/legalcode
Inaugural World Occupational Science Conference, Vancouver, Canada, 18-20.08.2022
outdoor play
affordance theory
occupational science
Slidable, climbable, hidable: Exploring the theory of affordances for understanding person-environment transaction
info:eu-repo/semantics/lecture
oai:zenodo.org:5557277
2021-11-11T06:52:37Z
openaire
user-p4playh2020
user-eu
Rianne Jansens
Helen Lynch
Maria Prellwitz
2021-10-08
<p>The Conventions of the Rights of the Child aims to facilitate children’s provision, protection, and participation to enhance their lives. Facilitating children’s participation involves providing adequate information and giving children opportunities to share their views in decision-making processes. In Ireland, children’s participation is supported by the national participation strategy 2015-2020 which has recently been followed-up by the Participation Implementation Framework. This includes the expectation that all children, including those with disabilities should participate in (re)design processes of public playspaces in their communities.</p>
<p>This poster presents on phase one of a PhD study that aims to explore how children’s participation is incorporated in guidelines for (re)designing public playspace. A scoping review methodology is being used to identify guidelines on (re)designing public playspaces. Data analysis involves a mapping and extracting process between frameworks of children’s participation and guidelines, tools and policies on (re)design public playspaces.</p>
<p>Occupational therapists working in and with the local community are considered as important stakeholders in enabling children with disabilities to share their views in matters that affect, for example in creating play opportunities in the neighbourhood and contributing to social inclusion. </p>
<p> </p>
<p> </p>
https://doi.org/10.5281/zenodo.5557277
oai:zenodo.org:5557277
eng
Zenodo
https://zenodo.org/communities/p4playh2020
https://zenodo.org/communities/eu
https://doi.org/10.5281/zenodo.5557276
info:eu-repo/semantics/openAccess
Creative Commons Attribution 4.0 International
https://creativecommons.org/licenses/by/4.0/legalcode
children's participation, scoping review, occupational therapy
Enhancing lives through enabling participation: Children as active agents in their communities
info:eu-repo/semantics/conferencePoster
oai:zenodo.org:10014153
2023-10-18T06:55:20Z
user-p4playh2020
user-eu
Larsson-Lund, Maria
Boyle, Bryan
Loudoun, Fiona
2023-08-25
<p>Occupational Science is defined by the "the study of the human as an occupational being" (Yerxa, 2000, p. 88), which has traditionally elevated the human as the locus of attention. However, technologies are increasingly integrated in our daily occupations. The complexity and intelligence of these digital technologies are shifting reliance from humans to machines. </p><p>A transactional approach to occupation recognises that occupations are situationally-dependent phenomenon (Cutchin and Dickie, 2012). However, a posthuman perspective extends this to acknowledge the reciprocal human – machine/technology relations. Taylor's (2009) notion of assemblage of play provides a framework to recognise the range of actors that intra-act with each other to create the play experience. Thus, the play or agency is not inherent in any of these individual properties, rather, it evolves and is constructed as they assemble together.</p><p>By recognising and applying an assemblage of play theory, occupational scientists can begin to recognise the increasing influence of digital technologies in our daily occupations. This workshop will examine and explore the complex assemblages that create play experiences (Taylor, 2009) recognising the range of human and non-human actors that create the play experience. Thus, recognising the complex yet agentic role of digital technologies. </p><p>Given the rapid acceleration of digital technologies in our daily lives and their increasing intelligence to act as independent actors; an enhanced understanding of the complex assemblage and how occupation is shared across both human and technological systems is critical. Thus, recognising the influence of non-human matter within the play assemblage. </p>
https://doi.org/10.5281/zenodo.10014153
oai:zenodo.org:10014153
Zenodo
https://zenodo.org/communities/p4playh2020
https://zenodo.org/communities/eu
https://doi.org/10.5281/zenodo.10014152
info:eu-repo/semantics/restrictedAccess
Creative Commons Attribution 4.0 International
https://creativecommons.org/licenses/by/4.0/legalcode
OSE Conference, Occupational Science Europe Conference, Odense, Denmark, 24-26 August 2023
Humans and Technology: a complex assemblage in daily occupations
info:eu-repo/semantics/lecture
oai:zenodo.org:8025748
2023-09-22T11:40:51Z
openaire
user-p4playh2020
user-eu
Jansens, Rianne
Lynch, Helen
Prellwitz, Maria
Olofsson, Alexandra
2023-06-11
<p>Presentation about a qualitative study investigating staff of three municipalities in Ireland about their experiences regarding children's participation in (re)designing a public playspace. </p>
https://doi.org/10.5281/zenodo.8025748
oai:zenodo.org:8025748
Zenodo
https://zenodo.org/communities/p4playh2020
https://zenodo.org/communities/eu
https://doi.org/10.5281/zenodo.8025747
info:eu-repo/semantics/openAccess
Creative Commons Attribution 4.0 International
https://creativecommons.org/licenses/by/4.0/legalcode
children's right to play and to participation, designing a playspace, municipal staff experiences
Experiences of municipal staff when children share their views for (re)designing a local playspace
info:eu-repo/semantics/lecture
oai:zenodo.org:7117061
2022-09-28T02:26:29Z
openaire
user-p4playh2020
Silvia Veiga-Seijo
Sarah Kantartzis
Jeanne Jackson
2022-09-27
<ul>
<li><strong>Objectives</strong> <strong>and Significance</strong>: Play is a right and a fundamental occupation in children’s life, which may promote their health and wellbeing as well as their sense of belonging to a community. It may be situated in multiple contexts (home or school, neighbourhood) and with diverse relationships (parents/carers, family members, neighbours, teachers). Nevertheless, many children do not have the same opportunities to access to meaningful play occupations, due to sociocultural, political-economic or physical factors, which may threat children’s occupational rights. From the discipline of Occupational Science, this study aims: a) to understand the play occupation of children at risk of play deprivation, b) to explore the barriers and enablers of inclusive play and c) to raise awareness of the need for related policies and interventions.</li>
<li><strong>Method</strong>: Child-centred participatory qualitative methodologies with an occupation-right perspective will be carried out. Critical, inclusive and gender lens will be consider. New knowledge will be co-constructed with children and the community.</li>
<li><strong>Impact / Results:</strong> This study will develop new knowledge in relation to the children’ play practices, and will contribute to the commitment of strengthening occupation-centred approaches in children’s occupational therapy. From occupational science, the new knowledge generated will be translated into strategies to inform and implement an evidence-based occupational therapy practice. Implications for play provision will be extrapolated to inform good practice in socio-spatial inclusion.</li>
<li><strong>Conclusion / Outcomes</strong>: This study will let practitioners better understand play occupation from children voices and to produce an ‘inclusive play’ perspective within P4PLAY programme.</li>
</ul>
https://doi.org/10.5281/zenodo.7117061
oai:zenodo.org:7117061
Zenodo
https://zenodo.org/communities/p4playh2020
https://doi.org/10.5281/zenodo.7117060
info:eu-repo/semantics/openAccess
Creative Commons Attribution 4.0 International
https://creativecommons.org/licenses/by/4.0/legalcode
18th World Federation of Occupational Therapy Congress, Paris, France, 28-31 August 2022
Expanding conceptualisations of inclusive play to incorporate the play characteristics of children with diverse play experiences at risk of play deprivation
info:eu-repo/semantics/lecture
oai:zenodo.org:10014015
2023-10-18T14:25:19Z
openaire
user-p4playh2020
user-eu
Loudoun, Fiona
Boyle, Bryan
Larsson-Lund, Maria
2022-08-28
<p><strong>Abstract</strong></p><p><strong>Introduction / Rationale: </strong></p><p>Increasingly, play as an occupation for children takes place in digital spaces. Digital play, mediated by technology such as computers, tablets and dedicated games consoles offers children opportunities for individual and collective play. Although digital play attracts polarised opinion in social discourse, there remains a paucity of research focussed on its occupational dimensions.</p><p><strong>Objectives: </strong></p><p>This scoping review explores the dimension of digital play as an occupation for children. A review of the existing literature will outline existing evidence of the form, function and meaning as dimensions of digital play. Furthermore, the health and well-being implications of participating in digital play will be mapped as well as its contribution to children's emergent identity and becoming.</p><p><br><strong>Method / Approach:</strong></p><p>The six-stage methodology framework by Arksey and O'Malley guided this scoping review design. Two authors independently reviewed literature identified from automated and manual searches of online databases, reference lists and specific journals. Selected literature matched pre-determined eligibility criteria and underwent content analysis based on the study objectives.</p><p><br><strong>Results and or Practice Implications:</strong></p><p>Increased understanding of the occupational characteristics of digital play will inform a continued examination as to how participation for children can support health and wellbeing. Extending the dialogue regarding play in digital spaces as occupation will support stakeholders such as game designers to further understand the affordances that support the choices available to children and young people.</p><p><br><strong>Conclusion:</strong></p><p>The findings of this scoping review will inform further studies examining expressions of play as occupation in digital spaces.</p>
https://doi.org/10.5281/zenodo.10014015
oai:zenodo.org:10014015
Zenodo
https://zenodo.org/communities/p4playh2020
https://zenodo.org/communities/eu
https://doi.org/10.5281/zenodo.10014014
info:eu-repo/semantics/openAccess
Creative Commons Attribution 4.0 International
https://creativecommons.org/licenses/by/4.0/legalcode
WFOT Congress, World Federation of Occupational Therapy Congress, Paris, France, 28-31 August 2022
Install, Download, Play: A scoping review of the occupational nature of digital play for children and young people.
info:eu-repo/semantics/lecture
oai:zenodo.org:10009763
2023-10-16T16:17:28Z
openaire
user-p4playh2020
user-eu
Michelle Bergin
Maria Prellwitz
Margareta Lilja
Bryan Boyle
2022-08-19
<p>This research was shared at the inaugural World Occupational Science Conference, 2022 as a poster presentation and also invited participants to further engage with the research, thinking with theory on schoolyards as collective occupations. </p>
<p>An initial analysis of an inquiry into children’s schoolyard play,considers schoolyard breaktime as collective occupations.Informed by post-qualitative approaches,this inquiry enacts an"agential cut“ diffracting data from three qualitative research studies exploring schoolyard play with Occupational Science conceptualizations of situated and collective occupations. The schoolyard is(re)presented as significant in the social lives of children,and as a space of inequality and exclusion. Researchers from diverse disciplines,have applied spatial and sociological theories,to understand issues of identity,agency,power,and belonging during interactions within the schoolyard. The role of occupations in these shared,social processes has received less attention.Situated materials, discourses and embodied doings intra-acting in a momentary cut are presented alongside a mattering of collective doing. Finding"the play”using post qualitative approaches can generate knowledges of the always becoming nature and differences entangled in collective doing in schoolyards. (In)forming practices recognises that focusing on what matters risks also excluding other kinds of mattering.</p>
<p> </p>
https://doi.org/10.5281/zenodo.10009763
oai:zenodo.org:10009763
Zenodo
https://zenodo.org/communities/p4playh2020
https://zenodo.org/communities/eu
https://doi.org/10.5281/zenodo.7038962
info:eu-repo/semantics/openAccess
Creative Commons Attribution 4.0 International
https://creativecommons.org/licenses/by/4.0/legalcode
World Occupational Science Conference, Vancouver, 17th -20th September 2022
Situated and social dimensions of occupations
Collective occupations
Schoolyard play
Mattering the situated and social nature of schoolyard play
info:eu-repo/semantics/conferencePoster
oai:zenodo.org:5179957
2021-08-11T13:48:31Z
user-p4playh2020
user-eu
Jansens, Rianne
Vinçon, Sabine
Jackson, Jeanne
Lynch, Helen
Pentland, Duncan
Prellwitz, Maria
2021-08-11
<p>Poster presented at Playful Planet Conference, 7-8 July 2021 https://www.playfulplanet.org.uk/play2021, describing play as an occupational right for all children, how research can inform policy, and the importance of the cooperation with policy organisations, as in the two projects presented, to strenghten the relevance of the research questions and the quality of the research process and therefore the usability of the outcomes. </p>
<p>POLICY PROJECT 1: Applying children’s right to share their view in (re)desiging a public playspace</p>
<p>Children’s right to share their views on matters that affect them, is challenged in its operationalisation. Involving children, in particular seldom heard children, in decision-making processes about public playspaces in the municipalities makes sense as play is fundamental to all children and the importance of taking children’s perceptions into account has been reported before.</p>
<p>This project aims to understand the barriers and facilitators for using strategies for children’s participation in (re)design of public playspaces and to explore what children with disabilities need for participation.</p>
<p>Involving children in (re)designing a public playspace supports the creation of inclusive playgrounds, but moreover generates opportunities for children to take part in democratic processes and being an active citizen. </p>
<p>POLICY PROJECT 2: Identifying and exploring multiple outcomes associated with enacting children’s play policy</p>
<p>The occupation of play cannot be understood as a linear, unidimensional phenomenon. Many variables and drivers, from the individual and societal context, influence play.<br>
There is potential to use occupational theories to influence play-focused-policy development and application as a way of addressing entrenched problems that limit health and well-being. Doing this requires the ability to examine and understand complex relationships between actions, people and contexts.</p>
<p>This project aims to review methodological approaches to investigating complex systemic issues associated with play and play deprivation, and outcomes associated with community level actions to facilitate play.</p>
<p>It further aims to develop and apply a methodology that enables a complex systems perspective on exploring policy processes associated with facilitating play to identify areas for development.</p>
https://doi.org/10.5281/zenodo.5179957
oai:zenodo.org:5179957
Zenodo
https://zenodo.org/communities/p4playh2020
https://zenodo.org/communities/eu
https://doi.org/10.5281/zenodo.5179956
info:eu-repo/semantics/openAccess
Creative Commons Attribution 4.0 International
https://creativecommons.org/licenses/by/4.0/legalcode
children, play, policy
P4PLAY: RESEARCHING PEOPLE, PLACE, POLICY and PRACTICE for PLAY from the LENS of OCCUPATIONAL SCIENCE. Examining policy processes to facilitate play
info:eu-repo/semantics/conferencePaper
oai:zenodo.org:10784929
2024-03-12T19:17:02Z
openaire
user-p4playh2020
Loudoun, Fiona
Boyle, Bryan
2024-03-06
<p>Presentation for the Revolutionizing Education Through Play conference held in Limerick, Ireland on the 2nd March 2024.</p>
https://doi.org/10.5281/zenodo.10784929
oai:zenodo.org:10784929
eng
Zenodo
https://zenodo.org/communities/p4playh2020
https://doi.org/10.5281/zenodo.10784928
info:eu-repo/semantics/openAccess
Creative Commons Attribution 4.0 International
https://creativecommons.org/licenses/by/4.0/legalcode
Revolutionizing Education Through Play 2024, Mary Immaculate College, University of Limerick, Limerick, 02-03-2024
Play
Digital Spaces
Children
Metaverse
Expressions of Free Play in Digital Spaces
info:eu-repo/semantics/lecture