| 1. |
- Bergin, Michelle, et al.
(författare)
-
Exploring with children, play in Irish primary schoolyards
- 2024
-
Ingår i: International Journal of Play. - : Taylor & Francis. - 2159-4937.
-
Tidskriftsartikel (refereegranskat)abstract
- Children’s play in Irish schoolyards remains neglected in educational policies and practices despite government commitments to inclusive schools and children’s rights. There is a dearth of research on children’s perspectives of play, criticisms of ‘at risk’ discourses underpinning concerns for certain children’s play rights, and studies identifying exclusion within Irish schoolyards, particularly for children with minoritized identities. This inquiry informed by the theory of practice architectures used walking interviews to explore with twenty-three children their play practices in two Irish primary schools identified as disadvantaged. Analysis of the interviews generated three themes: (1) the state of play – cracks with(in) the routines of the schoolyard, (2) playing along and with(in) this shared space and (3) the hard yard. This inquiry contributes to understandings of children’s play with(in) Irish schoolyards, as socially situated practices with contrasting representations of play as habitual and emerging. Play was central to children’s social lives, identities, and friendships and interrelated with diverse constraints, exclusionary practices, and the (re)production of the ‘hard yard’. While mattering most children’s experiences of significant constraints and inequities, this inquiry also highlighted the transformative possibilities generated within play to create shared possibilities for individual and collective flourishing.
|
|
| 2. |
- Bergin, Michelle, et al.
(författare)
-
Irish Schoolyards: Teacher’s Experiences of Their Practices and Children’s Play-“It’s Not as Straight Forward as We Think”
- 2023
-
Ingår i: Journal of Occupational Therapy, Schools, & Early Intervention. - : Taylor & Francis. - 1941-1243 .- 1941-1251.
-
Tidskriftsartikel (refereegranskat)abstract
- With the inclusion of play as a right, schools are urged to consider whether all 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.
|
|
| 3. |
- Bergin, Michelle
(författare)
-
Playing along (with)in the hard yard? Play, practices, and occupational justice in Irish schoolyards
- 2024
-
Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- This thesis aims to generate knowledges on practice possibilities concerned with children’s play and occupational justice in Irish schoolyards. Navigating the intersections between theory and practice required an ongoing examination of the tensions and points of resonance between ideas, ideals, and practices. Drawing on critical occupational perspectives, four distinct yet interrelated studies contribute to the thesis aim, exploring play, particularly the play of children with minoritized identities, as an issue of occupational justice from diverse perspectives. Minoritized draws attention to the active social processes that create inequitable opportunities for children because of their identities relative to gender, race, ethnicity, socioeconomic status, religion, sexuality, and disability.In Study I, a scoping review using the Joanna Briggs institute methodology, showed a paucity of existing research on the play of Irish Traveller children, an ethnic minoritized community. Using an existing conceptual model to categorise reported influencing factors emphasized the distinct restricting factor of racism on Irish Traveller children’s play. To address the problematization of at-risk representations of Irish Traveller children, as reflective of culturist assumptions, greater attention to children’s own diverse constructions of play as a capability is proposed.Study II completed virtual and walking interviews with ten primary school teachers to explore their practices and experiences of particularly children with minoritized identities play in Irish schoolyards. The reflexive thematic analysis highlighted how prevailing norms interrelated with the locus of risks of exclusion to children’s individual choices and how teachers’ while valuing play, prioritised safety and an absence of conflict. Knowledges constructed on teachers and children negotiating individual and collective interests within diverse occupations in relationships (with)in the schoolyard, resonated with conceptualisations of collective occupations as constitutive with the production of the social space.Study III used individual and group walking interview methods to explore with 23 children their play in two Irish primary schools, identified as disadvantaged. Using the lens of the theory of practice architectures, the analysis highlighted children’s contrasting representations of play as habitual and emerging situated relational processes. Children’s acceptance of social hierarchies, individualistic and exclusionary social practices within schoolyards generated insights into the consequences of significant constraints and normative ideas on children’s play. Play was thus interrelated with the reproduction of what was termed the “hard yard”. However, the transformative potential of play was also suggested in how shared play created possibilities for fun, solidarity, and friendship.Study IV drawing on earlier studies, engaged six occupational therapists from diverse sites of practice in a critical action research inquiry to interrogate existing practices and generate practice possibilities focused on play and occupational justice in Irish schoolyards. Putting the theory of practice architectures to use again, the analysis drew attention to how habitual practices interrelated with constraints including circumscribed professional identities, service expectations and cultural norms to (re)produce practice possibilities, in tension with occupational justice ideals. Furthermore, the research process using dialogical focus group and occupational mapping methods provided a mechanism for raising consciousness that (re)mattered occupations and occupational justice.In conclusion, this thesis contributes nuanced understandings of play as socially situated practices interrelated with significant constraints and diverse social practices (with)in the particularities of Irish schoolyards. The ways in which inequities were (re)produced in habitual, individualistic, and exclusionary practices within schoolyards, and relationships of solidarity and fun were created within shared play supports understandings of the centrality of occupations to (in)justice. The insights generated problematized inclusive practices drawing attention to normative discourses, the individualising of choices, the neglect of substantive issues, such as racism and the significance of vulnerabilities and friendships. This thesis suggests practice possibilities that extend beyond play as an individual concern to consider ethical responsibilities to raise consciousness on the relational nature of collective practices with(in) shared spaces. Furthermore, in connecting (with) theorizing on occupation as collective, the theory of practice architectures and mechanisms of raising consciousness this thesis contributes to understandings of praxis.
|
|
| 4. |
- Lynch, Helen, et al.
(författare)
-
From Policy to Play Provision : Universal Design and the Challenges of Inclusive Play
- 2018
-
Ingår i: Children, Youth and Environments. - : University of Cincinnati. - 1546-2250. ; 28:2, s. 12-34
-
Tidskriftsartikel (refereegranskat)abstract
- Outdoor environments for children are important sites for social inclusion and play. In the European context, outdoor play provision is typically governed by regional or national policy and informed by international conventions that specifically state that inclusive environments must be made available for all children for their rights to be met. Specifically, universal design is proposed as a way to achieve this goal. However, little is known about national play policy in general, nor the extent to which universal design informs local play provision. This paper focuses on a review of play policy and guidelines carried out in 18 European countries and a national universal design study in Ireland in 2018. Findings identified an overall lack of play policy internationally, and when policy exists, universal design is under-represented. The potential application of the seven principles of universal design to playgrounds is discussed alongside play value principles to maximize successful playspace design. Further exploration of the child's voice in designing for play is warranted to strengthen socio-spatial inclusion and diminish the poverty of experience that many children with disabilities experience in their communities.
|
|
| 5. |
- Lynch, Helen, et al.
(författare)
-
The state of play in children's occupational therapy : A comparison between Ireland, Sweden and Switzerland
- 2018
-
Ingår i: British Journal of Occupational Therapy. - : Sage Publications. - 0308-0226 .- 1477-6006. ; 81:1, s. 42-50
-
Tidskriftsartikel (refereegranskat)abstract
- IntroductionPlay is viewed as an important occupation in childhood and consequently in children's occupational therapy. However, few studies have explored the place of play in therapy practice. This study aimed to contribute to this knowledge gap by exploring play in occupational therapy in three European countries.MethodA cross-sectional survey of occupational therapists in Ireland, Sweden and Switzerland was conducted to examine the use of play with children under 12 years old. A web-based survey was distributed to 935 occupational therapists, resulting in 338 returned surveys (36%). Responses were analysed using descriptive statistics and content analysis.ResultsResults were organised into three themes: (1) demographics and practice context; (2) play education and (3) use of play in practice. Respondents reported that although they valued play as an occupation, their primary focus was on play as a means to achieving other goals. Lack of education on play (research, theory and interventions) and pressures in the workplace were identified as barriers to play-centred practice.ConclusionFindings indicate that there is a mismatch between therapists valuing play as an occupation and how play is utilised in therapy practice. There is a need to strengthen education and research on play occupation to strengthen play-centred practice.
|
|
| 6. |
- Nordström, Birgitta, et al.
(författare)
-
A pilot study of children and parents experiences of the use of a new assistive device : the electro suit Mollii
- 2021
-
Ingår i: Assistive technology. - : Taylor & Francis. - 1040-0435 .- 1949-3614. ; 33:5, s. 238-245
-
Tidskriftsartikel (refereegranskat)abstract
- Electrical stimulation has been used for many years to treat spasticity in children with cerebral palsy and some improvements have been noted. Building on the benefits of electrical stimulation, a new assistive device, a suit with imbedded electrodes designed to reduce spasticity through electrical stimulation of the antagonistic muscles, has been tested.Aim: The aim of this study was to describe experiences from children with cerebral palsy and their parents regarding the use of the suit. Methods: Individual interviews were conducted with six children 5 to 10 years of age and their parents. The interviews were transcribed and analyzed using a qualitative content analysis. Results: The analysis resulted in three themes: (1) the suit’s impact on image, (2) changes that make a difference and (3) dealing with a desire for change. Each of the themes included subthemes. Conclusion: All children reported some impact on their body and self and/or in some activities after the use of the suit. The parents also saw improvements during the trial period. However, the results are inconclusive and a larger study is needed to determine if the suit is useful from a longer perspective and whether it can affect activity and participation in daily activities for children with spasticity.
|
|
| 7. |
- Nordström, Birgitta, et al.
(författare)
-
Physio- and Occupational Therapists View of the Place of Play in Re/habilitation: A Swedish Perspective
- 2023
-
Ingår i: International journal of disability, development and education. - : Taylor & Francis. - 1034-912X .- 1465-346X. ; 70:2, s. 228-239
-
Tidskriftsartikel (refereegranskat)abstract
- The aim of this Swedish study was to explore and describe physiotherapists and occupational therapists’ attitudes and understanding of the place of play in habilitation. This was a qualitative study, using semi-structured interviews exploring ten habilitation professional’s experiences and attitude towards play. Interviews were analysed using content analysis. The analysis of the interviews resulted in four categories (1) Play in the present or exercise for the future (2) Play is a useful tool (3) Play needs different prerequisites (4) Play is a shared responsibility. The categories represent the professional’s attitudes and understanding of play in habilitation. Results demonstrated that enabling play for the sake of play was a low priority in habilitation, despite the acknowledgement that it is a primary concern for children. The professionals focus was mainly on interventions that were remedial: about doing the right thing for the physical body and preparing the child for his/her life as an adult. There is a need to change perspective and incorporate interventions aimed at childhood as well as adulthood. Habilitation professionals need to reframe their anxiety for the future child and reconsider the place of play in practice
|
|
| 8. |
- Prellwitz, Maria, 1960-, et al.
(författare)
-
Are Playgrounds a Case of Occupational Injustice? Experiences of Parents of Children with Disabilities
- 2016
-
Ingår i: Children, Youth and Environments. - : Project Muse. - 1546-2250. ; 26:2, s. 28-42
-
Tidskriftsartikel (refereegranskat)abstract
- Occupational injustice refers to a setting or situations that can restrict a person in performing an occupation. Because a playground is a setting that can restrict children with disabilities from the occupation of playing, this paper frames playground accessibility in terms of occupational justice. This study interviewed 18 parents of children with disabilities about their children's experiences with playgrounds. Examining playgrounds from an occupational justice perspective can be a means to advocate for accessible playgrounds as a first step towards helping children with disabilities participate in play activities in this environment.
|
|
| 9. |
|
|
| 10. |
- Todorova, Liliya, et al.
(författare)
-
COPILOT – Development and Implementation of International Cooperative Online Intercultural Learning
- 2022
-
Ingår i: Journal of Occupational Therapy Education. - : Encompass. - 2573-1378. ; 6:2
-
Tidskriftsartikel (refereegranskat)abstract
- This article presents the products and evaluation results of COPILOT (Cooperative Online Peer-assisted and Intercultural Learning in Occupational Therapy), an Erasmus+ funded project undertaken by a consortium of six European universities from 2018 to 2021, which addresses the need for internationalization and intercultural learning by developing competences graduates will need in the future. Internationalization has become one of the main avenues to developing global learning in higher education. Online education has a significant role in providing opportunities for internationalization online without the high cost of travel that might deter some students. The interest in online intercultural exchange has been significantly growing in the past five years, though there is still a scarcity of fully developed models and online learning activities to facilitate the practical implementation of this kind of learning. The COPILOT project produced a theoretical framework and a practical model for facilitating online intercultural learning in occupational therapy, as well as a manual with nine innovative, accessible and flexible online learning modules, complete with practical tips on how to implement them, and a collection of online educational resources (OERs). The modules were piloted with 498 students from nine universities and then evaluated by students and teachers. The results show that the project products offer a practical opportunity to implement international and intercultural learning online for all students of occupational therapy. The need for intercultural competence within occupational therapy programs is discussed.
|
|
