Adventurous play for a healthy childhood: Facilitators and barriers identified by parents in Britain

Watson, Brooke E.; Nesbit, Rachel J.; McCloy, Rachel; Harvey, Kate; Dodd, Helen F.

doi:10.1016/j.socscimed.2023.115828

Cited by 6 publications

(5 citation statements)

References 39 publications

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“…Attention to their specific play experiences is warranted given that they have been found to visit healthcare settings more often than their peers without disabilities ( 53 ). Further, children with disabilities may have different mobility and/or sensory needs (and thus different accessibility requirements) than their peers ( 54 , 55 ). If play spaces are not designed with the accessibility and inclusion of children with disabilities in mind, these spaces may yield negative experiences of exclusion from play opportunities and cause these children to miss out on the benefits of play.…”

Section: Discussionmentioning

confidence: 99%

Opportunities for play in paediatric healthcare environments: a scoping review

Yu,

Weaver,

Walker

et al. 2024

Front. Rehabil. Sci.

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Play spaces are important components of paediatric healthcare environments. They provide children with critical opportunities to experience the social, emotional, and developmental benefits of play while in healthcare settings for appointments or hospitalizations. These spaces can help to mitigate stress, provide a sense of normalcy in unfamiliar environments, and facilitate social engagement for children and their families. Given the benefits of play spaces in paediatric healthcare settings, it is important to understand how these spaces can be designed to enhance children's inclusion and quality of care. The aim of this scoping review was to explore the current understanding of paediatric play space design. Using search terms related to children, health care, and play space, six interdisciplinary databases were searched over a 30-year period. The search found 2,533 records from which eighteen were included for review. Findings suggest that although it is well-documented that play spaces offer valuable social and emotional benefits, little is known about the specific design features that can and should be incorporated to enhance play opportunities and ensure that they benefit all children and families. Further, the literature mostly considers play spaces in the context of designated play or recreational rooms. Scholars are encouraged to consider how play opportunities can be incorporated into the designs of paediatric healthcare environments beyond the boundaries of these rooms. Future studies should also consider the diversity of play space users, including children of varying ages and abilities, to create more accessible and inclusive paediatric play spaces for children and their families. Advancing knowledge on play space design can help to optimize the quality of these important spaces and to ensure their designs meaningfully enhance children's play experiences and quality of care.

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Section: Discussionmentioning

confidence: 99%

Opportunities for play in paediatric healthcare environments: a scoping review

Yu,

Weaver,

Walker

et al. 2024

Front. Rehabil. Sci.

View full text Add to dashboard Cite

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“…How to cite this article: Nesbit, R. J., Harvey, K., Parveen, S., & Dodd, H. F. (2023). Adventurous play in schools: The parent perspective.…”

Section: Discussionmentioning

confidence: 99%

“…and physical environment, risk of injury and child factors all affected parents' decisions regarding adventurous play for their child outside school (Oliver et al, 2022(Oliver et al, , 2023. Cited barriers for children's opportunities included busy roads, perceived neighbourhood safety, lack of time and lack of accessibility of adventurous play spaces.…”

Section: Introductionmentioning

confidence: 99%

Adventurous Play in Schools: The Parent Perspective.

Nesbit¹,

Harvey²,

Parveen³

et al. 2023

Preprint

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Adventurous play (play that is exciting and thrilling, where children take age-appropriate risks, for example climbing trees and jumping from rocks) is increasingly being recognised as beneficial for child health and development. Despite this, children’s opportunities for and engagement in this type of play have declined in recent decades. Breaktimes in schools may provide an ideal opportunity to provide adventurous play opportunities for all children. Recent work has identified myriad factors that help and hinder schools in offering adventurous play opportunities, but parent perspectives have largely been absent. Through one-to-one semi-structured qualitative interviews, this study aims to capture parents’ perspectives on adventurous play happening in schools and what they perceive as the key barriers to and facilitators of adventurous play in schools. The findings were analysed using reflective thematic analysis. Five themes were identified: Needs, Schools as Gatekeepers, Risks and Benefits, Societal Constraints and Individual Differences. Findings are discussed with reference to parental support for adventurous play, as well as parent and school level needs that should be addressed if barriers that may hinder adventurous play opportunities in school are to be overcome.

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“…Outside school, the amount of time children spend playing in an adventurous way is associated with parents' attitudes and beliefs about risk during play (Dodd et al, 2021), and children's access to activities is dependent on the risk perception of the adults around them (Niehues et al, 2015). Recent findings from the British Children's Play Survey highlighted that the social and physical environment, risk of injury and child factors all affected parents' decisions regarding adventurous play for their child outside school (Oliver et al, 2022, 2023). Cited barriers for children's opportunities included busy roads, perceived neighbourhood safety, lack of time and lack of accessibility of adventurous play spaces.…”

Section: Introductionmentioning

confidence: 99%

“…adventurous play, parents, risky play, schools and physical environment, risk of injury and child factors all affected parents' decisions regarding adventurous play for their child outside school (Oliver et al, 2022(Oliver et al, , 2023. Cited barriers for children's opportunities included busy roads, perceived neighbourhood safety, lack of time and lack of accessibility of adventurous play spaces.…”

Section: Introductionmentioning

confidence: 99%

Adventurous play in schools: The parent perspective

et al. 2023

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Adventurous play (play that is exciting and thrilling, where children take age‐appropriate risks, for example climbing trees and jumping from rocks) is increasingly being recognised as beneficial for child health and development. Despite this, children's opportunities for and engagement in this type of play have declined in recent decades. Break times in schools may provide an ideal opportunity to provide adventurous play opportunities for all children. Recent work has identified myriad factors that help and hinder schools in offering adventurous play opportunities, but parent perspectives have largely been absent. Through one‐to‐one semistructured qualitative interviews, this study aimed at capture parents' perspectives on adventurous play happening in schools and what they perceive as the key barriers to and facilitators of adventurous play in schools. The findings were analysed using reflective thematic analysis. Five themes were identified: Needs, Schools as Gatekeepers, Risks and Benefits, Societal Constraints and Individual Differences. Findings are discussed with reference to parental support for adventurous play, as well as parent and school level needs that should be addressed if barriers that may hinder adventurous play opportunities in school are to be overcome.

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Adventurous play for a healthy childhood: Facilitators and barriers identified by parents in Britain

Cited by 6 publications

References 39 publications

Opportunities for play in paediatric healthcare environments: a scoping review

Opportunities for play in paediatric healthcare environments: a scoping review

Adventurous Play in Schools: The Parent Perspective.

Adventurous play in schools: The parent perspective

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