Approaching Play and Inclusion

Claughton, Amy

doi:10.1007/978-94-6300-866-2_4

Cited by 2 publications

(4 citation statements)

References 22 publications

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“…The recommendations could serve as tools for aiming the support and scaffolding in play to focus on the challenges of inclusion. In the context of ECEC, play's intrinsic value and its pedagogical significance are recognized, while the ideology of the playinglearning child places play at the core of education [2,20,25]. This study's contribution is that through choosing, implementing, and enabling different elements of inclusive play based on observations and children's needs, teaching staff can aim to build a culture of participation and well-being in ECEC.…”

Section: Discussionmentioning

confidence: 99%

“…To understand what play entails for individual children, it is essential to define and perceive play as a social activity contributing to children's social development. According to Claughton [20], children are active social agents, and their engagement in child-led play leads to intrinsic learning opportunities. In a general sense, play, when scaffolded through active support and an appropriate learning environment in ECEC, can be seen as a societal path for a person in society [21].…”

Section: Contextualizing Playful Pedagogy In the Context Of Inclusionmentioning

confidence: 99%

“…Embracing individual interests and shared representation in play and scaffolding the holistic activity can be done by moving away from the concept of cosmetic play and notions that certain types of play are inappropriate [28]. Play is defined by a child's interaction and intrinsic motivation, and engagement with peers or adults enhances children's knowledge and abilities [29] as children explore their environment and engage in playful interactions to build their knowledge and experiences [20].…”

Section: Contextualizing Playful Pedagogy In the Context Of Inclusionmentioning

confidence: 99%

“…Inclusive education emphasizes the implementation of diverse strategies that embrace differences in learning and modes of knowledge expression. Educational institutions continuously explore inclusive education approaches to teaching with a focus on universal design and differentiation to ensure that the classroom environment and curriculum are accessible to all [20]. Therefore, there is a need for the development of an understanding of inclusive play and contextualizing the supporting pedagogy to promote inclusive education in which all children and staff members have resources and tools to create together shared meanings, mutual understanding, equal learning opportunities, and experiences [2].…”

Section: Contextualizing Playful Pedagogy In the Context Of Inclusionmentioning

confidence: 99%

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Inclusive Play: Defining Elements of Playful Teaching and Learning in Culturally and Linguistically Diverse ECEC

Kangas,

Lastikka,

Arvola

2023

Education Sciences

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Inclusive values are integral to early childhood education and care (ECEC) policies, promoting equal participation opportunities and individual support for all children. Play serves as a method for meaningful engagement, mutual cultural knowledge creation, and learning within ECEC. Pedagogical play entails teachers’ observation, interaction, support, and guidance. This study investigates practical elements and methods employed by teaching staff and experienced by children during playful activities. Conducted as a case study in two culturally diverse ECEC centers during spring 2023, data collection involved video-recorded monitoring of children’s daily activities in five groups. Video data were transcribed and analyzed using content analysis tools to identify categories of inclusive play. Findings are presented as narratives to honor children’s experiences. The study identifies five elements of inclusive play: teachers’ active participation and presence, balanced repetition with flexible plans and adaptive goals, playful language fostering joy in play, non-verbal and kinesthetic communication with enabling tools, and emerging play marked by interaction and lasting intensity. These elements reveal opportunities and challenges for children’s inclusion and learning approaches, informing recommendations for promoting inclusive play in ECEC. Inclusive play emphasizes diverse strategies accommodating differences in learning styles and modes of knowledge expression among teaching staff and children.

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Section: Discussionmentioning

confidence: 99%

Section: Contextualizing Playful Pedagogy In the Context Of Inclusionmentioning

confidence: 99%

Section: Contextualizing Playful Pedagogy In the Context Of Inclusionmentioning

confidence: 99%

Section: Contextualizing Playful Pedagogy In the Context Of Inclusionmentioning

confidence: 99%

See 2 more Smart Citations

Inclusive Play: Defining Elements of Playful Teaching and Learning in Culturally and Linguistically Diverse ECEC

Kangas,

Lastikka,

Arvola

2023

Education Sciences

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Playing with or next to? The nuanced and complex play of children with impairments

Burke

Claughton

2019

International Journal of Inclusive Education

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This paper examines play as a fundamental children's activity, giving particular attention to the inclusion children with impairments at play and children's shared construction of their playworlds. Children with impairments are customarily portrayed as incompetent, unskilled or deficient in their play, thus being positioned on the margins (or, as 'who's out'?) of mainstream discourses. On the other hand, nonimpaired children are usually regarded as competent players, who play in 'normal' ways (as 'who's in'?). Little attention is afforded to noticing skillful or proficient play by children with impairments and including their perspectives in play research.The Social Model of Childhood Disability offers a perspective for considering 'disabled childhoods' and framing enquiry into the culturally-constructed playworlds of children with impairments. Evidence from two ethnographic studies that examine children with impairments at play is discussed, employing vignettes that utilize data from researcher and teacher observation notes. The paper documents specific play interactions related to individual experiences and interests and explores how children work together and alone to create meaningful play interactions.The authors demonstrate how careful observation of children with impairments can uncover how they act with agency and provide examples of their deliberate, but often unnoticed, actions. Furthermore, children with impairments can be identified as active, creative agents who self-monitor, make choices and exert control over their play and who have unique play cultures that they construct for and between themselves.The notion that play for children is a mutual, shared and inclusive cultural experience is supported in this paper.

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Approaching Play and Inclusion

Cited by 2 publications

References 22 publications

Inclusive Play: Defining Elements of Playful Teaching and Learning in Culturally and Linguistically Diverse ECEC

Inclusive Play: Defining Elements of Playful Teaching and Learning in Culturally and Linguistically Diverse ECEC

Playing with or next to? The nuanced and complex play of children with impairments

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