Inclusive Play: Practical Strategies for Children from Birth to Eight

Casey, Theresa

doi:10.4135/9781446288252

Cited by 17 publications

(24 citation statements)

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“…This resonates with Ainscow, Booth, and Dyson's (1999) position, which suggests that children can be seen as 'hidden voices' that can facilitate the development of more inclusive classrooms and schools. Children should be involved in, but more importantly central to, dialogue that involves decisions which will ultimately affect them and their recommendations upon which action should be taken (Casey 2005;Todd 2007). …”

Section: Using Children's Voices To Promote Inclusionmentioning

confidence: 99%

Exploring inclusive practices in primary schools: focusing on children’s voices

Adderley

Hope

Hughes

et al. 2014

European Journal of Special Needs Education

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This paper reports a small-scale research project which took place in one primary school in the north-east of England. The study aimed to listen to children's views about how the practices of teachers helped and/or hindered their sense of inclusion in classrooms. Inclusion was understood here in a broad sense rather than specifically relating to children with special educational needs. Participatory research tools were used as part of group interviews with children from three different year groups. Even though the children were mostly happy with their school experience, it was noticeable that there were some areas for concern for some children that related to four interconnecting themes: unfairness, shouting, loneliness and seating plans. All of these themes seemed to be connected with children's interpersonal relationships -with teachers and with each other -and can be seen as crucial in terms of understanding inclusion in schools and further developing existing practices.

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Section: Using Children's Voices To Promote Inclusionmentioning

confidence: 99%

Exploring inclusive practices in primary schools: focusing on children’s voices

Adderley

Hope

Hughes

et al. 2014

European Journal of Special Needs Education

View full text Add to dashboard Cite

show abstract

“…For young children, play is a meaningful, active, pleasurable, and intrinsically motivated-experience and medium for learning [8]. Play provides significant learning opportunities that are in line with the goals of inclusion.…”

Section: Introductionmentioning

confidence: 91%

“…emotional skills and an appreciation of human diversity [28]. These positive outcomes "ripple through the community of the setting," helping families of children to build inclusive relationships as well [8].…”

Section: Introductionmentioning

confidence: 99%

“…Through play, young children naturally learn how to communicate, cooperate, make and maintain friendships, control impulses, take different perspectives, and develop other social and emotional skills [16]. Thus, having opportunities for children to play and learn through play is fundamental for inclusion [8]. Play among children with and without disabilities is called inclusive play [8].…”

Section: Introductionmentioning

confidence: 99%

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Maximizing children's opportunities with inclusive play

Sobel

O’Leary

Kientz

2015

Proceedings of the 14th International Conference on Interaction Design and Children

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Inclusive play, defined as play among children with and without disabilities, provides learning opportunities that challenge stereotypes, foster strong friendships, and help children develop empathy and other social and emotional skills. Designing technologies to support inclusive play are understudied in Human-Computer Interaction. We synthesized literature, conducted design ethnography in an inclusive classroom, and interviewed and surveyed parents and teachers to explore this problem. Our research contributes an empirical understanding of the current state of inclusive play and a characterization of the design space for interactive technologies that can support children and adults with inclusive play. We identify key facilitators of inclusive play: direct and embedded supports, transparency, adjustability, emphasis on children's interests and strengths, and current technology use. We also describe significant barriers to inclusive play: effort required to facilitate inclusive play, children's preferences, parental inexperience, and inappropriate technology. Through our discussion, we conclude that interactive technologies should be designed to harness the facilitators and help overcome the barriers in order to maximize children's opportunities with inclusive play.

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“…Much of the available literature on children's play is psychological or educational in nature, focusing on cognitive development and on the ways in which play can be used to facilitate learning (Hurst 1997;Bennett et al 2001;Macintyre 2001;Bilton et al 2005;Miller et al 2005;Tassoni and Hucker 2005;Moyles 2006). The remaining literature, not all of which is strictly academic, addresses the quality of service provision and the formulation of play policies in rural and urban environments (Casey 2005; Department for Children, Schools and Families 2008a; Department for Children, Schools and Families 2008b). This mainly strategic material is now widely available on the websites of organisations such as the Joseph Rowntree Foundation, the National Children's Bureau and the Equality and Human Rights Commission.…”

Section: The Current 'State Of Play'mentioning

confidence: 99%

Community cohesion and children's play: a new conceptual framework

Holden

2013

Education 3-13

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This article poses the question: Can children's play help to create cohesive communities in segregated towns and cities? The growing body of literature on community cohesion provides a useful backdrop to this issue. The discussion contains data from an empirical investigation carried out between 2009 and 2010 in Blackburn -a cotton mill town in Lancashire in the north west of England. The research was both qualitative -including 21 observations of children's play in a range of social settings -and quantitative -a questionnaire survey of 303 parents living in the Blackburn with Darwen borough. The research yielded results that both support and refute the suggestion that children's play can be used as a cohesive strategy in segregated towns and cities. The analysis of the data lends itself to a new conceptual framework in which community cohesion is presented as an important social and political objective in an increasingly diverse society.

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Inclusive Play: Practical Strategies for Children from Birth to Eight

Cited by 17 publications

References 0 publications

Exploring inclusive practices in primary schools: focusing on children’s voices

Exploring inclusive practices in primary schools: focusing on children’s voices

Maximizing children's opportunities with inclusive play

Community cohesion and children's play: a new conceptual framework

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