Pub Date : 2022-08-25DOI: 10.1080/21594937.2022.2111870
Hannah Kassim
{"title":"Childhood play memory essay","authors":"Hannah Kassim","doi":"10.1080/21594937.2022.2111870","DOIUrl":"https://doi.org/10.1080/21594937.2022.2111870","url":null,"abstract":"","PeriodicalId":52149,"journal":{"name":"International Journal of Play","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2022-08-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89980871","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-08-25DOI: 10.1080/21594937.2022.2111105
Mary Margaret Mahoney-Ferster
{"title":"A play memory ‘What in God’s name are you doing out there?’","authors":"Mary Margaret Mahoney-Ferster","doi":"10.1080/21594937.2022.2111105","DOIUrl":"https://doi.org/10.1080/21594937.2022.2111105","url":null,"abstract":"","PeriodicalId":52149,"journal":{"name":"International Journal of Play","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2022-08-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73307908","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-08-18DOI: 10.1080/21594937.2022.2111872
Jamie L. Madlock
{"title":"Our town","authors":"Jamie L. Madlock","doi":"10.1080/21594937.2022.2111872","DOIUrl":"https://doi.org/10.1080/21594937.2022.2111872","url":null,"abstract":"","PeriodicalId":52149,"journal":{"name":"International Journal of Play","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2022-08-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90591498","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-08-02DOI: 10.1080/21594937.2022.2103885
Cath Prisk
protect those power games?’ In order to explore these questions, the book is structured in four parts, the first of which addresses the philosophy of play and democracy in relationship to normativity. Part Two comprises chapters concerning playful activism and democracy embodied in urban spaces. The third part features analyses of art and its power to resist political and normative dominance, whilst the final section discusses paradoxes of play and democracy in education. In taking such an eclectic approach to the exploration of play and democracy, play scholars are treated to an exposition on their subject of enquiry that encourages considerations of play that fulfil the editors’ intention of pushing at the limits of debate in play studies. In parts, this requires the setting aside of some received wisdoms in respect of what constitutes play. In others, one might be moved to question whether, across the piece, democracy, in all its contested glory, is actually the issue at stake. Ruminations on these subjects, however, are no doubt what the book’s editors and contributors have sought to inspire. Whilst featuring accessible chapters from practitioners who bring into focus the relationship between play and power, using apt and enlightening analogies, in its entirety Play and Democracy – philosophical perspectives, is not for the fainthearted. To fully digest a text that takes as its central subjects two such inherently ambiguous and amorphous concepts, one might be inclined to consult the associated literature for guidance and instruction. The opening of novel avenues of enquiry and the broadening of discussion is exactly what such a book should set out to do, though. There is no doubt that Play and Democracy – philosophical perspectives, presents play in its many manifestations as a nourishing force for good in a political world tilting rightwards on its axis. And in this sense it is hopeful, encouraging and illuminating of one of humankind’s greatest attributes: its irrepressible playfulness. This, however, is shot through with a cautious wisdom which reminds us that play is not the preserve of the socially conscious. Play can distract, legitimise, disguise, and transform. And this reviewer wouldn’t be the first to suggest that these are outcomes taken straight from the populists’ playbook.
{"title":"Scholarly snapshots: the importance of child play as a human right","authors":"Cath Prisk","doi":"10.1080/21594937.2022.2103885","DOIUrl":"https://doi.org/10.1080/21594937.2022.2103885","url":null,"abstract":"protect those power games?’ In order to explore these questions, the book is structured in four parts, the first of which addresses the philosophy of play and democracy in relationship to normativity. Part Two comprises chapters concerning playful activism and democracy embodied in urban spaces. The third part features analyses of art and its power to resist political and normative dominance, whilst the final section discusses paradoxes of play and democracy in education. In taking such an eclectic approach to the exploration of play and democracy, play scholars are treated to an exposition on their subject of enquiry that encourages considerations of play that fulfil the editors’ intention of pushing at the limits of debate in play studies. In parts, this requires the setting aside of some received wisdoms in respect of what constitutes play. In others, one might be moved to question whether, across the piece, democracy, in all its contested glory, is actually the issue at stake. Ruminations on these subjects, however, are no doubt what the book’s editors and contributors have sought to inspire. Whilst featuring accessible chapters from practitioners who bring into focus the relationship between play and power, using apt and enlightening analogies, in its entirety Play and Democracy – philosophical perspectives, is not for the fainthearted. To fully digest a text that takes as its central subjects two such inherently ambiguous and amorphous concepts, one might be inclined to consult the associated literature for guidance and instruction. The opening of novel avenues of enquiry and the broadening of discussion is exactly what such a book should set out to do, though. There is no doubt that Play and Democracy – philosophical perspectives, presents play in its many manifestations as a nourishing force for good in a political world tilting rightwards on its axis. And in this sense it is hopeful, encouraging and illuminating of one of humankind’s greatest attributes: its irrepressible playfulness. This, however, is shot through with a cautious wisdom which reminds us that play is not the preserve of the socially conscious. Play can distract, legitimise, disguise, and transform. And this reviewer wouldn’t be the first to suggest that these are outcomes taken straight from the populists’ playbook.","PeriodicalId":52149,"journal":{"name":"International Journal of Play","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2022-08-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75584701","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-08-02DOI: 10.1080/21594937.2022.2103886
Cleo Gougoulis
{"title":"Children’s voices from the past. new historical and interdisciplinary perspectives","authors":"Cleo Gougoulis","doi":"10.1080/21594937.2022.2103886","DOIUrl":"https://doi.org/10.1080/21594937.2022.2103886","url":null,"abstract":"","PeriodicalId":52149,"journal":{"name":"International Journal of Play","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2022-08-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77047757","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-07-03DOI: 10.1080/21594937.2022.2101276
Lars Geer Hammershøj
ABSTRACT The purpose of this article is to clarify the relationship between the affective nature of play and the importance of play for being and becoming human. The inquiry focuses on the relationship between the affective processes of play, creativity and the formation of character, also referred to as Bildung. An intervention study is presented that explores this relation by applying a design-based research approach. The intervention took place in a Danish daycare centre and was part of a project, which aims to promote children's play and formation through art and culture. The play process is found to comprise four affective traits: the play attitude, characterized by being open to what happens; the flow of play, characterized by being lifted into a state of heightened energy; the moods of play, in the form of cheerfulness and enthusiasm; and the relationships in play, which concerns its bonding function.
{"title":"Play attitude and moods of play: a design-based inquiry into the affective nature and importance of play","authors":"Lars Geer Hammershøj","doi":"10.1080/21594937.2022.2101276","DOIUrl":"https://doi.org/10.1080/21594937.2022.2101276","url":null,"abstract":"ABSTRACT The purpose of this article is to clarify the relationship between the affective nature of play and the importance of play for being and becoming human. The inquiry focuses on the relationship between the affective processes of play, creativity and the formation of character, also referred to as Bildung. An intervention study is presented that explores this relation by applying a design-based research approach. The intervention took place in a Danish daycare centre and was part of a project, which aims to promote children's play and formation through art and culture. The play process is found to comprise four affective traits: the play attitude, characterized by being open to what happens; the flow of play, characterized by being lifted into a state of heightened energy; the moods of play, in the form of cheerfulness and enthusiasm; and the relationships in play, which concerns its bonding function.","PeriodicalId":52149,"journal":{"name":"International Journal of Play","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2022-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88474097","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-07-03DOI: 10.1080/21594937.2022.2098578
J. Sanders, T. Brown, Mong-lin Yu
ABSTRACT Playfulness and quality of life (QoL) appear to be related constructs; however, no studies have explored the potential association between them to date. Playfulness and QoL are important practice-related concepts for education and therapy professionals who work with children and their families. This study examined the potential links between children's self-reported playfulness and QoL. Thirty-one typically developing children aged 8–12 years (average age 10 years and 9 months, standard deviation = 1.12; 61.29% female) completed the Children's Perceptions of Their Play and the KIDSCREEN-52 instruments. It is noted that the onset of the COVID-19 pandemic during 2020 made participant recruitment and the execution of the study challenging. Data were analyzed using Spearman rho correlations and linear regression with bootstrapping. Data analysis results revealed statistically significant associations and predictive relationships between QoL-related physical wellbeing to active play and free time; QoL-related psychological wellbeing to the child's overall playfulness; the child's reported levels of QoL-related autonomy and their free time; and the child's QoL-related school environment to planned activities (p < .05 & p < .01). The study findings provide preliminary evidence that significant correlation and predictive relationships exist between aspects of children's self-reported playfulness and quality of life.
{"title":"The association between school-aged children’s self-reported levels of playfulness and quality of life: a pilot investigation","authors":"J. Sanders, T. Brown, Mong-lin Yu","doi":"10.1080/21594937.2022.2098578","DOIUrl":"https://doi.org/10.1080/21594937.2022.2098578","url":null,"abstract":"ABSTRACT Playfulness and quality of life (QoL) appear to be related constructs; however, no studies have explored the potential association between them to date. Playfulness and QoL are important practice-related concepts for education and therapy professionals who work with children and their families. This study examined the potential links between children's self-reported playfulness and QoL. Thirty-one typically developing children aged 8–12 years (average age 10 years and 9 months, standard deviation = 1.12; 61.29% female) completed the Children's Perceptions of Their Play and the KIDSCREEN-52 instruments. It is noted that the onset of the COVID-19 pandemic during 2020 made participant recruitment and the execution of the study challenging. Data were analyzed using Spearman rho correlations and linear regression with bootstrapping. Data analysis results revealed statistically significant associations and predictive relationships between QoL-related physical wellbeing to active play and free time; QoL-related psychological wellbeing to the child's overall playfulness; the child's reported levels of QoL-related autonomy and their free time; and the child's QoL-related school environment to planned activities (p < .05 & p < .01). The study findings provide preliminary evidence that significant correlation and predictive relationships exist between aspects of children's self-reported playfulness and quality of life.","PeriodicalId":52149,"journal":{"name":"International Journal of Play","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2022-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80187464","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-07-03DOI: 10.1080/21594937.2022.2098581
D. J. Watts
ABSTRACT This study explores the differences in children’s playtime engagement facilitating gross motor skill development between nature-based versus traditional manufactured equipment. These skills are foundational to affording children’s ability to engage in moderate to vigorous physical activity. This is vital to establishing positive future health behaviors, and combatting chronic disease in youth and later life. A longitudinal comparison study was undertaken on children’s playtime engagement at a preschool with an annual enrollment of 36 children between the ages of 3 and 4 in the setting for the study. An existing playground layout with traditional equipment was renovated following a nature-based play philosophy to promote ‘green’ exercise. The new design included an earthen mound with boulders and a slide embedded in the hillside and tree stumps for loose object play. Children were observed and videotaped on the same days of the week, and at the same time of day. A grounded theory approach was employed to quantify and assess playtime engagement. Results indicate that an earthen mound can engage children equally in comparison to a manufactured climbing structure. The mound was also found to be more supportive of short and frequent bursts of play that are characteristic of this age group.
{"title":"Manufactured vs nature: affecting children’s playtime engagement in a preschool playground","authors":"D. J. Watts","doi":"10.1080/21594937.2022.2098581","DOIUrl":"https://doi.org/10.1080/21594937.2022.2098581","url":null,"abstract":"ABSTRACT This study explores the differences in children’s playtime engagement facilitating gross motor skill development between nature-based versus traditional manufactured equipment. These skills are foundational to affording children’s ability to engage in moderate to vigorous physical activity. This is vital to establishing positive future health behaviors, and combatting chronic disease in youth and later life. A longitudinal comparison study was undertaken on children’s playtime engagement at a preschool with an annual enrollment of 36 children between the ages of 3 and 4 in the setting for the study. An existing playground layout with traditional equipment was renovated following a nature-based play philosophy to promote ‘green’ exercise. The new design included an earthen mound with boulders and a slide embedded in the hillside and tree stumps for loose object play. Children were observed and videotaped on the same days of the week, and at the same time of day. A grounded theory approach was employed to quantify and assess playtime engagement. Results indicate that an earthen mound can engage children equally in comparison to a manufactured climbing structure. The mound was also found to be more supportive of short and frequent bursts of play that are characteristic of this age group.","PeriodicalId":52149,"journal":{"name":"International Journal of Play","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2022-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84979399","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-07-03DOI: 10.1080/21594937.2022.2101278
Laura Camas, María del Prado Martín-Ondarza, Silvia Sánchez-Serrano
ABSTRACT The restrictions adopted due to the COVID-19 health crisis established a new normality in the lives of children and adolescents in Spain. This study aims to explore the perception of adult caregivers and children and adolescents (from now CAs) regarding time, space, company, activities, screen time, and those aspects missed and desired during the lockdown. To do so, two online questionnaires were designed and distributed through foundations, schools and social networks. The sample consists of 270 adult caregivers and 126 CAs. The results show changes in play routines from the perspective of adults and CAs, who indicated that they: (1) had more leisure and play time, (2) had used various spaces at home, (3) had mostly played with their families, (4) had mostly carried out digital activities, (5) had seen an increase in their screen time and, lastly, (6) had missed and desired social interaction with their peers outside.
{"title":"Game over? Perceptions of children’s and adolescents’ play and leisure during the COVID-19 lockdown","authors":"Laura Camas, María del Prado Martín-Ondarza, Silvia Sánchez-Serrano","doi":"10.1080/21594937.2022.2101278","DOIUrl":"https://doi.org/10.1080/21594937.2022.2101278","url":null,"abstract":"ABSTRACT The restrictions adopted due to the COVID-19 health crisis established a new normality in the lives of children and adolescents in Spain. This study aims to explore the perception of adult caregivers and children and adolescents (from now CAs) regarding time, space, company, activities, screen time, and those aspects missed and desired during the lockdown. To do so, two online questionnaires were designed and distributed through foundations, schools and social networks. The sample consists of 270 adult caregivers and 126 CAs. The results show changes in play routines from the perspective of adults and CAs, who indicated that they: (1) had more leisure and play time, (2) had used various spaces at home, (3) had mostly played with their families, (4) had mostly carried out digital activities, (5) had seen an increase in their screen time and, lastly, (6) had missed and desired social interaction with their peers outside.","PeriodicalId":52149,"journal":{"name":"International Journal of Play","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2022-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84056683","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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