Exploring with children, play in Irish primary schoolyards
Bibliographic Data
| ID | 4485840 |
|---|---|
| Authors | M Bergin (0000-0002-1605-2644, University College Cork, corresponding author), Bryan Boyle (0000-0002-9630-7415, University College Cork), Margareta Lilja (0000-0003-1026-5419, Luleå University of Technology), Maria Prellwitz (0000-0001-7812-321X, Luleå University of Technology) |
| Year | 2024 |
| Volume | 13 |
| Issue | 2 |
| Pages | 157-172 |
| Publication date | 2024-04-02 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | International Journal of Play (JOURNAL) |
| Journal identifiers | ISSN: 2159-4937 • E-ISSN: 2159-4953 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/21594937.2024.2355443 |
| OpenAlex | W4399270911 |
| Language | EN |
| Citations received | 1 |
| References cited | 31 |
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
Irish · Linguistics · Primary (astronomy · Children's Rights and Participation · Early Childhood Education and Development · Outdoor and Experiential Education · Philosophy
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| Unique citing works | 1 |
|---|---|
| Citations per year | 1 |
| Citation span | 2025 - 2025 (1) |
| Citation velocity | recent |
| Highly cited | No |
| Citation types | Neutral: 1 |