Exploring synergies between playwork as reflexive practice and constructivist grounded theory

Dados Bibliográficos

ID4486181
AutoresA Long (0000-0002-1744-4519, Leeds Beckett University, autor correspondente)
Ano2023
Volume12
Fascículo2
Páginas243-256
Data de publicação2023-04-03
Peer ReviewedSim
Open AccessNão
TipoARTICLE
PeriódicoInternational Journal of Play (JOURNAL)
Identificadores do periódicoISSN: 2159-4937 • E-ISSN: 2159-4953
EditoraInforma UK Limited (PUBLISHER • GB)
DOI10.1080/21594937.2023.2209235
OpenAlexW4376566160
IdiomaEN
Citações recebidas3
Referências citadas26

Charmaz, K. (2014). Constructing grounded theory (2nd ed.). SAGE. (p. 344) suggests that ‘a reflexive stance informs how the researcher conducts his or her research, relates to the research participants and represents them in written reports’. As playworkers, we position ourselves outside of children’s play, as observers looking in, often, though not always, trying to make sense of what we observe. How we interpret children’s play, our interventions and those of our peers and colleagues, is influenced by our own lived experiences, our biographies and the history we bring to the play setting. This article explores the place of reflexivity in playwork and proposes that when researching children’s play from a playwork perspective a Constructivist Grounded Theory approach responds to some of the unique characteristics of playwork and the ambiguity of children’s play

Ambiguity · Constructivist grounded theory · Epistemology · Grounded theory · Political science · Psychological intervention · Qualitative research · Reflexivity · Social science · Sociology · Child Therapy and Development · Computer Science · Counseling, Therapy, and Family Dynamics · Psychology · Social Work Education and Practice