A Scoping Review of Children's Conceptualisations of Inclusive Play informed by Children’s Advisory Groups
Creators: name: Keeffe, Christina O
name: McNally, Sinead
Publisher: name: Open Science Framework
Year: 2023
Subjects: subject: Special Education and Teaching
subject: Educational Methods
subject: Elementary Education
subject: Early Childhood Education
subject: Education
subject: Early Childhood Education
subject: Children's Rights
subject: Review
subject: Education
subject: Play
subject: Consultation
subject: Inclusion
subject: Participation
subject: Developmental Psychology

description: For decades, much contention and debate has dominated the literature as researchers have sought to understand and define play. In recent years, increasing emphasis has been placed on defining play in terms of its inherent or affective qualities for the ‘player’ as opposed to its objective or observable qualities (Broadhead et al., 2010; Fink, et al., 2020). Howard (2019) emphasises the need to focus directly on children’s perspectives of play, in line with a broader children’s rights-based approach and participatory research recommendations (United Nations Committee on the Rights of the Child, 2009; United Nations Convention on the Rights of the Child 1989; 2013). In moving towards a child-centred definition and conceptualisation of play, it is essential that the views of all children are valued. Therefore, this study seeks to represent a diversity of childhood perspectives in order to develop a child-centred, inclusive, understanding of play whereby ‘all voices and forms of voices are valued’ (Wall et al., 2019, p.271). In this sense, this research aims to add to the emerging body of evidence surrounding children’s perspectives of play and provide a comprehensive map of the available research in this area. A key aspect of scoping reviews involves consultation with stakeholders (Arksey &amp; O’Malley, 2005). Therefore, whilst the scoping review will provide valuable insight into the current evidence base surrounding a child-centred inclusive understanding of play, it is important to consult with children directly during this process, as part of a moral and ethical obligation to consult with children in research about them (Gaches &amp; Gallagher, 2019; Lundy, 2007), as enshrined in Article 12 of UNCRC (1989) whereby children have a right to partake in all decisions affecting them. Given that play is a fundamental aspect of children’s lives, they can offer significant expertise and insight into issues as co-researchers. A key phase of this scoping review involves consultation with children’s research advisory groups which is very much centred within a children’s rights-based approach (UNCRC, 1989; 2009) to ensure children have direct input into informing this research agenda and decision making. This will also contribute to the emerging body of participatory research within early childhood education whereby young children, and in particular those with additional needs, have traditionally been overlooked (Cameron &amp; Murphy, 2007; Lundy et al., 2011; Moore, 2008; Stafford, 2007) from this research. Thus, this research will attempt to contribute to the evolving body of literature based on consulting children in all aspects of decision making including research questions and aims specific to the review to ensure this project is focusing on aspects that children themselves consider worthwhile (Horgan, 2009) as well as in relation to findings from the literature. In addition, following consultation, children will be invited to contribute their experiences surrounding their engagement in the process and specifically in relation to data collection tools used. This is especially important given calls to consult with children in relation to their engagement with methods (Lansdown &amp; O’Kane, 2014; Tesfaye et al., 2019) due to the limited knowledge and evidence base in particular for those with disabilities (Nicholas et al., 2019; Tesfaye et al. 2019). This will also inform future research development as part of the lead PI’s doctoral studies regarding the use of play in supporting autistic children within early year’s classrooms and in supporting the development of appropriate tools and methods to facilitate children’s formation and expression of views (Lundy &amp; McEvoy, 2011).