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dc.contributor.authorBishop, Elizabeth May
dc.date.accessioned2018-03-14T10:01:41Z
dc.date.issued2017-05-31
dc.description.abstractThis two phase study explored perspectives of play according to children and parents of Somali heritage and primary school practitioners, in a city in South West England. In an addition to the considerable research base concerning play, this study investigated the frequently overlooked cultural dimension of play and how this affects the education of Somali heritage children in England. The broader contentious concern of play’s role in Early Years and Primary education was also explored. A mixed methods pragmatic approach was employed in this study. In Phase One, a photograph sorting activity based on the Activity Apperception Story Procedure by Howard (2002), was used to enable the participation of young children and participants for whom English is not their first language. Established via this activity were definitions of play and work according to children and parents of Somali heritage and primary school practitioners. Exploratory Data Analysis was applied to examine this data. In Phase Two, a focus group design was used, with discussions drawing on cross-cultural conceptions of play (Gaskins, Haight & Lancy, 2007; Göncü, Tuermer, Jain & Johnson, 1999). This enabled the exploration of how parents of Somali heritage and primary school practitioners perceive play’s relationship to children’s development and learning, with consideration for their own experiences of childhood. Focus group data was analysed using thematic analysis, supported by the Cultural Historical Activity Theory framework. The findings of this study highlight shared and individual definitions of play, competing benefits of play and the cross-cultural importance of play being intrinsically motivated. Implications for practice centre on the need to recognise play as part of unique cultural milieus at a practitioner, school, educational psychology service and policy level.en_GB
dc.identifier.urihttp://hdl.handle.net/10871/32100
dc.language.isoenen_GB
dc.publisherUniversity of Exeteren_GB
dc.subjectEducationen_GB
dc.subjectPsychologyen_GB
dc.subjectPlayen_GB
dc.subjectSomaliaen_GB
dc.subjectEarly Yearsen_GB
dc.subjectCultureen_GB
dc.subjectCross-culturalen_GB
dc.subjectCultural Historical Activity Theoryen_GB
dc.subjectPrimary educationen_GB
dc.subjectTeacher perspectivesen_GB
dc.subjectChildren's perspectivesen_GB
dc.subjectThematic Analysisen_GB
dc.subjectPhotograph Sorting Activityen_GB
dc.subjectDefinitions of playen_GB
dc.subjectSecond generation migrantsen_GB
dc.subjectParent-school relationshipsen_GB
dc.subjectChildren and technologyen_GB
dc.subjectChildren in the communityen_GB
dc.subjectEducational Psychologyen_GB
dc.titleUsing a cross-cultural conception of play to explore the play perspectives of children and parents of Somali heritage and primary school practitionersen_GB
dc.typeThesis or dissertationen_GB
dc.contributor.advisorBoyle, Christopher
dc.contributor.advisorRichards, Andrew
dc.contributor.advisorLevinson, Martin
dc.publisher.departmentGraduate School of Educationen_GB
dc.type.degreetitleDoctor of Educational, Child and Community Psychologyen_GB
dc.type.qualificationlevelDoctoralen_GB
dc.type.qualificationnameDEdPsyen_GB


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