Browsing by Person "Jackson, Jeanne"

Now showing 1 - 2 of 2

Creating a Play-Friendly Community with Children: A Report on a Participatory-Ethnographic Research
(Queen Margaret University, 2023) Veiga-Seijo, Silvia; Children Participants; Kantartzis, Sarah; Jackson, Jeanne; Veiga-Seijo, Silvia
This report is an outcome of the research “Creating a Play-Friendly Community with Children“, carried out by Silvia Veiga-Seijo (PhD student) with 17 children co-researchers aged between 5 and 12. The research project aimed to look into the perspectives of children and community members for developing a play-friendly community in Whitecraig (East Lothian, Scotland). The report was co-created with the children alongside Silvia, and it is founded on children’s voices and perspectives: our voices, stories, and experiences of doing and living the project together. The motivation for writing this collaborative report emerged after celebrating a local community event organised and led by the children participants in their school. During this event, children presented their perspectives of play through a puppet show and two songs to families, community residents, school staff, stakeholders, and policy-makers. After their presentation, the children led a discussion on a question of great importance to them: “how are we going to help” with their call to action to play together in their community and make play better for everyone. Adults and policy-makers highlighted the need of elaborating a written report on the children’s perspectives and share it with both East Lothian Council and the Scottish Government. Likewise, the community suggested “spread the word of this amazing work to other parts of Scotland”. This report attempts to respond to these needs as part of these collective endeavors and actions.
Making secret hiding places: An occupation of childhood
(Informa UK Limited, 2023-08-31) Wenger, Ines; Kantartzis, Sarah; Lynch, Helen; Schulze, Christina; Jackson, Jeanne
Place-making refers to the emotional attachment people have to a place and has been adopted as a concept in occupational science. In this paper, Relph’s perspective on place-making is associated with how place-making has been discussed in occupational science. Relph’s viewpoint serves as a basis for understanding secret hiding places from children’s perspectives. During data collection for a study investigating children’s perceptions of inclusive playgrounds (Wenger et al., Citation2021), secret hiding places were a recurring topic. This paper aims to explore secret hiding places from the children’s perspective, with a special focus on place-making. To accomplish this, a literature review was undertaken and findings combined with data from two previously conducted studies using qualitative content analysis. From the analysis three categories were developed describing the making of secret hiding places, the purpose of secret hiding places, and play occupations that children do in secret hiding places. The findings suggest that place-making can be seen as an occupation of childhood, related to the physical construction of the secret hiding place itself and the formation of attachment to the place through occupations that are shaped by social interactions and result in meaningful experiences.