Change search
Refine search result
1 - 16 of 16
CiteExportLink to result list
Permanent link
Cite
Citation style
  • apa
  • harvard1
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf
Rows per page
  • 5
  • 10
  • 20
  • 50
  • 100
  • 250
Sort
  • Standard (Relevance)
  • Author A-Ö
  • Author Ö-A
  • Title A-Ö
  • Title Ö-A
  • Publication type A-Ö
  • Publication type Ö-A
  • Issued (Oldest first)
  • Issued (Newest first)
  • Created (Oldest first)
  • Created (Newest first)
  • Last updated (Oldest first)
  • Last updated (Newest first)
  • Disputation date (earliest first)
  • Disputation date (latest first)
  • Standard (Relevance)
  • Author A-Ö
  • Author Ö-A
  • Title A-Ö
  • Title Ö-A
  • Publication type A-Ö
  • Publication type Ö-A
  • Issued (Oldest first)
  • Issued (Newest first)
  • Created (Oldest first)
  • Created (Newest first)
  • Last updated (Oldest first)
  • Last updated (Newest first)
  • Disputation date (earliest first)
  • Disputation date (latest first)
Select
The maximal number of hits you can export is 250. When you want to export more records please use the Create feeds function.
  • 1.
    Kane, Eva
    Stockholm University, Sweden.
    Action Research with Fritidspedagoger about play2010Conference paper (Refereed)
  • 2.
    Kane, Eva
    Stockholm University, Sweden.
    Aktionsforskning om lek och fritidspedagoger2010Conference paper (Other academic)
  • 3.
    Kane, Eva
    Stockholms universitet, Barn- och ungdomsvetenskapliga institutionen.
    Att ge leken utrymme2013In: Fritidshemmets didaktik / [ed] Ann S. Pihlgren, Lund: Studentlitteratur , 2013, 1:1, p. 167-187Chapter in book (Other (popular science, discussion, etc.))
  • 4.
    Kane, Eva
    Stockholm University, Sweden.
    Gingerly developing play facilitation2013Conference paper (Refereed)
  • 5.
    Kane, Eva
    Stockholm University, Sweden.
    How do we talk about play?2011Conference paper (Refereed)
  • 6.
    Kane, Eva
    Stockholm University, Sweden.
    Pedagogue or Ludogogue?: Play in school age childcare workers practice in England and Sweden2011Conference paper (Refereed)
  • 7.
    Kane, Eva
    Jönköping University, School of Education and Communication, HLK, School Based Research, School age educare. Stockholm University.
    Playing practices among staff in school-age childcare2016In: Book of abstracts: NERA 2016, social justice, equality and solidarity in education, 2016, p. 105-106Conference paper (Refereed)
    Abstract [en]

    In an outcome driven school time and space for play can easily be forgotten on the list of priorities. Yet play is part of the practice traditions of Nordic school-age childcare (Højlund, 2002; Johansson & Ljusberg, 2004, Øksnes, Knutas, Ludvigsson, Falkner, & Kjær, 2014). It is therefore important to develop a language that makes conversations about, reflections on and analysis of play and playing in school-age childcare easier. Together with staff in school-age childcare in Sweden and England an action research project explored the facilitation of play. Data consists of transcribed conversations withstaff before and during the project. Kemmis et al.'s (2014) theory on practice architecture was the primary tool for analysis. Action research became a way to discover the taken-for-granted conceptions of play that governed their doings, their play practices. It also became a way to disturb the dominant play practices and open up for testing other play practices. Just as action research was used to disturb and change practice in order to understand it, concepts from Deleuze and Guattari's philosophy (1980/2004) were put to work to disturb taken-for-granted concepts of play in order to explore how playing works. A playing practice could be conceptualised as a practice that sensitises itself to the disturbances caused by playing but also puts itself 'in play' which opens up for a continuous playing with play. Such a transformative playing practice could mean that staff explore which is the dominant play practice in their setting and then continuously and consciously disturbs it. When staff sensitise themselves to playing it may be possible to avoid taken-for-granted and routine play practices.

  • 8.
    Kane, Eva
    Stockholms universitet, Barn- och ungdomsvetenskapliga institutionen.
    Playing practices in school-age childcare:: An action research project in Sweden and England2015Doctoral thesis, comprehensive summary (Other academic)
    Abstract [en]

    Playing is a common part of children’s leisure time, and with children spending an increasing amount of this time in school-age childcare, in both Sweden and England, staff have the responsibility to facilitate play. The way play is conceptualised by staff may lead to different aspects of play being facilitated. These play practices are enabled and constrained by the arrangements of what this dissertation calls the school’s play practice architecture, i.e. where play practices are intertwined with a school’s practice architecture. The aim of the research was to explore how staff talked about play and how to facilitate it, how concepts of play contributed to different play practices and how it might be possible to transform play practice architectures. The research draws on conversations with staff in school-age childcare settings in two Swedish and one English school during an action research project. Just as action research was used to disturb and change practice in order to understand it, concepts from Deleuze and Guattari’s philosophy (1980/2004) were put to work to disturb taken-for-granted concepts of play in order to explore how play works.

    Article I explores what the staff talked about in relation to play and its facilitation. The conclusion is that the ability of staff to interpret children’s play as children exploring their agency is crucial when facilitating play in a learning institution. Article II examines some discursive orders about play in school-age childcare and goes beyond them by conceptualising playing as becoming-different. The article argues that when foregrounding play, staff recognised children and themselves as becoming-players. Article III investigates how to think practice as constant change. For any practice, planning is required, and yet the unexpected keeps happening. When playing was conceptualised as a “What If? As If” approach, which allowed for potentialities to become actualised, then this approach was also useful as an approach in practice. The analysis suggests that when engaging in a playing practice, practitioners develop new knowledge and simultaneously change social situations.

    The practice of playing, whether intentional or unintentional, can not only disturb but also transform play practice architectures. The practice of playing is sensitised to the disturbances caused by playing and also puts itself “in play”. This opens up for a continuous de- and reterritorialisation of play and playing in school-age childcare practice.

  • 9.
    Kane, Eva
    Stockholm University, Sweden.
    The right to play: How school age childcare staff talk about play2011Conference paper (Refereed)
  • 10.
    Kane, Eva
    Stockholm University, Sweden.
    The WHAT IF approach to research: Action Research with school age childcare staff about play2013Conference paper (Refereed)
  • 11.
    Kane, Eva
    Jönköping University, School of Education and Communication, HLK, School Based Research, School age educare.
    Using action research to explore play facilitation in school-based school-age childcare settings2017In: Researching Play from a Playwork Perspective / [ed] Pete King & Shelly Newstead, London: Taylor & Francis, 2017, p. 109-122Chapter in book (Refereed)
    Abstract [en]

    Playwork, it could be argued, is driven by a children’s perspective on play, as described in the second Playwork Principle:

    Play is a process that is freely chosen, personally directed and intrinsically motivated. That is, children and young people determine and control the content and intent of their play, by following their own instincts, ideas and interests, in their own way for their own reasons.

  • 12.
    Kane, Eva
    Stockholms universitet, Barn- och ungdomsvetenskapliga institutionen.
    ‘What If? As If’: An approach to action research practice: becoming-different in school-age childcare2015In: Educational action research, ISSN 0965-0792, E-ISSN 1747-5074, Vol. 23, no 3, p. 350-365Article in journal (Refereed)
    Abstract [en]

    When doing research, or for that matter working in school-age childcare, the researcher/teacher is required to develop a plan for her/his work in spite of knowing that unexpected things will happen. This article aims to explore the relationship between the process of planning and unexpected events in childcare practice and action research. The article uses transcripts of discussions from a collaborative action research project focusing on playing in school-age childcare to explore this relationship. The article attempts to go beyond dualisms to understand playing as a way to disturb existing practices. In conjunction with specified transcripts from ongoing research, this is done by folding together concepts inspired by Deleuze and Guattari such as becoming-different with concepts from play theory and action research. The article argues that there may be such a thing as a ‘What If? As If’ approach to practice, according to which collaborators are playing to change social situations and develop new knowledge. Being alert to invitations to playing allows the process of planning to continuously become-different.

  • 13.
    Kane, Eva
    et al.
    Stockholm University, Sweden.
    Ljusberg, Anna-Lena
    Stockholm University, Sweden.
    Presence in play2012Conference paper (Refereed)
  • 14.
    Kane, Eva
    et al.
    Stockholms universitet, Barn- och ungdomsvetenskapliga institutionen.
    Ljusberg, Anna-Lena
    Stockholms universitet, Barn- och ungdomsvetenskapliga institutionen.
    Larsson, Håkan
    Making Magic Soup - The facilitation of play in school-age childcare2013In: International Journal of Play, ISSN 2159-4937, Vol. 2, no 1, p. 7-21Article in journal (Refereed)
    Abstract [en]

    This paper explores socially shared knowledge of facilitating play in a learning institution such as a school-age childcare setting (services provided for children outside school hours, often while parents are at work). Previous research makes it clear that the area of play facilitation needs further exploration. It points to a tension between children's agency in play and the constraints of the setting. The pedagogical traditions of Froebel and Dewey have been used to explore the options for action in this field of tension. Staff from four school-age childcare settings – three Swedish and one English – took part in focus groups. The transcriptions of the spoken dialogue were categorised using dialogic analysis. The paper presents samples of conversations highlighting the above tensions and analyses them in the light of the theory. The findings show that staff negotiated these tensions daily and that the developed model can be used to reflect on the intentions and approaches of a service that only partly facilitates play. The conclusion is that the ability of staff to interpret children's play as children exploring their agency is crucial when facilitating play in a learning institution.

  • 15.
    Kane, Eva
    et al.
    Stockholms universitet.
    Ljusberg, Anna-Lena
    Stockholms universitet.
    Larsson, Håkan
    Gymnastik- och idrottshögskolan, GIH.
    Making Magic Soup: The Facilitation of Play in School-age Childcare2013In: International Journal of Play, ISSN 2159-4937, Vol. 2, no 1, p. 7-21Article in journal (Refereed)
    Abstract [en]

    This paper explores socially shared knowledge of facilitating play in a learning institution such as a school-age childcare setting (services provided for children outside school hours, often while parents are at work). Previous research makes it clear that the area of play facilitation needs further exploration. It points to a tension between children's agency in play and the constraints of the setting. The pedagogical traditions of Froebel and Dewey have been used to explore the options for action in this field of tension. Staff from four school-age childcare settings – three Swedish and one English – took part in focus groups. The transcriptions of the spoken dialogue were categorised using dialogic analysis. The paper presents samples of conversations highlighting the above tensions and analyses them in the light of the theory. The findings show that staff negotiated these tensions daily and that the developed model can be used to reflect on the intentions and approaches of a service that only partly facilitates play. The conclusion is that the ability of staff to interpret children's play as children exploring their agency is crucial when facilitating play in a learning institution.

  • 16.
    Kane, Eva
    et al.
    Stockholms universitet, Barn- och ungdomsvetenskapliga institutionen.
    Petrie, Pat
    Becoming-player in school-age childcare2014In: Reconceptualizing Educational Research Methodology (RERM), ISSN 1892-042X, E-ISSN 1892-042X, Vol. 5, no 1, p. 18-31Article in journal (Refereed)
    Abstract [en]

    The aim of this paper is to explore if some of Deleuze and Guattari’s (1980/2004) concepts can contribute to our understanding of “playwork”, particularly among the school-age childcare staff required by governing documents to facilitate play in a school setting. The paper presents a reading of transcribed conversations with school-age childcare staff. We map how two staff teams described playing, and the (e)merging thoughts that surfaced during conversations. The reading challenges a dichotomous view of staff as play facilitators and children as players and we explore other possibilities for interpreting the events described by staff. It seems to us that when children and staff play, in the assemblage of the school-age childcare settings, they do schooling and playing simultaneously, overcoming the dichotomies apparent in educational policy.

1 - 16 of 16
CiteExportLink to result list
Permanent link
Cite
Citation style
  • apa
  • harvard1
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf