Shall we play?: listening to children’s voices using a playful approach

Figures & data

Table 1. Children’s voices being used to inform the data collection methods, process and dissemination.

Prior to the start of data collection (familiarisation)	During research week (data collection)	After research (dissemination)
Data collection ateliers were chosen based on their preferences (uncovered from a previous study, Burke et al. 2024).	Choice regarding ateliers: - If they would like to engage with them - Which ones to participate in - When they would like to participate - How long they would like to participate - Whom they would like to participate with - How many they would like to engage in Finally, children were asked their views about the data collection methods and suggestions for different ways to have their voices heard in future.	A digital story was created to capture children’s engagement in the study. Children chose whether or not their voices/photographs/models were included. After the first draft of the digital story was created, children were asked if they were happy with the digital story and if they would still like to have their voices/artwork included.

Figure 1. The Playful Research Ethics Framework.

Table 2. Number of children/data collection method.

Clay	Blocks	Drawing	Loose parts story telling	Percussion
22 children	20 children (9 individuals, 5 pairs, 1 trio)	16 children, with 8 returning on a subsequent occasion	15 children (7 pairs and 1 individual)	8 children (4 pairs)

Figure 2. Clay atelier with clay tools.

Figure 3. Blocks atelier.

Table 3. Preferences of data collection methods.

Data collection method	Number of children who took part	Number of children who indicated as a favourite
Clay	22 (68%)	15 (36%)
Blocks	20 (40%)	8 (19%)
Drawing	16 (44%)	7 (16.7%)
Loose parts storytelling	15 (27%)	4 (9.5%)
Percussion	8 (25%)	2 (4.8%)

Note: Six children were absent when the children were asked about their preferences.

Figure 4. ‘Monkey bars’.

Figure 5. Child 44’s ‘A swing and a slide’.

Figure 6. ‘A fruit and veg garden’.

Figure 7. ‘I want to make a maze’.

Figure 8. Progression sequence of trampoline model.

Figure 9. ‘Glowing jewellery’.

Figure 10. First attempt at structure (left), nearing end of completion (middle picture), final structure (right).

Figure 11. ‘Monkey bars’.

Figure 12. Photograph of final creation of ‘The Den’.

Figure 13. ‘Adding other resources to ‘The Den’’.

Figure 14. ‘Ball game’ incorporating cardboard box.

Burke, L., D. Jindal-Snape, A. Lindsay, S. Whyte, M. Wallace, D. Mercieca, M. McKenzie, and B. Keatch. 2024. “Spaces for Play: Listening to Children’s Voices.” Education 3-13: 1–24. http://doi.org/10.1080/03004279.2024.2318254.

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