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Primary school games and play as inclusive/exclusive situations
School of Education, University of New England, Armidale New South Wales, Australia.ORCID iD: 0000-0003-3572-4976
School of Education, University of New England, Armidale New South Wales, Australia.
2017 (English)In: Ágora para la Educación Física y el Deporte, ISSN 1578-2174, E-ISSN 1989-7200, Vol. 19, no 2-3, p. 158-176Article in journal (Refereed) Published
Abstract [en]

The purpose of this study was to explore how primary school children include or exclude their peers in play. Two primary schools in Armidale, New South Wales, Australia, participated in this project. Observations and interactional interviews were used to collect data, and a content analysis approach was used for data analysis. Results suggest that participants employed various strategies to exclude some of their peers from play. It was also established that exclusion may be utilised for purposes of establishing or maintaining friendships among children. Findings of this study have implications on the strategies adopted by adults seeking to promote inclusion in children's play.

Place, publisher, year, edition, pages
Valladolid, Spain: Facultad de Educación y Trabajo Social, Campus Miguel Delibes , 2017. Vol. 19, no 2-3, p. 158-176
Keywords [en]
Primary school children, play, games, exclusion/inclusion
National Category
Educational Sciences
Identifiers
URN: urn:nbn:se:oru:diva-71339DOI: 10.24197/aefd.2-3.2017.158-176ISI: 000437152300002OAI: oai:DiVA.org:oru-71339DiVA, id: diva2:1277621
Available from: 2019-01-10 Created: 2019-01-10 Last updated: 2019-01-16Bibliographically approved

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Varea, Valeria

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  • apa
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  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
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Output format
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  • asciidoc
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