Pupil participation and playground design: listening and responding to children’s views

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Pupil participation and playground design: listening and responding to children’s views. / Howe, Julia; Pearson, Rebecca.

In: Educational Psychology in Practice, Vol. 33, No. 4, 2017, p. 356-370.

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@article{d78a349a36b7433cb4e948bfd25b7ac8,
title = "Pupil participation and playground design: listening and responding to children{\textquoteright}s views",
abstract = "This paper outlines a small scale research project that attempted to involve primary aged pupils actively in the redesign of their school playground. The project stemmed from concerns raised by school staff regarding the frequency of problematic behaviours during unstructured times, (particularly lunch times), and the decision to redesign the playground was one component of a larger scale research project. This paper provides an account of this process, and an overview of the approach taken to involve children as co-researchers to ensure that their views were not only heard, but that they played a key role in decisions that would affect them. This offers an alternative way in which educational psychologists can address teacher concerns regarding behaviour that attempts to involve and empower young people in the process",
author = "Julia Howe and Rebecca Pearson",
year = "2017",
doi = "10.1080/02667363.2017.1326375",
language = "English",
volume = "33",
pages = "356--370",
journal = "Educational Psychology in Practice",
issn = "0266-7363",
publisher = "Taylor & Francis",
number = "4",

}

RIS

TY - JOUR

T1 - Pupil participation and playground design: listening and responding to children’s views

AU - Howe, Julia

AU - Pearson, Rebecca

PY - 2017

Y1 - 2017

N2 - This paper outlines a small scale research project that attempted to involve primary aged pupils actively in the redesign of their school playground. The project stemmed from concerns raised by school staff regarding the frequency of problematic behaviours during unstructured times, (particularly lunch times), and the decision to redesign the playground was one component of a larger scale research project. This paper provides an account of this process, and an overview of the approach taken to involve children as co-researchers to ensure that their views were not only heard, but that they played a key role in decisions that would affect them. This offers an alternative way in which educational psychologists can address teacher concerns regarding behaviour that attempts to involve and empower young people in the process

AB - This paper outlines a small scale research project that attempted to involve primary aged pupils actively in the redesign of their school playground. The project stemmed from concerns raised by school staff regarding the frequency of problematic behaviours during unstructured times, (particularly lunch times), and the decision to redesign the playground was one component of a larger scale research project. This paper provides an account of this process, and an overview of the approach taken to involve children as co-researchers to ensure that their views were not only heard, but that they played a key role in decisions that would affect them. This offers an alternative way in which educational psychologists can address teacher concerns regarding behaviour that attempts to involve and empower young people in the process

U2 - 10.1080/02667363.2017.1326375

DO - 10.1080/02667363.2017.1326375

M3 - Article

VL - 33

SP - 356

EP - 370

JO - Educational Psychology in Practice

JF - Educational Psychology in Practice

SN - 0266-7363

IS - 4

ER -