Play-based research approach: young researchers' conceptualisations, processes, and experiences

Play is often seen as a trivial experience that happens in the gaps or breaks in research, outside the research process proper, or at best as an element that is instrumentalised to build rapport, rather than as aspect of research deserving attention in its own right. Although a few studies exist on play-based research (e.g. Campo et al., 2018; Koller & San Juan, 2015) there is a dearth of literature on play-based research approaches, and even less on play-based research led by older children and young people. This dissertation uses an interdisciplinary childhood studies, social ecological, and children’s rights approach to explore play-based research with young researchers and to examine its role in their relationships and dialogue on social issues. The research focused on children and young people’s own conceptualisations, experiences, and embodiment of play and play-based research approaches. The research was carried out with ten young researchers (aged 15–20) entitled Wilderness Emerging Researchers (Emerging Researchers) on the traditional territory of the unceded land of the W̱ SÁNEĆ, Lkwungen, Wyomilth peoples of the Coast Salish Nation, otherwise known as Greater Victoria. The Emerging Researchers were trained in a play-based research approach prior to designing and conducting research with young people participants in their community. The play-based research approach allowed for emergence of new forms of play and the tools fostered time and space for diverse modes of play to be expressed. Data was generated through documentation of play-based research activities, and through field notes and semi-structured interviews. The findings chapters explore: (i) young people’s conceptualisations, understandings and experiences of play including an examination of modes of play prevalent in the data: play as a challenge and play as humour, as well access to play for older children in relation to ‘making time’ and ‘taking time’; (ii) how play-based research affects the Emerging Researchers’ experiences of and approaches to relationships with peer researchers, community, adult researchers, and methods; and (iii) play-based research’s role in fostering reflective dialogue on social issues. The dissertation concludes with implications of play-based research for academic literature and theory, research, policy and practice. The dissertation supports a growing call for a relational approach to children’s participation in research (Hatton 2014; Mannion, 2007) by demonstrating the significant role of play-based research in embodied relationships with people and methods. Finally, it highlights how play-based research approaches are valuable for older children and young people as spaces for dialogue, relationships, and exploration of play