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Infant Places, Spaces and Objects: Exploring the Physical in Learning Environments for Infants Under Two

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Infant Places, Spaces and Objects: Exploring the Physical in Learning Environments for Infants Under Two Technological University Dublin ARROW@TU Dublin Doctoral Applied Arts 2011-11 Infant Places, Spaces and Objects: Exploring the Physical in Learning Environments for Infants Under Two Helen Lynch Technological University Dublin, [email protected] Follow this and additional works at: https://arrow.tudublin.ie/appadoc Part of the Social and Behavioral Sciences Commons Recommended Citation Lynch, H. (2011) Infant Places, Spaces and Objects: Exploring the Physical in Learning Environments for Infants Under Two. Doctoral Thesis, Technological University Dublin. doi:10.21427/D73W37 This Theses, Ph.D is brought to you for free and open access by the Applied Arts at ARROW@TU Dublin. It has been accepted for inclusion in Doctoral by an authorized administrator of ARROW@TU Dublin. For more information, please contact [email protected], [email protected]. This work is licensed under a Creative Commons Attribution-Noncommercial-Share Alike 4.0 License INFANT PLACES, SPACES AND OBJECTS: EXPLORING THE PHYSICAL IN LEARNING ENVIRONMENTS FOR INFANTS UNDER TWO Helen Lynch, MSc, Dip. C. O. T. Submitted in fulfilment of the requirements for the award of PhD, Dublin Institute of Technology, Supervisor: Dr. Noirin Hayes School of Social Science and Law NOVEMBER 2011 Volume 1 Abstract While the relationship between play and development is well documented, there is less known about the influence of the physical environment in that process. The purpose of this qualitative study is to describe play interactions of infants under two with the home physical environment. The aim is to explore and identify ways in which infants develop and learn through engaging with objects and spaces of everyday life in the home. A qualitative ethnographic approach was employed to gather data on five infants, two new-borns and three one-year olds, and their families over twelve months. Data was generated through video, interview and observations of the infants engaging in play with typical objects, in their natural home environments. Families were visited monthly to capture change in infant-environment transactions over time. Analysis focused on infant-environment transactions during play events in typical daily routines, guided by a grounded theory analytical approach. The study identifies that infant play is multidimensional, and combines and includes play not just with objects and people, but with space. Findings relate to the following aspects: play in relation to the physical environment of the home as observed through engaging with body space, near space, middle space and home space; the nature of change in play over time as it relates to affordances of the physical environment, and parental reasoning in families that shapes play interactions. Emerging findings relate to considering play as transactional processes that have an influence on development, and argues for an amended perspective on the home as a ‘just-right’ environment. This study describes how five Irish families support play in home environments and informs an understanding of influences on play development from a physical- sociocultural perspective. Suggestions are made in relation to how this study can inform the development of home-based play environments as a result. ii Declaration: I certify that this thesis which I now submit for examination for the award of PhD, is entirely my own work and has not been taken from the work of others save and to the extent that such work has been cited and acknowledged within the text of my work. This thesis was prepared according to the regulations for postgraduate study by research of the Dublin Institute of Technology and has not been submitted in whole or part for an award in any other Institute or University. The work reported on in this thesis conforms to the principles and requirements of the Institutes guidelines for ethics in research. The Dublin Institute of Technology has permission to keep, lend or to copy this thesis in whole or part, on condition that any such use of the material of the thesis be duly acknowledged. Signature___________________________________ Date______________ Helen Lynch November 2011 iii Acknowledgements This thesis has only been possible due to the unending support from my husband Albert, children Sarah and Jack, and family members who have never failed over the past four years to give me encouragement in the extremes of research that typically include breathtaking highs and despairing lows. Many others have enabled me in my study and to those I extend my heartfelt thanks for their support and encouragement: To my supervisor Dr. Noirin Hayes for her constant positive energy, enthusiasm and belief in my work and to the CECDE and the Dublin Institute of Technology who funded the scholarship programme. To my PhD colleagues who helped share the journey of discovery of learning and truly illuminated for me what it means to have a community of practice To my other friends who have also been on their own journeys of exploration in occupational therapy and occupational science, and continue to impress me with their work ethic and commitment To the friends then who have witnessed and never given up on me when I have not been present for them. But most of all, to the special children and their families whom I had the great fortune to meet during this work. I am most grateful for their kindness in welcoming me into their lives and their generosity of spirit which I hope I can repay if not to them to others, in the spirit of ‘paying it forward’… iv Table of Contents: ABSTRACT ................................................................................................................................................ II DECLARATION: ......................................................................................................................................... III ACKNOWLEDGEMENTS ............................................................................................................................ IV TABLE OF CONTENTS: .............................................................................................................................. 1 LIST OF TABLES ....................................................................................................................................... 5 LIST OF FIGURES AND DIAGRAMS ............................................................................................................ 6 CHAPTER ONE: INTRODUCING THE STUDY ............................................................................. 8 INTRODUCING THE RESEARCH TOPIC: THE IMPORTANCE OF THE STUDY: .................................... 9 INITIAL BROAD RESEARCH AIMS AND QUESTIONS ................................................................. 12 The physical environment: places, spaces and objects ..................................................................... 14 Summary ........................................................................................................................................... 20 INTRODUCING THE RESEARCH CONTEXT: ................................................................................. 21 INTRODUCING THE RESEARCH PLAN: LAYOUT OF THE THESIS ........................................... 25 Summary ........................................................................................................................................... 26 CHAPTER TWO: THEORETICAL FRAMEWORKS: .................................................................. 28 Context: towards an ecological approach ........................................................................................ 28 Transactionalism: ............................................................................................................................. 30 Bioecological approach: .................................................................................................................. 33 An affordance approach to understanding the physical environment: ............................................. 37 Towards an occupational development approach ............................................................................ 40 Summary ........................................................................................................................................... 47 CHAPTER THREE: SETTING THE SCENE FOR EXPLORING THE PHYSICAL ENVIRONMENT .............................................................................................................................. 49 INTRODUCTION: ................................................................................................................................ 49 PHYSICAL ENVIRONMENT AT A NATIONAL LEVEL- CULTURE AND SOCIETY .................. 51 Children in Ireland: policy development and national population-based research ......................... 53 Early Childhood frameworks ............................................................................................................ 55 Children in Ireland: play and the physical environment: ................................................................. 57 Summary ........................................................................................................................................... 58 PHYSICAL ENVIRONMENT AT THE COMMUNITY LEVEL ........................................................ 59 Places and Spaces in community environments: .............................................................................. 60 Playgrounds in neighbourhoods: the purpose-built environment.
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