FYSIOTERAPEUTEN 5/24 19 ping og er åpen for lekens uforutsigbarhet. Videre skapes leken gjennom at fysioterapeutene anvender sin kunnskap om kropp, bevegelse og tilrettelegging i dialog med assistentene som vet hva som opptar barna i barnehagen. Leken og lekesignalene hos barn med store motoriske funksjonshindringer uttrykkes ofte på atypiske måter. For å oppdage barnets lekenhet bør en la barnet vise vei, samt være årvåken og nysgjerrig på barnets lek og bevegelsesløsninger. På denne måten kan de voksne bruke barnets initiativ, interesser og engasjement til å utvikle lek som kan være nokså lik eller forskjellig fra lek blant barn uten funksjonshindringer. Litteraturliste 1. Helsedirektoratet. Veileder om rehabilitering, habilitering, individuell plan og koordinator. Oslo: Helsedirektoratet; 2018. 2. Reilly M. Play as exploratory learning: studies of curiosity behavior. Beverly Hills Calif: Saga Publications; 1974. 3. Graham N, Nye C, Mandy A, Clarke C, Morriss-Roberts C. The meaning of play for children and young people with physical disabilities: A systematic thematic synthesis. Child: Care, Health and Development. 2017;44(2):173-82. DOI: 10.1111/ cch.12509 4. Cress CJ. Play and Children with Physical Impairments. I: Roopnarine JL, Smith PK, red. The Cambridge Handbook of Play: Developmental and Disciplinary Perspectives: Cambridge University Press; 2018. s. 597-614. DOI:10.1017/9781108131384 5. Caprino F, Stucci V. Play in Children with Multiple Disabilities. Originally published 2016 ed. Warsaw, Poland: De Gruyter Open; 2017. s. 147-54. DOI: 10.1515/9783110522143-013 6. Slåtta K. Barn med multifunksjonshemning i barnehagen: kommunikasjon, deltakelse og inkludering. I: Hvidsten BIB, red. Spesialpedagogikk i barnehagen: barnet i fokus. 2 utg. Bergen: Fagbokforlaget; 2021. s. 343-58. 7. Besio S. The Need for Play for the Sake of Play. I: Besio S, Bulgarelli D, StanchevaPopkostadinova V, red. Play Development in Children with Disabilties. Warschau/ Berlin: Walter de Gruyter GmbH; 2017. s. 9-52. DOI:10.1515/9783110522143-003 8. Öhman M. Det viktigste er å få leke. Oslo: Pedagogisk forum; 2012. 280 s. 9. Steinsholt K. Lett som en lek? Ulike veivalg inn i leken og representasjonenes verden. 2 utg. Trondheim: Tapir; 1999. 220 s. 10. Di Paolo EA, De Jaegher H, Rohde M. Horizons for the Enactive Mind: Values, Social Interaction, and Play. I: Stewart J, Gapenne O, Paolo EAD, Rohde M, Jaegher HD, Barbaras R, et al., red. Enaction: Toward a New Paradigm for Cognitive Science. 1 utg. Cambridge: Cambridge: MIT Press; 2010. s. 33-87. DOI:10.7551/ mitpress/8629.003.0003 11. Fantasia V, De Jaegher H, Fasulo A. We can work it out: an enactive look at cooperation. Frontiers in Psychology. 2014;5(874). DOI: 10.3389/fpsyg.2014.00874 12. Fuchs T, De Jaegher H. Enactive intersubjectivity: Participatory sense-making and mutual incorporation. Phenomenology and the Cognitive Sciences. 2009;8(4):465-86. DOI: 10.1007/s11097-009-9136-4 13. Van Manen M. Phenomenology of practice: meaning-giving methods in phenomenological research and writing. Walnut Creek, Calif: Left Coast Press; 2014. 412 s. DOI: https://doi.org/10.4324/9781315422657 14. Fiss AL, Håkstad RB, Looper J, Pereira SA, Sargent B, Silveira J, et al. Embedding Play to Enrich Physical Therapy. Behav Sci (Basel). 2023;13(6):440. DOI: 10.3390/ bs13060440 15. Håkstad RB, Øberg GK, Girolami GL, Dusing SC. Enactive explorations of children’s sensory-motor play and therapeutic handling in physical therapy. Frontiers Media. 2022;3. DOI: 10.3389/fresc.2022.994804 © Author(s) (or their employer(s)) 2024. Re-use permitted under CC BY-NC. No commercial re-use. See rights and permissions (https://creativecommons.org/ licenses/by-nc/4.0/). Published by Fysioterapeuten. Abstract Title: Play in daycare for children with severe motor impairments: An interview and observation study Purpose: This study investigates how physical therapists and daycare staff together contribute to enabling children with severe motor disabilities to play in daycare settings. Design, material, and method: The study employs a qualitative design where data is collected through interviews with physical therapists and daycare staff, and observations of physical therapy treatments and play events in the daycare. The analysis is inspired by phenomenological thematic analysis with connections to play theories and enactive theory. Findings: Children with severe motor disabilities can play and want to play. The adults work to promote interactive play, but their understanding of play, the body, and physical therapy influences how play unfolds. Attentiveness, creativity, and interaction support play, while practical tasks and rules governance limit it. Adapting play to the child’s body as is facilitates play on the child’s terms. Conclusion: Adults can support the child’s play through creative adjustments and adaptations, combined with attention and curiosity about the child’s own sense-making. Keywords: play, pediatric physical therapy, motor impairments, enactive theory, phenomenology. Fysioterapeutens podcast-episoder finner du her: https://www.fysioterapeuten.no/podcast
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