Play in daycare for children with severe motor impairments: An interview and observation study

Abstract

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