Schoolchildren’s play – A tool for health education

Abstract

Objective:

The purpose of this study was to gain more knowledge about the phenomenon of the inner child in relation to health and well-being as reflected in play experienced by schoolchildren.

Design/method:

Participants were 20 schoolchildren recruited from a primary school in a medium-size city in central Sweden. The children who agreed to participate were 14 girls and 6 boys aged between 9 and 10 years old in grade 3. A hermeneutic phenomenological approach was used to analyse the data consisting of the schoolchildren’s drawings and transcribed interviews. Participants’ verbal reflections on their drawings enabled deeper insight into their lived experiences of play.

Results:

Findings from this study demonstrate how schoolchildren are influenced by the inner child in childhood to handle conflicts, to cope, to make choices, to build relationships to connect and to dream about the future. The schoolchildren in this study developed their coping skills in conflict situations as part of friendship making.

Conclusion:

The value play offers for health and well-being reveals how schoolchildren are influenced by the inner child in childhood. Gaining knowledge from schoolchildren’s own voices about play makes a worthwhile contribution to research. In addition, the value play provides to schoolchildren’s health and well-being suggest that play can be an important tool as part of health education.

Keywords

Friendship health promotion inner child play schoolchildren

Introduction

According to World Health Organization (WHO) (1986), health promotion efforts can reduce differences in current health status and ensure equal opportunities and resources enabling all people to achieve their fullest health potential. Success in this respect requires a secure foundation in a supportive environment as well as access to information, life skills and opportunities for making healthy choices. According to Nutbeam (2019), equitable access to quality health education and lifelong learning remain the cornerstones of modern health promotion. He further argued that health education must help people develop transferable decision-making skills and not just achieve compliance with pre-determined health goals.

In recent decades, there has been a reported increase in mental health problems among children and young people in Sweden, as described in both research and government reports (Gustafsson et al., 2010; Public Health Agency of Sweden [Folkhälsomyndigheten], 2014). According to the Swedish Children’s Ombudsman (2018), children and young people living in vulnerable neighbourhoods – in both large cities and rural areas in Sweden – are experiencing higher levels of social exclusion because adults have low expectations of them. Having to struggle to develop a sense of belonging has a negative effect on young peoples’ health and well-being (Lögdberg et al., 2018). However, Gustafsson et al. (2010) have argued that schoolchildren’s relationships with teachers and peers can contribute to processes that protect them from the development of mental health problems. Barry et al. (2017) suggested that the school may be a unique setting in which critical skills for schoolwork and life can be taught and learned. They argue that it is important to determine whether existing evidence-based interventions for young people can reduce inequities such as poor social and emotional well-being and school achievement – especially among those who are at high risk of worse life outcomes. Mohammadi et al. (2010) have reported that existing educational programmes are often limited in their concern for health and well-being outcomes.

Kostenius and Öhrling (2008b) found that schoolchildren experienced stress when having to conform to other people’s decisions without having the power to influence their own situation. The same authors argue for a shift in focus from teaching children stress-coping strategies to making room for children’s own experiences; they viewed these lived experiences as a valuable means of stress-coping. According to Smyth (2006), promoting the student’s voice, in other words, giving schoolchildren more power in school, is a way to turn disengagement, hostility and ‘dropping out of school’ into engagement and involvement. Building relationships in school whereby power is shared can be seen as linked to the development of the inner child, which is described by Cullberg Weston (2009) as certain strengths and knowledge that the individual brings into adulthood. Howe (2010) stated that further study of the positive implications of relationships is needed because much research has been focused on the negative influence of peers rather than the more positive role that peers can also play with respect to children’s well-being.

According to Vygotsky (1967), play is an essential part of both language development and a child’s understanding of the external world. He argued that children do not develop language and reasoning skills if they are not engaged in imaginative play. Through a process which Vygotsky (1967: 6–18) calls ‘inner speech’, children make sense of the world when playing. Kaufman et al. (2012) later identified imaginative play as a critical feature of the child’s cognitive and social development. Gustafsson et al. (2010) noted that the perspective of younger children in Sweden needs to be emphasised and that children should be involved in such research.

The essence of childhood has lately become of interest due to societal changes showing an increased empathetic perspective on childhood experiences (Firman and Russel, 1994). This interest has led to a growing awareness of what makes people fragile in relation to a deeper sense of themselves and the world. As far back as the 1930s, Jung wrote about the concept of the inner child within his system of archetypes including the divine child. The inner child was seen as a symbol of the developing personality and the union of the conscious and the unconscious (Jung and Kerényi, 1949). The concept of the inner child was used by Kohut (1984) to explain how not being acknowledged makes human beings feel fragile. Such a perspective aligns with that of Winnicott (1988 [1971]) who referred to the inner child in his writing on the importance of the early emotional communication between the child and the caretaker for developing confidence in relations to others later in life.

Firman and Russel (1994) stated that a human being’s life journey includes all of their past life experiences that have an impact on human lives and the core of the personality – they described this as the inner child. An understanding of the phenomenon of the inner child was further developed by Lamagna (2011) who, in line with Siegel (1999, 2012), argued that people develop an interpersonal connection of belonging and an increased sense of well-being when they have the experience of being seen, heard and understood by others. According to Stern (1985), the phenomenon of the inner child can also be considered as a human being, who is born as a social person and not autistic as was considered in earlier times. Furthermore, Stern stated that the phenomenon of the inner child may be looked upon as an inner core or personality that one carries throughout life.

Good health in the early years has been claimed to have protective effects for the rest of a person’s life and influence school performance as well as future job expectations (Public Health Agency of Sweden [Folkhälsomyndigheten], 2016). WHO (1946) defines health as, ‘a state of complete physical, mental and social well-being and not merely the absence of disease or infirmity’ (p. 100). Blair et al. (2010) argued that childhood is a critical and sensitive period in life, when the balance between risk- and supporting-factors is crucial for achieving a healthy life as an adult. These same authors found that early relationships play an important role in the development of resilience and that insecure attachment may trigger vulnerability to psychopathology in later life. Against this background, the aim of this study was to gain deeper knowledge about the phenomenon of the inner child in relation to health and well-being, as reflected in the play experienced by schoolchildren.

Method

The design of this study was informed by van Manen’s (1990) ideas on capturing lived experience to develop a richer and deeper understanding of human phenomena.

Participants

Study participants were 20 schoolchildren recruited from a primary school in a medium-size city in the central part of Sweden. All children in grade 3 (9–10 years old) in one school were invited to participate in the study; participation was voluntary, and the consent of parents or caretakers was required. The children who took part in the study came from two different classrooms in grade 3. Fourteen girls and six boys participated. Altogether, the children represented 60% of all children in grade 3 in this primary school.

Data collection

Data collection was undertaken using drawings in combination with open-ended interviews. The children were asked to create a drawing of a situation in which they were playing. The use of such visual methods can clarify the social-cultural dimensions of the interactions between people and places from children’s own perspectives (Anthamatten et al., 2018). The interviews with the schoolchildren started with the first author asking them to narrate (talk about what is going on in) their drawings. In order to clarify or follow up, questions like ‘tell me more’, ‘how did you feel then?’ and ‘how did you get this idea?’ were posed. Interviews lasted between 30 and 45 min and were tape-recorded and transcribed verbatim by the first author.

Data analysis

The hermeneutic phenomenological approach inspired by van Manen (1990) was used to analyse the data. van Manen (1990) described this approach as involving a dynamic interplay between the different activities in research. For example, turning to the nature of lived experience means to ask the schoolchildren what it is like to have a certain experience. This involved transforming the data, consisting of the schoolchildren’s drawings and transcribed interviews, into textual expressions of their essence. Schoolchildren’s reflections made it possible to understand the deeper meaning of a certain aspect of their lived experience. The goal of the analysis was to obtain a thoughtful grasp of what it is that gives this particular experience its special significance.

Each of the authors of this article were involved throughout the analysis process. To capture the significance of each interview, we began the analysis by reading the transcribed interviews and viewing the drawings in search of the meaning to thereby gain a complete picture. The second step of the analysis involved determining the experiential structures that comprised the participating schoolchildren’s experiences. The textual units of the interviews and the drawings were organised in several steps into different experiences, and finally reduced to the one main theme and four supplementary themes which accounted for the children’s lived experiences. The third step involved interpretation with reflection, which is described by van Manen (1990) as the recovering of the embodied meaning of the text, resulting in a new understanding of the phenomenon. The findings are presented with sample quotations indicating which participant spoke and the person’s gender: A1 to A14 for the girls and B1 to B6 for the boys.

Ethical considerations

The participants were provided with oral and written information about the study in line with the Helsinki Declaration (2008). In accordance with Swedish ethical law (SFS, 2003:460) informed consent was collected from the participants and participation was voluntary. As children were involved in the research project, it was important to obtain consent from parents and caretakers. The participants received information about their autonomy, confidentiality and their role in the project. They had the option to withdraw from the study at any time for any reason. They were also informed that no one except the authors of this article would have access to the material collected. All interviews were coded to protect the identities of the participants. The Ethical Review Authority in Umeå, Sweden, approved the research project before work commenced (2013/342-31Ö).

Results

The analysis enabled the identification of one main theme: namely, playing to promote a healthy childhood. The inner child became visible through an analysis of schoolchildren’s experiences of play and is described in terms of four subthemes as detailed below (Table 1).

Table 1.

Main theme and subthemes describing our understanding of the phenomenon of ‘the inner child’ in relation to health and well-being, as reflected in the play experienced by schoolchildren.

Main theme

Playing to promote a healthy childhood

Subthemes

Handling conflicts to cope

Being free to choose

Building relationships to connect

Dreaming about the future

Playing to promote a healthy childhood

Schoolchildren’s experiences reflected the promotion of a healthy childhood through play. This involved struggling for independence and learning how to be responsible when growing up. The inner child became visible during schoolchildren’s narrations describing how they handled conflicts, feeling free to choose, building relationships and dreaming about the future. The phenomenon of the inner child is here understood as promoting or hindering health and well-being.

Handling conflicts to cope

When the schoolchildren felt angry – often because they held different opinions – they handled conflicts through play. One strategy involved playing a fighting game. One participant made a drawing about playing Ninja with his older brother (Figure 1) and explained, ‘I can tell him when I like to stop playing Ninja’ (B5). Another participant explained, ‘If me and my friend have a conflict when playing, I usually say I am sorry. Then we try to play something else similarly to what we played earlier’ (A1). Yet another participant stressed, ‘I think it is important to treat other people in the same way as you want to be treated yourself’ (A10). Another child said,

Most of the time we have misunderstood each other and said something we did not mean. At first, we shout; then we calm down and let the other person speak. Sometimes this does not work, then we decided to talk to the teacher first when we have an argument. (A9)

Figure 1.

One child made a drawing about playing Ninja with his older brother and explained: ‘I can tell him when I like to stop playing Ninja’ (B5).

However, support from teachers and other adults did not always work. One child described feeling sad when he was treated unfairly: ‘The adults tell me not to think about what others do, but instead think about what I do myself. I think it is important that you are not being blamed when you are innocent’ (B6). Handling conflict was also about having courage and being strong. As another child explained, ‘After a while I dared to tell my parents that I saw who broke the window of a house next to school. I think I was brave’ (B4). Yet another child said, ‘I felt strong when I told our teacher that one of our classmates wasn’t treated well by us … she was mobbed because of her appearance’ (A9).

Being free to choose

Schoolchildren described the freedom to choose who to play with and what activity or game to take part in. One child said, ‘Me and my friend, we played theatre and we both had very good ideas, and sometimes we imitated each other’ (A5). Another child explained, ‘I have really stopped playing with dolls, but when I am on my own, I may still play with them sometimes’ (A2).

Children also described how they minimised conflicts. One child said, ‘I hardly ever get into a quarrel; I am listening to the others and I am letting them decide what to play. I am trying to sort it out in my head afterwards’ (A4). Another child described the freedom of making your own choice in collaboration with friends without interference from the adults: ‘We are practising in a remote part of the schoolyard where we can be alone. We do some creative things and we all have different ideas’ (A13).

The schoolchildren identified places they found particularly suitable for play or just to stay in for a period of time. These places included the schoolyard, the forest, their own room at home or the room of their friend. One child made a drawing of a meadow and narrated their experience of a special place (Figure 2): ‘We were lying in the grass and told each other about different things like when my mum moved from home, and how I felt then. It was good to be alone with my best friend’ (A6). The children also talked about how they chose to take part in activities in the school playground together with friends and the excitement of playing together. One child described how they pretend-played being a family living in the Stone Age:

We put dried grass in our clothes, and we pretended that we were sleeping and then hunting deer in the morning with sticks as spears. Only the father was the one who had permission to hunt bears. When we talked about the stone age in school, I then got the idea that we could all play this. (A9)

Figure 2.

One child made a drawing from a meadow and narrated about a special place: ‘We were lying in the grass and told each other about different things like when my mother moved from home, and how I felt then. It was good to be alone with my best friend’ (A6).

Taking an active part could also include participating in sport, playing games, dancing, singing and playing theatre where the schoolyard became one of the scenes.

Building relationships to connect

Trusting relationships with parents and teachers were developed when the children argued with each other during play and they received help from parents or teachers to resolve conflicts. One child said, ‘When we had an argument, we knew that our families would help us to sort it out’ (A6). Including parents as good role-models in make-believe play was another way in which to develop trust. Another child narrated, ‘We played that our father had taught us to hunt early in our life, so we could survive on our own’ (A11).

The schoolchildren described several friendship qualities including being acknowledged and respected within a relationship. One child described his friend as ‘a person that has trust in you, respects your decisions, and stands up for you’ (A5). Another child expressed that friendship is about trust: ‘My friend and I have promised not to tell anybody about the most embarrassing things we have done in our lives, or the worst secrets. I can trust him doing this. Otherwise he is not my friend’ (B4). Another child said, ‘If you are sad, a friend can comfort you and you are not alone in the schoolyard’ (B1). The children also talked about having a special connection with their best friend: ‘My best friend and I, we want to be sisters, we play a lot and we want to be together all the time’ (A3). One child made a drawing (Figure 3) and described it as three friends singing and dancing together: ‘We pretend that we are a famous group in a music competition’ (A4).

Figure 3.

One child made a drawing and narrated about three friends singing and dancing together: ‘We pretend that we are a famous group in a music competition’ (A4).

Dreaming about the future

According to the schoolchildren, growing up and leaving childhood can be a challenge and playing can be a way to cope. As one child expressed it, ‘I become sad because I miss everything about going to day-nursery’ (A10). Another child recounted, ‘I remember playing with Barbie when I was younger, and my parents lived together. I think it is important for children to play so they don’t have to think so much’ (A1).

Although there is a need to stay connected to childhood and the close relationship with parents and caretakers, at the same time, there is a struggle for independence and a sense of pride when growing up. As one participant narrated, ‘I want to know more and be more responsible when I move away from home. Today I wash my hair, take care of my clothes, and clean my room which I didn’t do when I was younger’ (A10).

Schoolchildren also talked about their own experiences of playing with friends that they wanted to remember when bringing up children of their own. One child explained, ‘I am thinking that when I have children and they feel excluded, I hope that I can help them to think about nice things too, and that I keep my positive attitude throughout my life’ (A10).

Participants also shared their dreams about the future. Their dreams were inspired by ideals popular in society, as expressed by one child: ‘I will work with YouTube when I get older and have a lot of followers’ (B2). Another child made a drawing and described how he would become a football star (B3). The children’s dreams were inspired by parents, teachers, older friends and relatives when choosing their future profession. One child said, ‘I became interested in drawing constructions for houses when I was playing a game, and my mother said that it was very good, so maybe I will become a house-builder’ (A1). Another child said, ‘I want to become a chef as my parents. We love cooking in my family. When we see our relatives, we hardly say hello to each other – we just start eating’ (A9).

The children found inspiration in a number of ways, for example, by watching shows, media and movies. As one child put it, ‘I have been watching movies, and I think the lawyers are behaving well, so I will become that [a lawyer] when I get older’ (B5). Participants were often guided by their interests when dreaming about the future. One of them said, ‘I want to become a dance teacher or a scientist because it seems fun, and I like dancing’ (A4).

Discussion

In this study, the meaning of the inner child as reflected in participant’s narrations of play was found to encompass both positive and negative experiences during childhood. This aligns with Assagioli’s (1973) claim that pre-pubertal children may display combative and aggressive behaviour as well as feelings of comradeship, courage and a spirit of adventure. When handling conflicts through play, the schoolchildren experienced both positive and negative reactions: feelings of being sad and angry as well as feelings of strength and courage. Feeling angry when playing was often due to misunderstandings or having different opinions. Handling conflicts often involved being brave and strong – especially when confessing to things they had done wrong which might involve consequences such as punishments. However, handling conflicts also enabled learning how to cope in difficult situations with other people and building trust.

Howe (2010) has argued that friendships provide a significant protective role against being bullied and a buffer against problems in personal adjustment. Similarly, Kostenius and Öhrling (2008a) suggest that ‘friendship is like an extra parachute’ (p. 30) emphasising how health-promoting activities such as building and strengthening friendships can help children to cope with life challenges. In this study, children developed their coping skills in conflict situations as a part of making friendship. Cullberg (1975) also found that conflict situations provide learning opportunities and the chance to develop a sense of self in relation to others. It is normal for an individual to pass through a series of life crises that play an important role in the development of the inner child (Cullberg Weston, 2009). This also aligns with the findings of the current study. The data detail how children learned to find solutions through mutual dialogue with one another and decide when they needed to turn to an adult – parents or teachers – for help and support. Asking for help and being acknowledged and supported in times of need helped them to develop trusting relationships with these adults. Likewise, Borup and Holstein (2007) report a benefit from health dialogues with the school health nurse concerning schoolchildren who are victims of bullying.

The schoolchildren in this study experienced the freedom to choose who to play with and what activity or game to take part in. A number of friendship qualities were present in their narrations about play, describing a reciprocal relationship that involves feelings of being acknowledged and respected. The participants described a good friend as a person who has trust in you, respects your decisions and stands up for you when nobody else does. In addition, children preferred playing with friends with the same interests and the same ideas. With a close friend, some children even dared to play more childish games than might be expected at their age. Both Ginsburg (2007) and Hughes (2009) considered peer interactions during play to be essential for promoting healthy child development. They emphasise that when children take on different roles through imaginative play, they encounter opportunities to learn social skills such as communication, problem-solving and empathy. In addition, Hoffmann and Russ (2012) argue that children develop the ability to integrate emotion with cognition through pretend play. This allows for the expression of both positive and negative feelings. According to Vygotsky (1967), pretend play is a central and crucial part of childhood, and problem-solving in a social context makes it easier for children to join an activity that he or she might not have been able to participate in alone.

The schoolchildren in this study sometimes preferred remote places in the schoolyard where they could be alone to make their own choices in collaboration with friends or tell each other secrets that they did not want to share with others. This agrees with Abbott and Nutbrown (2001) who claim that the environment in which play occurs is important and that play is autotelic and has a purpose in itself. Likewise, Pellegrini and Galda (1993) argue that an interactive approach interferes with the child’s play, and a non-interactive approach is therefore preferred. According to Mulryan-Kyne (2014), the school playground offers a microcosm of real life in which children learn about the positive as well as the negative forms of human interaction. She suggests that more research is needed to reduce conflicts and instead promote positive relationships and behaviour in the schoolyard. In addition, the children in this study reported that the togetherness of playing with others and taking part in activities in the schoolyard is exciting. They also experienced how an interesting topic in the school curriculum could inspire play during school breaks and keep them occupied for months.

The feelings of optimism and control expressed by children align with Antonovsky’s (1979) sense of coherence (SOC) or the extent to which a person is confident that his or her environment is predictable and that things will work out as well as can be reasonably expected. The children shared their dreams about the future, which were inspired by role-models such as parents, teachers, relatives and friends. Hope for the future was also inspired by popular jobs in society. Sometimes their imagination was understood as their unlimited inspiration – this is reminiscent of Winnicott (1988 [1971]) who described play as emerging in the space between the child’s inner world and outer reality as a creative expression of the child. Some of the children experienced playing with friends in a way that they wanted to remember when bringing up children of their own. They expressed how a positive outlook on life was important and hoped that their children would come to them if they felt excluded in school or among friends – they stated that they, as parents, could help their children think about nice things too. Bodrova (2008) has advocated the idea of built-in pretend play as part of the regular school-day. The possibility of children in school being guided by their teachers in complex, jointly make-believe play can be a means by which children can explore combinations of ideas and perspectives to gain cognitive control and language development (Vygotsky, 1967). This can be compared to the findings from our research that illuminates how schoolchildren’s pretend play is supported by – but not directed by – the teachers in school.

Strengths and limitations

Helping children articulate their opinions is key to improving health and well-being (Hayball and Skau Pawlowski, 2018). Using children’s drawings in conjunction with writing or dialogue can be a powerful method for exploring the beliefs of young children (Pridmore and Bendelow, 1995). Even though the sample in this study was limited, we believe that the findings are worthy of recognition and provide a contribution to research on how schoolchildren themselves think about friendships and play.

In line with van Manen’s (1990) work – and informed by Kahneman and Egan’s (2011) claim that there is a difference between participants telling their stories in a narrative way and answering structured questions in a survey – the methods used here enabled children to express themselves freely revealing aspects of the inner child. Furthermore, Kahneman and Egan note that narratives are more predictive and tell more of a person’s life and how he or she handles challenges than a survey. This is in accordance with Patton (2015) who holds that qualitative enquiry studies and interprets how human beings construct and attach meaning to their experiences, how things work and in what context.

Like all studies, this one has some limitations. Perhaps most importantly, participating schoolchildren came from one school located in one small city in the central part of Sweden. Therefore, the findings need to be interpreted with these in mind. Importantly, a pilot interview was conducted to determine whether the interview schedule used was able to obtain the rich data which Graneheim and Lundman (2004) believe should strengthen the trustworthiness of a study. To avoid bias and one-sided interpretation, four authors with different points of view, personal experiences and professional backgrounds analysed the qualitative data. In line with Guba and Lincoln’s (1994) recommendation, open-ended questions were posed to the schoolchildren to encourage them to tell their own stories.

Conclusion

In conclusion, the findings of this study demonstrate how experiences in childhood help build the inner child and influence how we handle conflicts to cope, make choices, build relationships to connect and dream about the future. This is consistent with Firman and Russel’s (1994) suggestion that the inner child provides the core of the personality which has an impact on a person’s life as a whole. The schoolchildren in this study emphasised how friendship qualities involve feelings of being acknowledged and respected. Imaginative play was shown to contribute to the children’s cognitive, physical, social and emotional well-being. Mook (1998) suggests that by following Merleau-Ponty’s (1964) phenomenology of structure, we might say that imaginative play exemplifies the human order and enables the child to create and re-create his or her own meaning within his or her play world.

By targeting the cognitive and emotional processes associated with optimal adaptation during childhood, the course of children’s development might be enhanced. Barry et al. (2017) have emphasised that a broad range of skills including cognitive, social and emotional well-being are needed by young people to develop positively and be successful in life. The same authors imply that school interventions can improve young people’s social and emotional well-being if they can be sustained over time. In this study, the inner child became apparent in the findings through schoolchildren’s narratives of challenging experiences as well as more joyful ones in their lifeworld. For writers as diverse as Jung and Kerényi (1949), Stern (1985), Jacoby (2003) and Asper (2006), the inner child is not only a past phase in the life of the adult but rather an important guide into life of the future, providing an inner core or personality carried with you through the lifespan and involving strengths as well as weakness. Based on the findings from this study, we recommend using the knowledge gained from schoolchildren’s experiences about the value of play for health and well-being as a contribution not only to research but also as a tool for health education.

Footnotes

Acknowledgements

We thank the children who participated in this study by sharing their experiences, and their parents, teachers and principal for making the study possible. We also thank the Department of Health Sciences at Luleå University of Technology for its support.

Funding

The author(s) received no financial support for the research, authorship and/or publication of this article.

ORCID iDs

Margareta Sjöblom

Catrine Kostenius

References

Abbott

Nutbrown

(2001) Experiencing Reggio Emilia: Implications for Preschool Provision. Buckingham; Philadelphia: Open University Press.

Anthamatten

Shao-Chang Wee

Korris

(2018) Exploring children’s perceptions of play using visual methodologies. Health Education Journal 72(3): 309–318.

Antonovsky

(1979) Health, Stress, and Coping: New Perspectives on Mental and Physical Well-being. San Francisco, CA: Jossey-Bass.

Asper

(2006) The Inner Child in Dreams. Boston, MA: Shambhala.

Assagioli

(1973) The Conflict between the Generations and the Psychosynthesis of the Human Ages. New York: Psychosynthesis Research Foundation.

Barry

Clarke

Dowling

(2017) Promoting social and emotional well-being in schools. Health Education 117(5): 434–451.

Blair

Stewart-Brown

Waterston

(2010) Child Public Health. Oxford: Oxford University Press.

Bodrova

(2008) Make-believe play versus academic skills: A Vygotskian approach to today’s dilemma of early childhood education. European Early Childhood Education Research Journal 16(3): 357–369.

Borup

Holstein

(2007) Schoolchildren who are victims of bullying report benefit from health dialogues with the school health nurse. Health Education Journal 66(1): 58–67.

10.

Cullberg

(1975) Crisis and Development. Stockholm: Bonniers.

11.

Cullberg Weston

(2009) Lär känna dig själv på djupet: Möt ditt inre barn [To Get a Deeper Understanding of Yourself: Meet Your Inner Child]. Stockholm: Natur & Kultur.

12.

Firman

Russel

(1994) Opening to the Inner Child: Recovering Authentic Personality. Palo Alto, CA: Psychosynthesis Palo Alto.

13.

Ginsburg

(2007) The importance of play in promoting healthy child development and maintaining strong parent-child bonds. Pediatrics 119(1): 182–191.

14.

Graneheim

Lundman

(2004) Qualitative content analysis in nursing research: Concepts, procedures and measures to achieve trustworthiness. Nurse Education Today 24(2): 105–112.

15.

Guba

Lincoln

(1994) Competing paradigms in qualitative research. In: Denzin

Lincoln

(eds) Handbook of Qualitative Research. Thousand Oaks, CA: SAGE, pp. 105–117.

16.

Gustafsson

J-E

Westling

Alin Åkerman

, et al. (2010) School, Learning and Mental Health: A Systematic Review. Stockholm: The Royal Swedish Academy of Sciences, The Health Committee.

17.

Hayball

Skau Pawlowski

(2018) Using participatory approaches with children to better understand their physical activity behaviour. Health Education Journal 77(5): 542–554.

18.

Hoffmann

Russ

(2012) Pretend play, creativity, and emotion regulation in children. Psychology of Aesthetics, Creativity, and the Arts 6(2): 175–184.

19.

Howe

(2010) Peer Groups and Children’s Development, vol. 14. Hoboken, NJ: John Wiley & Sons.

20.

Hughes

(ed.) (2009) Children, Play, and Development. Thousand Oaks, CA: SAGE.

21.

Jacoby

(2003) Jungian Psychotherapy and Contemporary Infant Research: Basic Patterns of Emotional Exchange. London; New York: Routledge.

22.

Jung

Kerényi

(1949) Essays on a Science of Mythology: The Myth of the Divine Child and the Mysteries of Eleusis. Princeton, NJ: Princeton University Press.

23.

Kahneman

Egan

(2011) Thinking, Fast and Slow, vol. 1. New York: Farrar, Straus and Giroux.

24.

Kaufman

Singer

(2012) The need for pretend play in child development. Psychology Today, 6 March. Available at: https://www.psychologytoday.com/us/blog/beautiful-minds/201203/the-need-pretend-play-in-child-development

25.

Kohut

(1984) How Does Analysis Cure? Chicago; London: The University of Chicago Press.

26.

Kostenius

Öhrling

(2008a) ‘Friendship is like an extra parachute’: Reflections on the way schoolchildren share their lived experiences of well-being through drawings. Reflective Practice 9(1): 23–35.

27.

Kostenius

Öhrling

(2008b) The meaning of stress from schoolchildren’s perspective. Stress & Health 24(4): 287–293.

28.

Lamagna

(2011) Of the self, by the self, and for the self: An intra-relational perspective on intra-psychic attunement and psychological change. Journal of Psychotherapy Integration 21(3): 280–307.

29.

Lögdberg

Nilsson

Kostenius

(2018) ‘Thinking about the future, what’s gonna happen?’ – How young people in Sweden who neither work nor study perceive life experiences in relation to health and well-being. International Journal of Qualitative Studies on Health and Well-being 13(1): 1422662.

30.

Merleau-Ponty

(1964) The Primacy of Perception: And Other Essays on Phenomenological Psychology, the Philosophy of Art, History, and Politics. Evanston, IL: Northwestern University Press.

31.

Mohammadi

Rowling

Nutbeam

(2010) Acknowledging educational perspectives on health promoting schools. Health Education 110(4): 240–251.

32.

Mook

(1998) Imaginative play in child psychotherapy: The relevance of Merleau-Ponty’s thought. Journal of Phenomenological Psychology 29(2): 231–248.

33.

Mulryan-Kyne

(2014) The school playground experience: Opportunities and challenges for children and school staff. Educational Studies 40(4): 377–395.

34.

Nutbeam

(2019) Health education and health promotion revisited. Health Education Journal 78(6): 705–709. DOI: 10.1177/0017896918770215.

35.

Patton

(2015) Qualitative Research and Evaluation Methods: Integrating Theory and Practice. Thousand Oaks, CA: SAGE.

36.

Pellegrini

Galda

(1993) Ten years after: A reexamination of symbolic play and literacy research. Reading Research Quarterly 28(2): 163–175.

37.

Pridmore

Bendelow

(1995) Images of health: Exploring beliefs of children using the ‘draw-and-write’ technique. Health Education Journal 54(4): 473–488.

38.

Public Health Agency of Sweden [Folkhälsomyndigheten] (2014) Folkhälsan i Sverige. Årsrapport 2014 [Public Health in Sweden: Annual Report 2014]. Stockholm: Public Health Agency of Sweden [Folkhälsomyndigheten].

39.

Public Health Agency of Sweden [Folkhälsomyndigheten] (2016) Folkhälsan i Sverige. Årsrapport 2016 [Public Health in Sweden: Annual Report 2016]. Stockholm: Public Health Agency of Sweden [Folkhälsomyndigheten].

40.

SFS (2003:460) Lag om etikprövning av forskning som avser människor [Law on Ethical Approval of Research on Human Beings]. Available at: https://www.riksdagen.se/sv/dokument-lagar/dokument/svensk-forfattningssamling/lag-2003460-om-etikprovning-av-forskning-som_sfs-2003-460 (accessed 26 February 2018).

41.

Siegel

(1999) The Developing Mind: Toward a Neurobiology of Interpersonal Experience. New York: Guilford Press.

42.

Siegel

(2012) The Developing Mind: How Relationships and the Brain Interact to Shape Who We Are. 2nd ed. New York: Guilford Press.

43.

Smyth

(2006) ‘When students have power’: Student engagement, student voice, and the possibilities for school reform around ‘dropping out’ of school. International Journal of Leadership in Education 9(4): 285–298.

44.

Stern

(1985) The Interpersonal World of the Infant: A View from Psychoanalysis and Developmental Psychology. New York: Karnac Books.

45.

Swedish Children’s Ombudsman (2018) Utanförskap, våld och kärlek till orten [Exclusion, Violence and Love to the Hood]. Stockholm: Barnombudsmannen.

46.

van Manen

(1990) Researching Lived Experience: Human Science for an Action Sensitive Pedagogy. London, ON, Canada: The University of Western Ontario.

47.

Vygotsky

(1967) Play and its role in the mental development of the child. Soviet Psychology 5(3): 6–18.

48.

World Health Organization (WHO) (1946) Official records of World Health Organization, no. 2. Available at: https://apps.who.int/iris/bitstream/handle/10665/85573/Official_record2_eng.pdf;jsessionid=CAF3EDFB885FAA5BDCD0B306CB43AFBA?sequence=1 (accessed 26 February 2018).

49.

World Health Organization (WHO) (1986) Ottawa charter for health promotion. In: Proceedings of the international conference on health promotion, the move towards a new public health, Ottawa, ON, Canada, 17–21 November. Available at: https://www.who.int/healthpromotion/conferences/previous/ottawa/en/ (accessed 26 February 2018).

50.

Winnicott

(1988 [1971]) Playing and Reality. London: Tavistock.