Fostering Children’s Participation in Disaster Risk Reduction Through Play: A Case Study of LEGO and Minecraft

Loïc Le Dé; JC Gaillard; Anthony Gampell; Nickola Loodin; Graham Hinchliffe

doi:10.1007/s13753-021-00375-1

Volume 12 Issue 6

Dec. 2021

Turn off MathJax

Article Contents

Article Navigation > International Journal of Disaster Risk Science > 2021 > 12(6): 867-878

Loïc Le Dé, JC Gaillard, Anthony Gampell, Nickola Loodin, Graham Hinchliffe. Fostering Children’s Participation in Disaster Risk Reduction Through Play: A Case Study of LEGO and Minecraft[J]. International Journal of Disaster Risk Science, 2021, 12(6): 867-878. doi: 10.1007/s13753-021-00375-1

Citation:

Loïc Le Dé, JC Gaillard, Anthony Gampell, Nickola Loodin, Graham Hinchliffe. Fostering Children’s Participation in Disaster Risk Reduction Through Play: A Case Study of LEGO and Minecraft[J]. International Journal of Disaster Risk Science, 2021, 12(6): 867-878. doi: 10.1007/s13753-021-00375-1

Citation:

Loïc Le Dé, JC Gaillard, Anthony Gampell, Nickola Loodin, Graham Hinchliffe. Fostering Children’s Participation in Disaster Risk Reduction Through Play: A Case Study of LEGO and Minecraft[J]. International Journal of Disaster Risk Science, 2021, 12(6): 867-878. doi: 10.1007/s13753-021-00375-1

PDF

Fostering Children’s Participation in Disaster Risk Reduction Through Play: A Case Study of LEGO and Minecraft

doi: 10.1007/s13753-021-00375-1

1. School of Public Health and Interdisciplinary Studies, Auckland University of Technology, Manukau, Auckland, 2025, New Zealand;
2. School of Environment, The University of Auckland, Auckland, 1142, New Zealand;
3. Unit for Environmental Sciences and Management, North-West University, Potchefstroom, 2520, South Africa;
4. School of Science, Auckland University of Technology, Auckland, 1010, New Zealand

Available Online: 2021-12-27

Abstract

Abstract

This article focuses on children’s participation in disaster risk reduction. It draws on a 2018 study done in New Zealand with 33 school children who conducted participatory mapping with LEGO and the video game Minecraft to assess disaster risk in their locality and identify ways to be more prepared. The research involved participatory activities with the children actively involved in the co-design, implementation, and evaluation of the initiative. A focus group discussion was also conducted to assess the project from the viewpoint of the schoolteachers. The results indicate that LEGO and Minecraft are playful tools for children to participate in disaster risk reduction. The research identifies four key elements of genuine children’s participation, including the Participants, Play, the Process, and Power (4 Ps). This framework emphasizes that fostering children’s participation in disaster risk reduction requires focusing on the process through which children gain power to influence decisions that matter to them. The process, through play, is child-centered and fosters ownership. The article concludes that Play is essential to ground participation within children’s worldviews and their networks of friends and relatives.
- Children’s participation,
- Disaster risk reduction,
- New Zealand,
- Participatory game tools

FullText(HTML)

References(52)

References

Afari, E., and M.S. Khine. 2017. Robotics as an educational tool: Impact of LEGO^® mindstorms. International Journal of Information and Education Technology 7(6): 437-442.

Arnstein, S.R. 1969. A ladder of citizen participation. Journal of the American Institute of Planners 35(4): 216-224.

Auriat, N., P. Miljteig, and L. Chawla. 2001. Overview-Identifying best practices in children’s participation. PLA Notes 42: 5-8.

Bartlett, S. 2002. Building better cities with children and youth. Environment and Urbanization 14(2): 3-9.

Chambers, R. 2002. Relaxed and participatory appraisal: Notes on practical approaches and methods for participants in PRA/PLA related familiarization workshops. Institute of Development Studies (IDS) Working Paper, University of Sussex, Brighton.

Chambers, R. 2009. Revolution in development inquiry. London: Earthscan.

Chawla, L. 2001. Evaluating children’s participation: Seeking areas of consensus. PLA Notes 42: 9-13.

Clerveaux, V., and B. Spence. 2009. The communication of disaster information and knowledge to children using game technique: The disaster awareness game. International Journal of Environmental Research 3(2): 209-222.

Cornwall, A. 2008. Unpacking “participation”: Models, meanings and practices. Community Development Journal 43(3): 269-283.

Cornwall, A., and J. Gaventa. 2001. Bridging the gap: Citizenship, participation and accountability. PLA Notes 40: 32-35.

Crowley, A. 2015. Is anyone listening? The impact of children’s participation on public policy. International Journal of Children’s Rights 23(3): 602-621.

Delicado, A. 2017. Children in disaster risk reduction in Portugal: Policies, education, and (non) participation. International Journal of Disaster Risk Science 8(3): 246-257.

Driskell, D. 2002. Creating better cities with children and youth. Paris/London: UNESCO/Earthscan Publications.

El Sawy, O.A., P. Kræmmergaard, H. Amsinck, and A.l. Vinther. 2016. How LEGO built the foundations and enterprise capabilities for digital leadership. MIS Quarterly Executive 15(2): 141-166.

Farrington, J., A.J. Bebbington, K. Wells, and D. Lewis. 1993. Reluctant partners? NGOs, the state and sustainable agricultural development. London: Routledge.

Fothergill, A., and L. Peek. 2015. Children of Katrina. Austin: University of Texas Press.

Freeman, J.C., D. Epston, and D. Lobovits. 1997. Playful approaches to serious problems: Narrative therapy with children and their families. New York: Norton and Co.

Frost, J.L., S.C. Worthman, and R.S. Reifel. 2001. Play and child development. Boston: Pearson.

Gaillard, J.C., T. Amirapu, K. Hore, and J.R.D. Cadag. 2018. Child-centred research-into-action brief: Children-centred disaster risk reduction. New Zealand: Global Alliance for Disaster Risk Reduction and Resilience in the Education Sector (GADRRRES).

Gaillard, J.C., J.R.D. Cadag, K. Hore, L. Le Dé, and A. McSherry. 2016. A typology of participatory numbers. Development in Practice 26(8): 998-1012.

Gampell, A.V., and J.C. Gaillard. 2016. Stop disasters 2.0: Video games as tools for disaster risk reduction. International Journal of Mass Emergencies and Disasters 34(2): 283-316.

Gampell, A.V., J.C. Gaillard, M. Parsons, and L. Le Dé. 2020. ‘Serious’ disaster video games: An innovative approach to teaching and learning about disasters and disaster risk reduction. Journal of Geography 119(5): 159-170.

Granic, I., A. Lobel, and R. Engels. 2014. The benefits of playing video games. American Psychologist 69(1): 66-78.

Hart, R.A. 1992. Children’s participation: From tokenism to citizenship. Innocenti Essays No. 4. Florence, Italy: UNICEF International Child Development Centre.

Hart, R.A. 1997. Children’s participation: The theory and practice of involving young citizens in community development and environmental care. London: Earthscan.

Hart, R. 2008. Stepping back from the ladder: Reflections on a model of participatory work with children. In Participation and learning: Perspectives on education and the environment, health and sustainability, ed. A. Reid, B. Jensen, J. Nikel, and V. Simovska, 19-31. New York: Springer.

Hayward, B. 2012. Children, citizenship and environment: Nurturing a democratic imagination in a changing world. London: Earthscan.

Hore, K., J.C. Gaillard, D. Johnston, and K. Ronan. 2018. Child-centred disaster risk reduction research-into-action brief. Melbourne/St Leonards: Save the Children / Risk Frontiers.

Johnson, J.E., J.F. Christie, T.D. Yawkey, and F. Wardle. 1987. Play and early childhood development. Glenview: Scott Foresman.

Landreth, G. 2012. Play therapy: The art of the relationship. New York: Routledge.

Lansdown, G. 1995. Taking part: Children’s participation in decision-making. London: Institute for Public Policy Research (IPPR).

Lansdown, G., and C. O’Kane. 2014. A toolkit for monitoring and evaluating children’s participation. London: Save the Children. https://resourcecentre.savethechildren.net/library/toolkit-monitoring-and-evaluating-childrens-participation-introduction-booklet-1. Accessed 12 Dec 2019.

Leal, P.A. 2007. Participation: The ascendancy of a buzzword in the neo-liberal era. Development in Practice 17(4-5): 539-548.

Lopez, Y., L. Hayden, K. Cologon, and F. Hadley. 2012. Child participation and disaster risk reduction. International Journal of Early Years Education 20(3): 300-308.

Mayne, F., C. Howitt, and L. Rennie. 2018. Rights, power and agency in early childhood research design: Developing a rights-based research ethics and participation planning framework. Australian Journal of Early Childhood 43(3): 4-14.

Mitchell, T., T. Tanner, and K. Haynes. 2009. Children as agents of change for disaster risk reduction: Lessons from El Salvador and the Philippines. Children in a changing climate working paper No. 1. Brighton: Institute of Development Studies.

Montessori, M. 1964. The Montessori method. New York: Schoken.

Noreau, L., C. Lepage, L. Boissiere, R. Picard, P. Fougeyrollas, J. Mathieu, G. Desmasrais, and L. Nadeau. 2007. Measuring participation in children with disabilities using the assessment of life habits. Development Medecine and Child Neurology 49(9): 666-671.

Peek, L., J. Tobin-Gurley, R.S. Cox, L. Scannell, S. Fletcher, and C. Heykoop. 2016. Engaging youth in postdisaster research: Lessons learned from a creative methods approach. Gateways International Journal of Community Research and Engagement 9(1): 89-112.

Petal, M. 2007. Disaster risk reduction education: Material development, organization, evaluation. Regional Development Dialogue 28(2): 1-25.

Pfefferbaum, B., R.L. Pfefferbaum, and R.L. van Horn. 2018. Involving children in disaster risk reduction: The importance of participation. European Journal of Psychotraumatology 9(Suppl 2): Article 1425577.

Rieber, L.P. 1996. Seriously considering play: Designing interactive learning environments based on the blending of microworlds, simulations, and games. Educational Technology Research and Development 44(2): 43-58.

Save the Children. 2014. Protect my future: The links between child protection and disasters, conflict and fragility. https://resourcecentre.savethechildren.net/sites/default/files/documents/7258.pdf. Accessed 25 Oct 2019.

Saxena, N. 1998. What is meant by people’s participation?. Journal of Rural Development 17(1): 111-113.

Shier, H. 2001. Pathways to participation: Openings, opportunities and obligations. Children and Society 15(2): 107-117.

Sinclair, R. 2004. Participation in practice: making it meaningful, effective and sustainable. Children and Society 18(2): 106-118.

Smith, P.K., and R. Vollstedt. 1985. On defining play. Child Development 56(4): 1042-1050.

Toyoda, Y. 2016. Gaming simulations with action learning for community-based disaster reduction training. Action Learning and Action Research Journal 22(1): 162-183.

UNDRR (United Nations Office for Disaster Risk Reduction). 2020. Words into action guidelines: Engaging children and youth in disaster risk reduction and resilience building. A Companion for implementing the Sendai Framework for Disaster Risk Reduction 2015-2030. Geneva, Switzerland: UNDRR.

Willow, C. 2002. Participation in practice: Children and young people as partners in change. London: Save the Children.

Wisner, B., D. Paton, A. Eastwood, O. Eastwood, C. Shreve, and M. Fordham. 2018. Communication with children and families about disaster: Reviewing multi-disciplinary literature 2015-2017. Current Psychiatry Reports 20(9): 73-86.

Yamori, K. 2012. Using games in community disaster prevention exercises. Group Decision and Negotiation 21(1): 571-583.

Relative Articles

Supplements(0)

Cited By

Proportional views