Abstract：
UNASSIGNED: Research has identified diverse constraints to the adoption of school-based occupational therapy approaches and a lack of attention to addressing the barriers to children\'s play opportunities. Critical contextualised research is advocated to inform practice possibilities.
UNASSIGNED: This inquiry aimed to explore with occupational therapists their existing practices in Irish schoolyards to generate practice possibilities concerned with play, as an issue of occupational justice.
UNASSIGNED: Using the theory of practice architectures, six occupational therapists from diverse sites of practice participated in the first phase of a critical action research process using dialogical focus group and occupational mapping methods.
UNASSIGNED: Three themes were generated (1) Existing practices as situated (2) (Re)mattering play and practices as occupations and (3) Practice possibilities - \'Finding the play\' between responsiveness and responsibilities. A further interrelated dimension was how the research methods provided mechanisms of raising consciousness.
UNASSIGNED: Alongside constructing knowledges on existing practices in an Irish context, this inquiry contributes to understandings of practices as socially embedded generative processes of \'finding the play\', highlighting ethical responsibilities to make visible inequities reproduced in habitual practices and engage in relationships of solidarity to (re)construct alternative shared practices.
UNASSIGNED: This inquiry aimed to explore with occupational therapists their existing practices in Irish schoolyards to generate practice possibilities concerned with play, as an issue of occupational justice.
UNASSIGNED: Using the theory of practice architectures, six occupational therapists from diverse sites of practice participated in the first phase of a critical action research process using dialogical focus group and occupational mapping methods.
UNASSIGNED: Three themes were generated (1) Existing practices as situated (2) (Re)mattering play and practices as occupations and (3) Practice possibilities - \'Finding the play\' between responsiveness and responsibilities. A further interrelated dimension was how the research methods provided mechanisms of raising consciousness.
UNASSIGNED: Alongside constructing knowledges on existing practices in an Irish context, this inquiry contributes to understandings of practices as socially embedded generative processes of \'finding the play\', highlighting ethical responsibilities to make visible inequities reproduced in habitual practices and engage in relationships of solidarity to (re)construct alternative shared practices.
摘要：
■研究发现了采用基于学校的职业治疗方法的各种制约因素，以及对解决儿童游戏机会的障碍缺乏关注。提倡批判性语境研究，以告知实践的可能性。
■这项调查旨在与职业治疗师一起探索他们在爱尔兰学校的现有实践，以产生与玩耍有关的实践可能性，作为职业正义的问题。
■使用实践体系结构的理论，来自不同实践地点的六名职业治疗师使用对话焦点小组和职业制图方法参加了关键行动研究过程的第一阶段。
■产生了三个主题（1）现有的实践（2）（Re）游戏和实践作为职业的重要性，以及（3）实践的可能性-“在反应能力和责任之间找到游戏”。另一个相互关联的方面是研究方法如何提供提高意识的机制。
■除了在爱尔兰背景下构建对现有实践的认识，这一调查有助于理解实践作为“寻找戏剧”的社会嵌入生成过程，强调道德责任，使可见的不平等在习惯性实践中再现，并参与团结关系，以(重新)构建替代的共享实践。
■这项调查旨在与职业治疗师一起探索他们在爱尔兰学校的现有实践，以产生与玩耍有关的实践可能性，作为职业正义的问题。
■使用实践体系结构的理论，来自不同实践地点的六名职业治疗师使用对话焦点小组和职业制图方法参加了关键行动研究过程的第一阶段。
■产生了三个主题（1）现有的实践（2）（Re）游戏和实践作为职业的重要性，以及（3）实践的可能性-“在反应能力和责任之间找到游戏”。另一个相互关联的方面是研究方法如何提供提高意识的机制。
■除了在爱尔兰背景下构建对现有实践的认识，这一调查有助于理解实践作为“寻找戏剧”的社会嵌入生成过程，强调道德责任，使可见的不平等在习惯性实践中再现，并参与团结关系，以(重新)构建替代的共享实践。
