The impact of loose‐parts‐play on schoolyard social participation of children with and without disabilities: A case study

Abstract

AbstractBackgroundOutdoor social participation in the school playground is crucial for children's socio‐emotional and cognitive development. Yet, many children with disabilities in mainstream educational settings are not socially included within their peer group. We examined whether loose‐parts‐play (LPP), a common and cost‐effective intervention that changes the playground play environment to enhance child‐led free play, can promote social participation for children with and without disabilities.MethodForty‐two primary school children, out of whom three had hearing loss or autism, were assessed for two baseline and four intervention sessions. We applied a mixed‐method design, combining advanced sensors methodology, observations, peer nominations, self‐reports, qualitative field notes and an interview with the playground teachers.ResultsFindings indicated for all children a decrease during the intervention in social interactions and social play and no change in network centrality. Children without disabilities displayed also an increase in solitude play and in the diversity of interacting partners. Enjoyment of LPP was high for all children, yet children with disabilities did not benefit socially from the intervention and became even more isolated compared with baseline level.ConclusionsSocial participation in the schoolyard of children with and without disabilities did not improve during LPP in a mainstream setting. Findings emphasize the need to consider the social needs of children with disabilities when designing playground interventions and to re‐think about LPP philosophy and practices to adapt them to inclusive settings and goals.