Children’s experiences of playground characteristics that contribute to play value and inclusion: Insights from a meta-ethnography

Abstract

For children, playing outdoors is a meaningful occupation, and such play is enabled by outdoor playgrounds. As play is a fundamental right for every child, Universal Design is an approach to creating inclusive playgrounds that welcome all children. Yet, research investigating how the physical environment of a playground supports children ’ s play needs, in terms of play value and inclusion, is largely absent. Therefore, this study aimed to investigate how children ’ s experiences of the environmental characteristics of outdoor playgrounds add to the understanding of play value and inclusion from a child-centred perspective. Using a meta-ethnography approach, a systematic review of qualitative evidence was conducted, which included 17 studies. The study identi fi ed two themes. Theme one describes the understanding of play value from the children ’ s view, which includes their experiencing and mastering of challenges, creating and shaping of the physical environment, social experiences of playing with or alongside other children, and sense of belonging felt from the welcoming playground atmosphere. Theme two describes how the design of the physical environment of a playground in the sense of the variety of spaces and places, and the variability of designed and non-designed elements, in fl uences play value and inclusion. The line of argument synthesis describes the interrelationship between the physical (variety and variability) and the social environment (inclusion) characteristics of the playground through the socio-spatial element of play value. This study identi fi ed the interrelated elements contributing to high play value, and consequently place-making, which can contribute to the understanding of inclusive design for playgrounds.