Primary school playgrounds as spaces of inclusion/exclusion in New South Wales, Australia

Title
Primary school playgrounds as spaces of inclusion/exclusion in New South Wales, Australia
Publication Date
2018
Author(s)
Ndhlovu, Sithembile
Varea, Valeria
( author )
OrcID: https://orcid.org/0000-0003-3572-4976
Email: vvarea3@une.edu.au
UNE Id une-id:vvarea3
Type of document
Journal Article
Language
en
Entity Type
Publication
Publisher
Routledge
Place of publication
United Kingdom
DOI
10.1080/03004279.2016.1273251
UNE publication id
une:23420
Abstract
The purpose of this study was to determine how the design and organisation of primary school playground spaces may result in the inclusion or exclusion of some groups of children. Two primary school playgrounds in rural New South Wales, Australia, were selected for this investigation. Data were collected through observations and unstructured interactional interviews. Data analysis revealed the design and organisation of primary school play spaces may lead to segregation among school children. Gender, safety concerns and school rules were also established as factors restricting full use of the playground space. The identification of these factors is vital in guiding future school reform programmes and policies aimed at enhancing participation in play and a sense of belonging for all children. The results suggest that there is need to promote schools' understandings of the significance of playground spaces in children's social lives so children can fully benefit from the time they spend in school playgrounds.
Link
Citation
Education 3-13, 46(5), p. 494-505
ISSN
1475-7575
0300-4279
Start page
494
End page
505

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