Let 's Play:与神经分化儿童共同设计包容性学校操场

Q1 Social Sciences
Shelly Kelly , Jeremy Kerr , Janice Rieger , Debra Flanders Cushing
{"title":"Let 's Play:与神经分化儿童共同设计包容性学校操场","authors":"Shelly Kelly ,&nbsp;Jeremy Kerr ,&nbsp;Janice Rieger ,&nbsp;Debra Flanders Cushing","doi":"10.1016/j.ijedro.2025.100494","DOIUrl":null,"url":null,"abstract":"<div><div>School playground design does not always reflect the needs of the children who play there, particularly neurodivergent children. This leads to exclusion and limited opportunities for skill development and peer relationships. This research engages children with neurodivergent conditions, who are rarely asked for their opinions, to conceptualise their vision of their ideal school playground. It demonstrates what is required in play environments to make them inclusive and why neurodivergent children should be included in research.</div><div>This qualitative research involved two groups of children aged 10–12. Seven ‘predominantly neurodivergent’ (ND) students and six ‘predominantly neurotypical’ (NT) students, across two public, government-run schools in Brisbane, Australia. Play-based workshops used a co-design methodology to create play prototypes, drawings and journals, alongside interactions with a sensory sculpture on the school playground.</div><div>Guided by the social model of disability and a strengths-based neurodivergent approach, thematic analysis revealed what play features were necessary to support more inclusive play. Participants developed four key design principles from play features that included sensory, social, challenge and nature as priority areas for inclusive playground design. Further, Biophilic, Salutogenic and Prospect-Refuge theories validate what play features are essential to sustain ND children’s involvement at play. These elements fostered physical, social, and emotional inclusion, enabling children to play for longer, promoting positive social outcomes.</div><div>Affordance theory underscores the value of these features in meeting neurodivergent children's needs and enhancing their play experiences. This research highlights opportunities for more inclusive playgrounds and for designers to create environments that support diverse users.</div></div>","PeriodicalId":73445,"journal":{"name":"International journal of educational research open","volume":"9 ","pages":"Article 100494"},"PeriodicalIF":0.0000,"publicationDate":"2025-06-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Let’s Play: Co-designing inclusive school playgrounds with neurodivergent children\",\"authors\":\"Shelly Kelly ,&nbsp;Jeremy Kerr ,&nbsp;Janice Rieger ,&nbsp;Debra Flanders Cushing\",\"doi\":\"10.1016/j.ijedro.2025.100494\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<div><div>School playground design does not always reflect the needs of the children who play there, particularly neurodivergent children. This leads to exclusion and limited opportunities for skill development and peer relationships. This research engages children with neurodivergent conditions, who are rarely asked for their opinions, to conceptualise their vision of their ideal school playground. It demonstrates what is required in play environments to make them inclusive and why neurodivergent children should be included in research.</div><div>This qualitative research involved two groups of children aged 10–12. Seven ‘predominantly neurodivergent’ (ND) students and six ‘predominantly neurotypical’ (NT) students, across two public, government-run schools in Brisbane, Australia. Play-based workshops used a co-design methodology to create play prototypes, drawings and journals, alongside interactions with a sensory sculpture on the school playground.</div><div>Guided by the social model of disability and a strengths-based neurodivergent approach, thematic analysis revealed what play features were necessary to support more inclusive play. Participants developed four key design principles from play features that included sensory, social, challenge and nature as priority areas for inclusive playground design. Further, Biophilic, Salutogenic and Prospect-Refuge theories validate what play features are essential to sustain ND children’s involvement at play. These elements fostered physical, social, and emotional inclusion, enabling children to play for longer, promoting positive social outcomes.</div><div>Affordance theory underscores the value of these features in meeting neurodivergent children's needs and enhancing their play experiences. This research highlights opportunities for more inclusive playgrounds and for designers to create environments that support diverse users.</div></div>\",\"PeriodicalId\":73445,\"journal\":{\"name\":\"International journal of educational research open\",\"volume\":\"9 \",\"pages\":\"Article 100494\"},\"PeriodicalIF\":0.0000,\"publicationDate\":\"2025-06-24\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"International journal of educational research open\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://www.sciencedirect.com/science/article/pii/S2666374025000597\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q1\",\"JCRName\":\"Social Sciences\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"International journal of educational research open","FirstCategoryId":"1085","ListUrlMain":"https://www.sciencedirect.com/science/article/pii/S2666374025000597","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"Social Sciences","Score":null,"Total":0}
引用次数: 0

摘要

学校操场的设计并不总是反映在那里玩耍的孩子的需求,特别是神经分化儿童。这导致被排斥,技能发展和同伴关系的机会有限。这项研究让患有神经发散性疾病的儿童概念化他们对理想学校操场的看法,这些儿童很少被问及他们的意见。它展示了在游戏环境中需要什么才能使它们具有包容性,以及为什么神经分化儿童应该包括在研究中。这项定性研究涉及两组10-12岁的儿童。澳大利亚布里斯班两所公立公立学校的7名“主要神经分化”(ND)学生和6名“主要神经正常”(NT)学生。以游戏为基础的工作坊使用协同设计方法来创建游戏原型、图纸和日志,同时与学校操场上的感官雕塑进行互动。在残疾社会模型和基于优势的神经发散方法的指导下,主题分析揭示了支持更具包容性的游戏所必需的游戏特征。参与者从游戏特征中制定了四个关键设计原则,包括感官、社交、挑战和自然,作为包容性游乐场设计的优先领域。此外,亲生物理论、健康理论和前景-庇护理论验证了哪些游戏特征对维持儿童参与游戏至关重要。这些元素促进了身体、社会和情感的包容,使孩子们玩得更久,促进了积极的社会成果。功能提供理论强调了这些特征在满足神经分化儿童需求和增强他们的游戏体验方面的价值。这项研究强调了更具包容性的游乐场和设计师创造支持不同用户的环境的机会。
本文章由计算机程序翻译,如有差异,请以英文原文为准。

Let’s Play: Co-designing inclusive school playgrounds with neurodivergent children

Let’s Play: Co-designing inclusive school playgrounds with neurodivergent children
School playground design does not always reflect the needs of the children who play there, particularly neurodivergent children. This leads to exclusion and limited opportunities for skill development and peer relationships. This research engages children with neurodivergent conditions, who are rarely asked for their opinions, to conceptualise their vision of their ideal school playground. It demonstrates what is required in play environments to make them inclusive and why neurodivergent children should be included in research.
This qualitative research involved two groups of children aged 10–12. Seven ‘predominantly neurodivergent’ (ND) students and six ‘predominantly neurotypical’ (NT) students, across two public, government-run schools in Brisbane, Australia. Play-based workshops used a co-design methodology to create play prototypes, drawings and journals, alongside interactions with a sensory sculpture on the school playground.
Guided by the social model of disability and a strengths-based neurodivergent approach, thematic analysis revealed what play features were necessary to support more inclusive play. Participants developed four key design principles from play features that included sensory, social, challenge and nature as priority areas for inclusive playground design. Further, Biophilic, Salutogenic and Prospect-Refuge theories validate what play features are essential to sustain ND children’s involvement at play. These elements fostered physical, social, and emotional inclusion, enabling children to play for longer, promoting positive social outcomes.
Affordance theory underscores the value of these features in meeting neurodivergent children's needs and enhancing their play experiences. This research highlights opportunities for more inclusive playgrounds and for designers to create environments that support diverse users.
求助全文
通过发布文献求助,成功后即可免费获取论文全文。 去求助
来源期刊
CiteScore
8.90
自引率
0.00%
发文量
0
审稿时长
69 days
×
引用
GB/T 7714-2015
复制
MLA
复制
APA
复制
导出至
BibTeX EndNote RefMan NoteFirst NoteExpress
×
提示
您的信息不完整,为了账户安全,请先补充。
现在去补充
×
提示
您因"违规操作"
具体请查看互助需知
我知道了
×
提示
确定
请完成安全验证×
copy
已复制链接
快去分享给好友吧!
我知道了
右上角分享
点击右上角分享
0
联系我们:info@booksci.cn Book学术提供免费学术资源搜索服务,方便国内外学者检索中英文文献。致力于提供最便捷和优质的服务体验。 Copyright © 2023 布克学术 All rights reserved.
京ICP备2023020795号-1
ghs 京公网安备 11010802042870号
Book学术文献互助
Book学术文献互助群
群 号:604180095
Book学术官方微信