Playing in Childhood Education: Playground Contexts and the Behavior of a Child with Intellectual Disability

Abstract

Some research focused on physical and sensory accessibility in playgrounds bring some evidence that this is a place that should be thought of for all children, in public spaces and schools. However, little is yet discussed about accessibility or strategies for structuring spaces that support the development of children with intellectual disabilities. Among the existing studies there are relatively few studies that seek to observe children in natural conditions, paying attention to the child's spontaneity and without guidance from the researcher. This study aimed to explore the possible impacts of playground use on the behavior of a child with intellectual disabilities. The methodology used corresponded to ethology. For purposes of analysis, establishments, categories, toys and equipment, social interactions and motor skills were used. In general, data analysis suggested a tendency for the child to play alone instead of exploring playground equipment, as well as to perform few manipulative skills, privileging locomotion. These results suggest the need to rethink proposals aimed at early childhood education based on inclusive contexts. It is essential that teachers participate in the planning and structuring of spaces for early childhood education, especially in an inclusive perspective.