This research focuses on the voices of primary school girls describing their own play at school. The study is based on the understanding that an “ideal” school playground from a child's perspective is one that promotes diverse play. The study is also based on the understanding that "play cannot be understood in isolation from the spaces in which they play." One concern addressed in this study relates to the fact that school playgrounds are generally more suited to the interests and needs of boys versus girls.
Four primary schools in Sydney, Australia participated in the study. Students they served were similar in terms of socio-economic status; and the schools' schedules were similar in terms of time the students spent outdoors. Two schools were part of an intervention program involving the addition of loose materials (both natural and non-natural) to the school playgrounds. The other two schools did not participate in this intervention and thus served as a “control” group. Twenty-four girls – four from each school -- were selected to participate in the study. Two girls from one intervention school dropped out of the study. Thus, the data analyzed was based on 22 girls (age 8-10).
Sources of data included drawings, interviews, and focus group discussions relating to the girls' preferences and perspectives of an ideal school playground. Results showed that the girls perceived the ideal school playground as a large area supporting “social interaction, physical activity, sensory experiences, a sense of freedom and the development of mastery.” Features they wanted on the playground included “softer surfaces, longer play time in bigger areas and playmates with similar interests.” The girls expressed an interest in things they could touch and smell, such as soft animals and scented flowers. Girls in the intervention schools included different features in their ideal school playground than girls in the control schools. All the girls from the intervention schools indicated that they enjoyed the intervention materials (loose parts). For many, the loose parts were their favorite features of their playground. Girls in both groups felt that the current school playground did not afford them opportunities to engage in play activities to the level they would prefer.
This study highlights the need to consider occupational justice as this relates to children and the playspaces provided for them. Occupational injustices during play exist when structural and/or social conditions prevent some children “from engaging fully in meaningful play activity.” One place where this form of injustice tends to occur for girls is on playgrounds designed around the interests of boys. Adding loose parts to the playground can increase girls' opportunities for meaningful engagement in play activities, as such affordances tend to align with their distinct interests and preferences. This study also highlights the need for future research on children's play to recognize the unique preferences of girls.
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