Inclusion has become a rather popular term today, as people realize that fitting into the environment that already exists, or integration, is not the best option for everyone. Humans, especially children, require a comfortable space to learn and develop new skills. Unfamiliar environment may make them nervous, so inclusion and support are much needed tools to help children adjust to changes. Playgrounds, both indoors and outdoors, are places where children learn new things and interact with each other, so creating an inclusive atmosphere would be beneficial for their development.
Despite the need for change, there are no exact guidelines for communities to switch to an inclusive approach. Harman (2016) emphasizes the importance of helping children when they enter a new and unfamiliar environment. In this context, children’s play areas would have to be made of hypoallergenic and soft materials, possibly some rubber or plastic variation. Some of the parks and school grounds experiment with equipment now; however, many still use metal and wooden parts. These materials are durable but too firm for children to feel comfortable.
Playgrounds’ purpose is to provide an area in which every curious child will find something to explore. As social spaces will become more inclusive, they could attract children with different topography levels so that some areas become a maze with hidden secrets, unexpected stairs, and exciting slides. Schools and public parks already incorporate this idea to a certain degree, but the number of levels is usually small, and children lose interest quickly.
Social interaction is essential to understand the needs of a child and to make the playground inclusive. Avramidis and Norwich (2002) point out the problem of communication between children and adults. Sometimes parents and teachers do not understand if children feel uncomfortable because they do not spend enough time together. Inclusive playgrounds of the future could be built at the location with much sunlight and openings near the jungle gym for parents to be nearby. Today, some parks and schools place playgrounds in the available space, not in the area with the best sunlight and visibility. Unfortunately for children, this leads to potential injuries and the fear of being lost, as parents cannot always spot the problem on time.
Inclusion is also essential for children with disabilities and particular limitations that cannot be easily disregarded. Halfon and Friendly (2013) mention that even modern countries do not have enough comfortable space for young citizens with special needs. Quite often, the stairs and slides of the playground cannot be accessed by children in wheelchairs. Inclusive social areas for young children could be appropriately designed for children with disabilities. They may have additional railings, wider paths, and convenient handles for stabilizing.
Children with disabilities are often bright and agile; they just require more attention and guidance. Nind et al. (2010) studied several cases of children with disabilities and concluded that in the proper environment, they could fully be as happy and comfortable as anyone else. Inclusive playgrounds of the future may have areas for board games, art creation, or gardening activities. Since children are not always interested in climbing the jungle gym or using swings, having alternatives is also a step towards an inclusive environment. Schools and parks generally focus on bright colors and durability of their backgrounds, thus neglecting the potential variety of activities they could provide.
References
Avramidis, E., & Norwich, B. (2002). Teacher’s attitudes toward integration/inclusion: A review of the literature. European Journal of Special Needs Education, 17, 129-147. Web.
Halfon, S., & Friendly, M. (2013). Inclusion of young children with disabilities in regulated child care in Canada A snapshot: Research, policy, and practice [PDF document]. Web.
Harman, B. (2016). Inclusion/Integration. Is there a difference? [PDF document]. Web.
Nind, M., Flewitt, R., & Payler, J. (2010). The social experience of early childhood for children with learning disabilities: Inclusion, competence, and agency. British Journal of Sociology of Education, 31 (6), 653-670. Web.