Girls perspectives on the ideal school playground experience: an exploratory study of four Australian primary schools

Based on research conducted as part of the Sydney Playground Project, this paper provides an exploratory investigation of the perspectives of girls relating to the ideal school playground experience, and whether their perspectives are influenced by a loose-parts playground intervention. The focus is on the play behaviours of 22 girls aged 8 to10 years, from the perspective that school playgrounds are generally designed in ways that are more suited to the play behaviours of boys. The research is based on a qualitative analysis of childrens drawings, interviews and focus groups, exploring meanings associated with desired play experiences. Findings indicate that girls’ views of the ideal school playground are influenced by the geographies of the spaces they play in, and that girls highly valued changes provided by a loose-parts intervention. © 2018 Informa UK Limited, trading as Taylor & Francis Group

Based on research conducted as part of the Sydney Playground Project, this paper provides an exploratory investigation of the perspectives of girls relating to the ideal school playground experience, and whether their perspectives are influenced by a loose-parts playground intervention. The focus is on the play behaviours of 22 girls aged 8 to10 years, from the perspective that school playgrounds are generally designed in ways that are more suited to the play behaviours of boys. The research is based on a qualitative analysis of childrens drawings, interviews and focus groups, exploring meanings associated with desired play experiences. Findings indicate that girls’ views of the ideal school playground are influenced by the geographies of the spaces they play in, and that girls highly valued changes provided by a loose-parts intervention. © 2018 Informa UK Limited, trading as Taylor & Francis Group

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