Promoting Health through Accessible Public Playgrounds
Abstract
:1. Introduction
2. Methods
2.1. Environmental Scan
2.1.1. Policy Documents
2.1.2. Community-Based Practices
2.2. Surveys, Interviews, and Focus Groups
Participants
2.3. Data Analysis
3. Results
3.1. National and International Policies
3.2. Community-Based Recommendations
3.3. Stakeholders’ Perspectives
3.3.1. Physical Environment
Design
3.3.2. Social Environment
3.3.3. Political Environment
4. Discussion
4.1. Children with Disabilities in Design of Physical Environment
4.2. Importance of Play and Elimination of Social Barriers
4.3. The Lack of Policies on Play
4.4. Opportunities to Play
5. Conclusions
6. Limitations and Future Directions
Supplementary Materials
Author Contributions
Funding
Institutional Review Board Statement
Informed Consent Statement
Data Availability Statement
Acknowledgments
Conflicts of Interest
References
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Participants | Total (n) | Sex (Female, n) |
---|---|---|
Parents and children | 36 | 24 (parents) 16 (children) |
Clinicians | 36 | 36 |
Teachers | 18 | 14 |
Orderlies | 7 | 6 |
Types of Disabilities | % |
---|---|
Motor | 26 |
Communication | 26 |
Learning | 11 |
Intellectual | 9 |
Auditory | 9 |
Behavioral | 8 |
Visual | 5 |
Autism spectrum disorder | 3 |
Others | 3 |
Suggested Equipment/Elements | Special Considerations/Quotes |
---|---|
Bench and rest area | Providing a quiet place or zone for kids who do not want to play or need to rest. More seating areas and picnic tables should be provided for parents. “There are no benches for parents or caregivers to sit on. My child doesn’t like it if I am standing right over him.” (parent). |
Drinking fountain | Must be wheelchair-accessible. |
Washroom | Wheelchair-accessible and be provided with adult changing tables for older/bigger children in addition to baby changing tables, which should also be wheelchair accessible for parents with disabilities. |
Shade | Many children with visual impairments have a sensitivity to sunlight, and some other children cannot tolerate heat. Implementing shades would also allow playgrounds to be more usable in various weather conditions. Both play and rest areas should be covered, protecting children, parents, and educators from the sun when playing, eating, talking, and resting, to help them relax and avoid heatstroke. “It is important to have proper shades that can be moved around according to the sun and children’s position.” (clinician). |
Handgrip | Handgrips and handrails should be present for ramps and various equipment. |
Suggested Design Elements | Special Considerations/Quotes |
---|---|
Layout and pathway | There should be a large, flat open space for children, so they have better mobility to run and move wheelchairs around the playground. Asimple, visually calming, and nonoverwhelming layout would enable parents to keep track of their children. |
Surface | A vast majority of participants declared accessible surfaces to be one of the main facilitating factors for inclusive playgrounds. They recommended replacing woodchips, grass, and sand with accessible surfaces such as a poured-in-place rubber surface and to remove steps and make the surface even and padded, such that all play space sections are connected, including the resting area and parking. Ground markers with contrast and texture would enable visually impaired children to trail and navigate space. Providing a tactile or visual boundary around unsafe elements such as swings was also suggested. “Markers on the ground to indicate a raised walkway or bridge. Otherwise, people who are blind are more likely to walk into them.” (teacher). |
Ramp | Providing large accessible walkways and ramps with gradual and non-steep slopes instead of stairs that connect all elements was recommended. Providing separate entrance and exit ramps at structures and putting exit ramps near the slides would avoid backtrack for parents, creating less traffic and confusion around structures. “A ramp near the slide that parents would come down with the child at the same time and also something that keeps the child safe until the parent reaches them.” (parent). |
Color contrast and lighting | High color contrasts and lighting for pathways and equipment perimeters improve visual accessibility and make it easier to maneuver around the playground with mobility aids. The color contrast was suggested for handgrips and on certain pieces of equipment. However, it should be noted that too many colors can be misleading for children with sensory impairments. |
Safety | Safety was a concern for many participants; being able to see the child is important for both the child and parents and is facilitated in an uncluttered playground. Having a fence with one entrance and exit for playgrounds was suggested. “Usually parents are supervising the kids, but if the parent is with several kids, it is better to have a fence, especially for the smaller kids; they don’t know the clear boundaries.” (clinician). Enough personnel to monitor and guide children, providing frequent equipment maintenance, fixing broken equipment, sharp edges, bumps, or holes in the ground, and taking action on the presence of bees, bugs, and poison plants were recommended. |
Overstimulation | Too much light, flashing, or rapid movement is a trigger for children with seizures. Additionally, too much noise may cause discomfort to children with autism spectrum disorders. |
Proximity to home | The proximity of the playground to home is an important factor to allow access and actual use of the playground. |
Parking | Providing parking space with accessible pathways to play space can ease navigation. |
Incorporating nature | Nature-inspired playgrounds are preferred to industrial metal framed ones; trees create natural shade, bringing birds and a sense of peacefulness. Such environments are also aesthetically pleasing and alter children’s energy in positive ways. Participants suggested adding rocks, wood elements, more trees, and grass. “It would be nice for kids to be able to touch trees and rocks [as well as] natural pieces integrated into play areas. It looks too artificial otherwise.” (clinician). |
Instruction and guidance | The importance of training children on how to use certain equipment was noted. Instructions could be provided by staff, as well as different types of animations or videos. The instructions could also be provided on boards or QR codes installed close to equipment. During the focus group sessions, the clinicians discussed the importance of bringing children with disabilities to playgrounds with therapists, introducing different equipment and play opportunities, showing them boundaries, and encouraging children to interact with their peers, to support them while at playgrounds. These therapy sessions at playgrounds not only help the children to overcome difficulties while playing but also increase the confidence of both children and their families. |
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Share and Cite
Movahed, M.; Martial, L.; Poldma, T.; Slanik, M.; Shikako, K. Promoting Health through Accessible Public Playgrounds. Children 2023, 10, 1308. https://doi.org/10.3390/children10081308
Movahed M, Martial L, Poldma T, Slanik M, Shikako K. Promoting Health through Accessible Public Playgrounds. Children. 2023; 10(8):1308. https://doi.org/10.3390/children10081308
Chicago/Turabian StyleMovahed, Mehrnoosh, Luca Martial, Tiiu Poldma, Monica Slanik, and Keiko Shikako. 2023. "Promoting Health through Accessible Public Playgrounds" Children 10, no. 8: 1308. https://doi.org/10.3390/children10081308