Prellwitz Maria, Skär Lisa
Department of Health Sciences, Luleå University of Techonology, Luleå, Sweden.
Occup Ther Int. 2007;14(3):144-55. doi: 10.1002/oti.230.
The aim of the present study was to better understand how children with different abilities use playgrounds to engage in creative play and interact socially with their peers. Twenty children aged between 7 and 12 years, with different abilities, participated in interviews. The findings showed that playgrounds served as a reference point for all the children, they challenged a child's physical abilities and provided opportunities for role-playing and social interactions. However, for children with disabilities, playgrounds had limited accessibility, usability and did not support interaction with peers. A methodological limitation of the study was that the interviewer only met the children once. Further research should be carried out to investigate if creating playgrounds according to universal design principles and adapting them to the needs of children with disabilities would improve social interactions and provide more opportunities for play.
本研究的目的是更好地了解不同能力的儿童如何利用操场进行创造性游戏并与同龄人进行社交互动。20名年龄在7至12岁之间、能力各异的儿童参与了访谈。研究结果表明，操场对所有儿童来说都是一个参考点，它挑战了儿童的身体能力，并提供了角色扮演和社交互动的机会。然而，对于残疾儿童来说，操场的可达性、可用性有限，且不支持与同龄人互动。该研究的一个方法学局限性在于，访谈者只与孩子们见过一次面。应开展进一步研究，以调查根据通用设计原则创建操场并使其适应残疾儿童的需求是否会改善社交互动并提供更多游戏机会。
