背景:学校操场上的户外社交参与对于儿童的社会情感和认知发展至关重要。然而,主流教育环境中的许多残疾儿童没有被社会纳入他们的同龄人群体。我们检查了松散零件游戏(LPP)是否,一种常见且具有成本效益的干预措施,可改变游乐场的游戏环境,以增强儿童主导的免费游戏,可以促进残疾儿童和非残疾儿童的社会参与。
方法:42名小学生,其中三个患有听力损失或自闭症,评估了两次基线和四次干预会议。我们采用了混合方法设计,结合先进的传感器方法,观察,同行提名,自我报告,定性现场笔记和对操场老师的采访。
结果:研究结果表明,所有儿童在社会互动和社交游戏干预期间均有所下降,网络中心性没有变化。无残疾儿童的独处游戏和互动伙伴的多样性也有所增加。所有孩子对LPP的享受都很高,然而,与基线水平相比,残疾儿童并未从干预措施中获益,并且变得更加孤立.
结论:在主流环境下的LPP期间,残疾儿童和非残疾儿童在校园中的社会参与并没有改善。研究结果强调,在设计游乐场干预措施时,需要考虑残疾儿童的社会需求,并重新思考LPP哲学和实践,使其适应包容性设置和目标。
Outdoor social participation in the school playground is crucial for children\'s socio-emotional and cognitive development. Yet, many children with disabilities in mainstream educational settings are not socially included within their peer group. We examined whether loose-parts-play (LPP), a common and cost-effective intervention that changes the playground play environment to enhance child-led free play, can promote social participation for children with and without disabilities.
Forty-two primary school children, out of whom three had hearing loss or autism, were assessed for two baseline and four intervention sessions. We applied a mixed-method design, combining advanced sensors methodology, observations, peer nominations, self-
reports, qualitative field notes and an interview with the playground teachers.
Findings indicated for all children a decrease during the intervention in social interactions and social play and no change in network centrality. Children without disabilities displayed also an increase in solitude play and in the diversity of interacting partners. Enjoyment of LPP was high for all children, yet children with disabilities did not benefit socially from the intervention and became even more isolated compared with baseline level.
Social participation in the schoolyard of children with and without disabilities did not improve during LPP in a mainstream setting. Findings emphasize the need to consider the social needs of children with disabilities when designing playground interventions and to re-think about LPP philosophy and practices to adapt them to inclusive settings and goals.