Date of Award:

5-2011

Document Type:

Thesis

Degree Name:

Master of Landscape Architecture (MLA)

Department:

Landscape Architecture and Environmental Planning

Committee Chair(s)

Keith M. Christensen

Committee

Keith M. Christensen

Committee

Sean E. Michael

Committee

Sue T. Olsen

Abstract

Play is a crucial part of any child’s social behavior and development. It helps children develop self-determination, self-control, and identity. These skills are primarily learned through interactions with other children. Play is particularly imperative for children with disabilities approaching the age of three, an age that studies have shown to be pivotal for their social and emotional growth.

Children with disabilities often have difficulty with social interactions. Play serves as a platform for these interactions, and provides a way for children with disabilities to learn social standards and values. Children with disabilities who do not participate in play can suffer secondary impairments, such as depression, and decreased balance, strength and endurance.

Different play environments—such as a gym, a classroom, or a playground—can affect a child’s play behavior and social development. Certain toys and play equipment can result in more independent and isolated play, whereas other play equipment may promote more social play. For example, slides, sandboxes, and large toys are designed for several children to use together.

This study had four principal objectives. First, to find which environments encouraged children with disabilities to have more social interactions. Second, to determine if one setting fostered more positive interactions than another. Third, to establish whether a child was more likely to interact with an adult than with a child in a given environment. Fourth, to see if children were more likely to approach someone to play in on setting than in another.

For this study, children in the Lil’ Aggies Up To 3 program were observed from October 18 to November 5, 2010. Children in the program were between 33 and 36 months of age and had diagnosed disabilities such as autism, visual impairment, and Down syndrome. The children were observed on the playground, in the gym, and in their classroom during free-play.

This study had several significant findings:

  • Children were more likely to interact with peers on the playground than in the other environments studied.
  • Children were more likely to interact with adults in the classroom.
  • Children were more likely to approach another child or adult to play on the playground or in the classroom than in the gym.
  • Children were more likely to continue playing with someone in a gym than any other environment.

This is essential information to have when looking at the specific challenges a child may have. For example, if a child has difficulty interacting with other children, then a play area similar to a playground might help them develop social skills. These findings can assist caretakers of children with disabilities, and those that design the play areas, in creating better spaces specific to the needs of children with disabilities.

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This work made publicly available electronically on December 20, 2012.

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