Does play-based experience provide for inclusiveness? A case study of multi-dimensional indicators

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dc.contributor.authorYildirim, Yalcin
dc.contributor.authorKeshavarzi, Golnaz
dc.contributor.authorAman, Amanda R.
dc.date.accessioned2026-02-12T21:05:42Z
dc.date.available2026-02-12T21:05:42Z
dc.date.issued2022
dc.departmentBursa Teknik Üniversitesi
dc.description.abstractPlaygrounds are not only for play and fun; they are places that offer diverse experiences for all groups of children. Outdoor playgrounds have been studied as an element of public space for their ability to offer an array of amenities and attributes. In addition to design and planning aspects, inclusiveness is a vital attribute of playgrounds. Inclusiveness within playgrounds provides accessibility for all children regardless of age, gender, and ethnicity, as both physical and social access are considered. Given the rapidly changing global agenda affected dramatically by the COVID-19 pandemic and Black Lives Matter movement, playgrounds have gained even more attention and the importance of inclusiveness has become more prevalent. This study examined the inclusiveness of play-based experiences within a playground in San Antonio, Texas, using mixed methods. The study utilized observational methods, behavior mapping, secondary data for spatial mapping, and a survey conducted in order to understand the perception of playground users. This study evaluated the inclusiveness of the playground and analyzed social and physical accessibility relative to the playground by assessing the diversity of users in terms of age, gender, ethnicity, and disability. The findings of this study show that there is a need for additional studies yielding proposed improvements revolving around playground inclusivity. The study results show that urban designers, urban planners, and policymakers need to collaborate in order to create opportunities that work to eliminate social and physical disparities and that ultimately enhance inclusiveness in playgrounds.
dc.identifier.doi10.1007/s12187-022-09951-3
dc.identifier.endpage2214
dc.identifier.issn1874-897X
dc.identifier.issn1874-8988
dc.identifier.issue6
dc.identifier.pmid35844487
dc.identifier.scopus2-s2.0-85133883287
dc.identifier.scopusqualityQ1
dc.identifier.startpage2197
dc.identifier.urihttps://doi.org/10.1007/s12187-022-09951-3
dc.identifier.urihttps://hdl.handle.net/20.500.12885/7098
dc.identifier.volume15
dc.identifier.wosWOS:000825080900001
dc.identifier.wosqualityQ2
dc.indekslendigikaynakWeb of Science
dc.indekslendigikaynakScopus
dc.indekslendigikaynakPubMed
dc.language.isoen
dc.publisherSpringer
dc.relation.ispartofChild Indicators Research
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanı
dc.rightsinfo:eu-repo/semantics/openAccess
dc.snmzKA_WoS_20260212
dc.subjectPlayground
dc.subjectInclusiveness
dc.subjectIndicators
dc.subjectSurvey
dc.subjectBehaviour
dc.titleDoes play-based experience provide for inclusiveness? A case study of multi-dimensional indicators
dc.typeArticle

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