Playspace users’ experience of a socially inclusive playspace: the case study of Livvi’s Place, Port Macquarie, New South Wales, Australia

ABSTRACT

Inclusive play is a fundamental right for all children however few studies exist on playspaces and children with impairment. Drawing on Australia’s early childhood learning framework, Belonging, Being and Becoming, this study aims to explore whether Livvi’s Place, an inclusive playspace in Port Macquarie, Australia, met the principles and values articulated in the framework, and whether the playspace, was meeting its goal of social inclusion. One hundred and ninety three online and face-to-face questionnaire surveys of adult playspace users were completed. The early childhood learning framework was used to inform the survey design and analytical framework. Results indicate the playspace model adopted promotes a sense of social inclusion as users expressed feelings of safety, welcome, and of belonging at the playspace. Users felt they could be themselves, live in the moment, and enjoy their experiences there. The friendships formed, conversations started, and playful interactions experienced at Livvi’s Place demonstrate that it facilitates people connecting and becoming members of the local community. Findings revealed Livvi’s Place was meeting the principles and values of Belonging, Being and Becoming and meeting its goal of social inclusion. Areas for improvement were identified, providing future learning opportunities for inclusive playspace development and provision.

KEYWORDS:

• Playspace
• accessibility
• social inclusion
• Australia

Disclosure statement

No potential conflict of interest was reported by the author(s).

Additional information

Funding

This work was supported by Charles Sturt University [grant number: Community Partnerships Funding Programme].