The Effect of Introducing Nonplay Items into a Primary School Playground in Ireland

Abstract

Play is the context for development, growth, and learning, yet many schools have restricted or removed play equipment from playgrounds because of health and safety concerns. This study aimed to investigate whether there was any change in the playfulness of children in an Irish primary school playground when nonplay items were introduced. In a before and after study, 12 children from 2 schools were assessed using the Test of Playfulness. Structured interviews with class teachers and nonparticipant observations were also carried out. The Test of Playfulness results demonstrated that there was no overall statistical difference in playfulness. However, qualitative findings from playground observations and structured interviews suggested that the type and quality of play changed, becoming more fun, creative, inclusive, and imaginative.

Keywords:

• Play items
• playfulness
• school playground

Acknowledgments

The authors would like to thank the school principals, staff and children at Glounthaune National and Brooklodge National schools for participating in and supporting this study. Our thanks are also extended to Eimear Goulding who assisted us to complete the Test of Playfulness baseline and follow up assessments.

Notes

¹No child at either school had a significant disability.