Understanding Inclusive Playgrounds

Authors

  • Mohd Daniel Mohd Idros Universiti Malaysia Pahang Al-Sultan Abdullah
  • Puteri Fadzline Muhamad Tamyez Universiti Malaysia Pahang Al-Sultan Abdullah
  • Wan Zaiyana Mohd Yusof Universiti Malaysia Pahang Al-Sultan Abdullah
  • Hafizoah Kassim Universiti Malaysia Pahang Al-Sultan Abdullah
  • Muhammad Ashraf Fauzi@Fauri Universiti Malaysia Pahang Al-Sultan Abdullah

DOI:

https://doi.org/10.33736/jcshd.5738.2023

Keywords:

autism spectrum disorder, children, inclusive playground, cognitive development, inclusive play

Abstract

Inclusive education has shown an increasing interest in teaching students with autism spectrum disorder (ASD) through playgrounds. This approach not only fosters the development of social skills but also enhances cognitive and emotional growth in learners. Although the playground's impact on the skills of ASD students has been acknowledged, some criticism stems from the lack of a precise conceptualisation. Recent studies have highlighted the significance of teaching through playgrounds in improving problem-solving abilities. While there is a growing body of research on hands-on learning through playgrounds, a challenge remains in tailoring the learning experience to accommodate individual differences among ASD learners. Detailed discussions on supporting personalised learning experiences and cognitive enhancement in the playground setting are lacking. This paper is a literature review and qualitative investigation to address these gaps. The main contributions are twofold: first, it offers a review of how the physical space of the playground design impacts the development of children with ASD, and second, it suggests several implications for future research based on extensive literature review and qualitative study.

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Published

2023-09-30

How to Cite

Mohd Idros, M. D. ., Puteri Fadzline Muhamad Tamyez, Mohd Yusof, W. Z. ., Kassim, H., & Fauzi@Fauri, M. A. (2023). Understanding Inclusive Playgrounds . Journal of Cognitive Sciences and Human Development, 9(2), 167–185. https://doi.org/10.33736/jcshd.5738.2023