Dramatic Play Affordances of Outdoor Settings for First- and Second-Grade Children with and without Disabilities

Abstract

Dramatic play is crucial to further children’s development, including children with disabilities. This study observed dramatic play behaviors among first- and second- grade children with and without disabilities to determine which play settings encouraged children to engage in quality dramatic play. Fifty-three 6-to-8-year-olds with and without disabilities were observed during lunch recess on an inclusive playground. Results suggest that a well-designed inclusive playground reduces barriers for children with disabilities, creating an environment where children with disabilities can engage in similar play behaviors with their typically developing peers.