Playful Interaction: Occupational Therapy for All Children on the School Playground

Abstract

We examined the impact of an intervention on the playfulness of 5- to 7-year-old children who are developing typically. Materials that had no defined purpose were placed on a school playground for 11 weeks. The Test of Playfulness (ToP) was used to compare videotaped play segments pre- and postintervention. Teachers who did playground duty were interviewed regarding changes in play. ToP data were analyzed using a Wilcoxon signed-ranks test. Interview data were analyzed for themes. ToP scores were significantly higher after intervention (Z= -1.94; p = .025, one-tailed; Cohen's d = 0.55). Teachers reported that children were more social, creative, and resilient when the materials were on the playground. Children who were creative, rather than very physically capable, became leaders in activity. Our results revealed a potential role for occupational therapists with typically developing children in schools. This finding has clear implications for children with disability.

A Guide for Educators to Move Beyond Conventional School Playgrounds: The RE-AIM Evaluation of the Lunchtime Enjoyment Activity and Play (LEAP) Intervention

“…The inter-personal (social) themes identified within Bundy's earlier studies (Bundy et al, 2009;Bundy et al, 2008) were evident among students of all age groups during this intervention. Many of the teachers in this study reported that students were using the LEAP intervention materials to play with students they wouldn't generally associate with.…”

“…Strategies to further enhance the successful maintenance of the LEAP intervention could be to include a co-ordinator or key teacher to advocate for the intervention and to monitor the condition of the materials (Hoelscher et al, 2003;Rogers, 2002;Webber et al, 2008). As the LEAP intervention builds upon previous research (Engelen, et al, 2013;Bundy et al, 2009;Bundy et al, 2008) by examining additional health outcomes and a larger age range, future research could investigate the implementation of movable/recycled materials during after school periods and across multiple school environments to complement or replace conventional school playgrounds.…”

“…Reflecting previous studies of 5-7 year olds (Engelen et al, 2013;Bundy et al, 2009;Bundy et al, 2008), teachers highlighted many intra-personal developmental benefits in primary school students of all ages that included students' engagement in play, excitement, creativity, problem solving and physical activity. The level of students' engagement was seen to reflect positively within the wider school community with teachers stating that many parents highlighted how engaged the students were with the materials.…”

Parents’ Perceptions of Risk and the Influence on Children’s Everyday Activities

“…The likelihood of children experiencing even minor injuries on the playground was small, but the fears of a few adults could create enough uncertainty and discomfort within the participants to threaten the longevity of the new playground experiences (Bundy et al, 2008;). Thus, plans for managing the materials and integrating them into the routine of school recess were dependent on adults' agreement that some risk or uncertainty in the moment was acceptable in exchange for potential benefits to children's present and future well-being.…”

Child and Youth Practice Area Publications in the American Journal of Occupational Therapy in 2008 and 2009: A Content Analysis, Methodology Overview, and Summary

“…Other studies were not useful because of methodological limitations (e.g., Bharadwaj, Daniel, & Matzke, 2009;Shoener, Kinnealey, & Koenig, 2008). Bundy et al's (2008) study highlights the role that occupational therapists could have in modifying school yards and community playgrounds so that they promote engagement in creative play-related activities, whereas Hilton and colleagues' (2008) study illustrates that occupational therapists need to be aware that children with highfunctioning autism spectrum disorders may have difficulties related to out-of-school participation. Ashburner et al's (2008) work is also germane to clients with autism spectrum disorder, indicating that certain sensory processing patterns (e.g., sensory underresponsiveness and sensory seeking) of primary school-age children may be related to academic underachievement.…”