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Background: Playgrounds are important outdoor environments in many communities during childhood. However, playground spaces often do not meet the needs of typically developing children or children with disabilities, resulting in social exclusion for many children. Aims/objectives: This study explored the evidence regarding accessibility and usability of playgrounds for children of all abilities, to identify factors that enable or constrain social inclusion in community playgrounds. Materials and methods: A scoping method was used as little research in this area has been collated and synthesized. Scoping reviews are effective for exploring and synthesizing broad and varied methods of inquiry around a phenomenon of interest. Results: A total of 14 key articles were identified and two major themes emerged: (i) accessible playground environments - features and factors; (ii) from excluding to including - making playground environments usable. Findings indicate that numerous environmental barriers contribute to making playground environments inaccessible and unusable for many children, particularly children with disabilities. However, playground design is identified as a significant factor in enabling inclusion. Conclusion: Occupational therapists are in an ideal position to advocate for children’s occupational right to play, by combining knowledge of environmental barriers with an understanding of disability and specific knowledge of occupation. Through focusing on advocacy and change at policy and community levels, therapists can work to maximize social inclusion in playground settings.

MeSH