Girls’ perspectives on the ideal school playground experience

an exploratory study of four Australian primary schools

Daniel Snow, Anita Bundy, Paul Tranter*, Shirley Wyver, Geraldine Naughton, Jo Ragen, Lina Engelen

*Corresponding author for this work

    Research output: Contribution to journalArticle

    6 Citations (Scopus)


    Based on research conducted as part of the Sydney Playground Project, this paper provides an exploratory investigation of the perspectives of girls relating to the ideal school playground experience, and whether their perspectives are influenced by a loose-parts playground intervention. The focus is on the play behaviours of 22 girls aged 8–10 years, from the perspective that school playgrounds are generally designed in ways that are more suited to the play behaviours of boys. The research is based on a qualitative analysis of children’s drawings, interviews and focus groups, exploring meanings associated with desired play experiences. Findings indicate that girls’ views of the ideal school playground are influenced by the geographies of the spaces they play in, and that girls highly valued changes provided by a loose-parts intervention.

    Original languageEnglish
    Pages (from-to)148-161
    Number of pages14
    JournalChildren's Geographies
    Issue number2
    Early online date13 Apr 2018
    Publication statusPublished - 2019


    • children’s voices
    • gender differences
    • play
    • loose-parts intervention
    • primary schools

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