Rethinking the playground: What children can teach us about inclusion

When children themselves are invited to rethink the design of their play spaces, the results challenge traditional assumptions about access, ability and belonging. A recent article from the ABC reflects on a year‑long arts‑based inquiry at an early childhood service in regional New South Wales, where children aged three to six were empowered to map, redesign and reimagine their playground. Their insights offer compelling lessons for early childhood services aiming to embed genuine inclusion. 

In this inquiry, children identified features of the playground they found challenging, narrow bridges, high platforms, steep stairs and suggested inclusive design alternatives such as ramps, tactile pathways, or sensory‑rich elements like bells and textured surfaces. Their reflections moved beyond the “what we cannot do” to “what we could create”. The educators observed a powerful shift in mindset: one remarked, “I guess I’d stopped thinking about it, I’m kind of used to how things are.” 

The experience identifies a vital principle: to respect children as active contributors, not just recipients of designed spaces. When children’s voices are foregrounded, services gain authentic insights into barriers physical, sensory and social that may otherwise go unnoticed.

A central takeaway of the inquiry is that inclusive play isn’t simply about retrofitting or adapting existing equipment; it is about re‑imagining environments from the outset. The children’s proposals were situated in the framework of Universal Design and the right of the child to be heard. The educators encourage us to ask: what messages are embedded in our play spaces? What children might already be noticing that the adults have become blind to? 

For example, the presence of high platforms without ramp alternatives may signal to some children that they are peripheral. The inclusion of tactile paths or sensory‑rich components invites all children regardless of mobility, sensory processing or developmental profile to engage at the heart of the experience.

For centre owners, educators and service leaders operating under the National Quality Framework (NQF) and its companion Education and Care Services National Regulations, the inquiry offers practical reflections. Here are several:

• Embed children’s voice in environment audits and planning. Use child‑friendly tools (mapping, photos, drawings) to capture how children experience the space.
• Reflect on what is assumed “normal”. As the educator’s statement illustrates, sometimes long‑standing layouts become invisible to us, but visible very clearly to children.
• Design for wide‑ranging access, not just minimum compliance. Universal Design principles help services move beyond “just enough” towards “for everyone”.
• Connect play design with educational philosophy. If your service emphasises belonging, diversity or inclusion, ask whether the physical space mirrors that philosophy or works against it.
• Foster a culture of inquiry. When children are asked “What would make this better?”, educators position themselves as co‑learners and designers. This enhances reflection, supports Quality Area 6 (Collaborative Partnerships with Families and Communities) and Quality Area 7 (Governance and Leadership).
• Plan for transition and change. As children grow and their needs evolve, spaces should evolve too: new equipment, rearranged layouts and continual review support adaptability.

Perhaps most importantly, this approach invites services to shift mindset. Instead of asking “What barriers does this child have?” we are invited to ask “What barriers does our environment present?” Inclusion then becomes a lived, regular practice rather than a reactive adjustment. As the children in the inquiry demonstrated, sometimes the most radical designs come from the very people we are designing for.

While the inquiry focused on a physical play environment, the same principles apply across the service: from routines and transitions to educator behaviour and family‑partnerships. Embedding children’s voice, designing for access, and proactively reviewing practice should become commonplace.

A service might use this model when planning for new equipment, updating outdoor zones, or embedding inclusive policies within educator professional development. When inclusive leadership meets responsive design, children’s learning and relationships deepen and services advance their obligation under the NQF to deliver high‑quality outcomes for all children.

When children are invited to re‑imagine their environments, they surprise us, not just with ideas, but with clarity about inclusion, belonging and access. This year‑long inquiry illustrates the transformative potential of listening and designing in partnership with children. For early childhood services committed to inclusive practice, the message is clear: inclusion begins in the environment, but thrives in relationships, respect and responsive design.

Read the full article here.

Reference
Cologon, K. (2025). Rethinking the playground: What children can teach us about inclusion. ABC Kids Early Education – Reflective Journal. Available at: https://www.abc.net.au/abckids/early‑education/reflective‑journal/rethinking‑the‑playground‑what‑children‑can‑teach‑us‑about‑inclusion/106032390