Open AccessPrimary school games and play as inclusive/exclusive situations
Author(s) -
Valeria Varea,
Sithembile Ndhlovu
Publication year - 2018
Publication title -
ágora/ágora para la educación física y el deporte
Language(s) - English
Resource type - Journals
eISSN - 1989-7200
pISSN - 1578-2174
DOI - 10.24197/aefd.2-3.2017.158-176
Subject(s) - inclusion (mineral) , psychology , content analysis , inclusion–exclusion principle , developmental psychology , pedagogy , social psychology , sociology , political science , social science , politics , law
The purpose of this study was to explore how primary school children include or exclude their peers in play. Two primary schools in Armidale, New South Wales, Australia, participated in this project. Observations and interactional interviews were used to collect data, and a content analysis approach was used for data analysis. Results suggest that participants employed various strategies to exclude some of their peers from play. It was also established that exclusion may be utilised for purposes of establishing or maintaining friendships among children. Findings of this study have implications on the strategies adopted by adults seeking to promote inclusion in children’s play.