Papel de los patios escolares como estrategias para la inclusión educativa: Una revisión sistemática

Clara García Rodríguez; María Isabel Calvo Álvarez

doi:10.1590/SciELOPreprints.12440

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Clara García Rodríguez University of Salamanca https://orcid.org/0009-0000-2172-9587
María Isabel Calvo Álvarez University of Salamanca https://orcid.org/0000-0001-9071-2711

DOI:

https://doi.org/10.1590/SciELOPreprints.12440

Keywords:

Pupils with Educational Needs, diversity, inclusive education, inclusive and dynamic playgrounds, playtime

Abstract

Introduction. Inclusive education, recognised as a human right, focuses on diversity and participation of all students. In this context, school playgrounds play an essential role as spaces for learning and inclusion, spaces that can and should be transformed into sustainable environments in harmony with nature, spaces that favour the development of all students, especially the most vulnerable students such as those with Specific Educational Support Needs. Objective. To carry out a systematic review of the scientific production on inclusive playgrounds and identify the benefits of the projects carried out to transform schools and guarantee quality education for all. Method. A systematic review of scientific articles published from January 2010 to April 2023 in the main databases was carried out. Out of 583 articles identified, 20 met the inclusion criteria. Results. Inclusive playgrounds offer multiple benefits: they reduce conflicts, promote co-education and interactions between students with and without disabilities and their peers. In addition, it promotes the values of coexistence, respect, non-discrimination and tolerance. Conclusion. Schoolyard-based programmes and projects are effective strategies for student inclusion, as they contribute to children's holistic development. They are in line with the Sustainable Development Goals and promote inclusive and quality education.

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Author Biographies

Clara García Rodríguez, University of Salamanca

Graduate in the Degree in Early Childhood Education Teacher by the University of Salamanca (2017). Graduate in the Master's Degree in Disability Research from the University of Salamanca (2023).

María Isabel Calvo Álvarez, University of Salamanca

Associate Professor at the Department of Didactics, Organisation and Research Methods, Faculty of Education, University of Salamanca. Degree in Philosophy and Educational Sciences, Educational Sciences section and PhD from the University of Salamanca (2002). Director of the University Master's Degree in Disability Research since 1 October 2015. Member of the University Institute for Community Integration of the University of Salamanca (INICO). Member of the Research Group: Curricular Research and collaborator in the Research Group: Processes, Spaces and Educational Practices.