The present study engages early childhood teachers and educators in practitioner research as they respond to children’s concerns about justice and equity in playground accessibility and explore ideas for inclusive and sustainable playspaces. Conducted in a community-based early childhood setting in a low socioeconomic urban area in NSW, Australia, the research engaged six teachers and educators as active researchers alongside 26 children aged three to six years. Utilising a critical pedagogy framework, the present study explored how children identified and expressed concerns about the lack of playground accessibility and sustainability. Through reflective practice and engagement with Universal Design principles, children, teachers, and educators collaboratively developed ideas and recommendations for inclusive and sustainable playspaces. Findings highlight the children’s capacity for critical awareness of and advocacy for equity and justice, as well as the transformative potential of practitioner research in fostering inclusive, equitable, and sustainable pedagogy. The present study underscores the value of practitioner research with a child-led focus, drawing on critical pedagogy to create inclusive and sustainable playspaces.
