Abstract
Play spaces facilitate play as a child’s primary occupation which is essential for learning and early childhood development. In South African early childhood development centres, almost 11% do not have access to outdoor play areas, 20% have no outdoor play equipment, and 50% have no access to educational toys (Early Childhood Development in South Africa. Education Series. IV (No. 92-01-04),100, Available: http://www.statssa.gov.za/publications/92-01-04/92-01-042016.pdf). This research aimed to compare the physical design and resources of outdoor play spaces in low socioeconomic (LSE) versus high socioeconomic (HSE) early childhood development (ECD) centres in Johannesburg. A descriptive comparative research design was used, with a total population sampling method for the distribution of a self-developed questionnaire adapted from play literature. Results were obtained from a total sample size of 82 ECD centres, 28 reported LSE and 54 reported HSE. Quantitative data was analysed using descriptive and inferential statistics. LSE-ECD centres (57% community-based sites) had significantly less funding frequency compared to HSE-ECD centres (83% independent / private schools), with 87% private funding at least annually for outdoor play space upkeep. LSE-ECD centres had limited outdoor play space resource variety and quantity (7% had no outdoor play space, 43% had traditional playground designs, 14% had no fixed playground equipment), compared to HSE-ECD centres with a wide variety and abundance of outdoor play space resources. Chi-square statistics revealed a significantly higher number of fixed and loose manufactured equipment, movement toys, fixed and loose natural resources, and multi-sensory exploration spaces in HSE-ECD centres. Cramer’s V statistics revealed outdoor play space physical design and resource availability have a strong dependence on socioeconomic status.
Journal: Early Childhood Education Journal
Year: 2025
