Can You See Us Play?: Observing Inclusive Outdoor Play Behaviour Among Children With and Without Disabilities: A Mixed Methods Study

R Q Beekhuizen; M A T Bloemen; E A M Bolster; K Visser; R van der Lugt; M Bassa; N L Henry; E M W Kotte; M van Hartingsveldt; J W Gorter

doi:10.1111/cch.70198

Can You See Us Play? Observing Inclusive Outdoor Play Behaviour Among Children With and Without Disabilities: A Mixed Methods Study

R Q Beekhuizen
, M A T Bloemen
, E A M Bolster
, K Visser
, R van der Lugt
, M Bassa
, N L Henry
, E M W Kotte
, M van Hartingsveldt
, J W Gorter

Amsterdam University of Applied Sciences (AUAS)

Research output: Contribution to journal › Article › Academic › peer-review

Abstract

BACKGROUND: Outdoor play is essential for children's development. However, children with disabilities face barriers in outdoor play. In the Netherlands, there are limited opportunities for children with and without disabilities to play together. While previous research examined the perspectives of parents, professionals and children regarding inclusive outdoor play, little is known about actual outdoor play behaviour. This exploratory study uses observational research to investigate how children with and without disabilities engage in outdoor play together.

METHODS: We used a mixed-methods approach: quantitative assessments using the Test of Playfulness (ToP) and the Test of Environmental Supportiveness (TOES) were combined with qualitative observations focused on inclusive outdoor play, conducted during six outdoor play sessions at inclusive playgrounds. Children with and without disabilities aged 4-12 years (n = 63) were selected through purposive sampling.

RESULTS: Quantitative analysis revealed that boys and children with disabilities scored significantly lower on the ToP, indicating reduced playfulness. Gender was also significantly associated with TOES scores, with boys scoring lower, indicating less environmental support for play. Qualitative observations identified six key themes influencing inclusivity in outdoor play behaviour: (1) variety of play types, (2) getting to know each other, (3) making contact, (4) interaction while playing together, (5) influence of the social environment and (6) influence of the physical environment.

CONCLUSIONS: This study highlights the diversity in playfulness skills and environmental support observed among children with and without disabilities. It emphasizes the role of social interactions, peer relationships and environmental factors in shaping inclusive play behaviour. These findings underscore the importance of both social and physical aspects to promote inclusive outdoor play. By integrating these insights, the study provides guidance for paediatric rehabilitation professionals, whose role in facilitating inclusive play and overcoming barriers is essential to create outdoor play opportunities for all children.

Original language	English
Pages (from-to)	e70198
Journal	Child: Care, Health and Development
Volume	52
Issue number	1
DOIs	https://doi.org/10.1111/cch.70198
Publication status	Published - Jan 2026

Access to Document

10.1111/cch.70198

Handle.net

Persistent link

Cite this

Beekhuizen, R. Q., Bloemen, M. A. T., Bolster, E. A. M., Visser, K., van der Lugt, R., Bassa, M., Henry, N. L., Kotte, E. M. W., van Hartingsveldt, M., & Gorter, J. W. (2026). Can You See Us Play? Observing Inclusive Outdoor Play Behaviour Among Children With and Without Disabilities: A Mixed Methods Study. Child: Care, Health and Development, 52(1), e70198. https://doi.org/10.1111/cch.70198

@article{8f9ca716e63d495a9d11a9230a1943a9,

title = "Can You See Us Play?: Observing Inclusive Outdoor Play Behaviour Among Children With and Without Disabilities: A Mixed Methods Study",

abstract = "BACKGROUND: Outdoor play is essential for children's development. However, children with disabilities face barriers in outdoor play. In the Netherlands, there are limited opportunities for children with and without disabilities to play together. While previous research examined the perspectives of parents, professionals and children regarding inclusive outdoor play, little is known about actual outdoor play behaviour. This exploratory study uses observational research to investigate how children with and without disabilities engage in outdoor play together.METHODS: We used a mixed-methods approach: quantitative assessments using the Test of Playfulness (ToP) and the Test of Environmental Supportiveness (TOES) were combined with qualitative observations focused on inclusive outdoor play, conducted during six outdoor play sessions at inclusive playgrounds. Children with and without disabilities aged 4-12 years (n = 63) were selected through purposive sampling.RESULTS: Quantitative analysis revealed that boys and children with disabilities scored significantly lower on the ToP, indicating reduced playfulness. Gender was also significantly associated with TOES scores, with boys scoring lower, indicating less environmental support for play. Qualitative observations identified six key themes influencing inclusivity in outdoor play behaviour: (1) variety of play types, (2) getting to know each other, (3) making contact, (4) interaction while playing together, (5) influence of the social environment and (6) influence of the physical environment.CONCLUSIONS: This study highlights the diversity in playfulness skills and environmental support observed among children with and without disabilities. It emphasizes the role of social interactions, peer relationships and environmental factors in shaping inclusive play behaviour. These findings underscore the importance of both social and physical aspects to promote inclusive outdoor play. By integrating these insights, the study provides guidance for paediatric rehabilitation professionals, whose role in facilitating inclusive play and overcoming barriers is essential to create outdoor play opportunities for all children.",

keywords = "Humans, Male, Child, Female, Play and Playthings/psychology, Child, Preschool, Children with Disabilities/psychology, Netherlands, Child Behavior/psychology",

author = "Beekhuizen, \{R Q\} and Bloemen, \{M A T\} and Bolster, \{E A M\} and K Visser and \{van der Lugt\}, R and M Bassa and Henry, \{N L\} and Kotte, \{E M W\} and \{van Hartingsveldt\}, M and Gorter, \{J W\}",

note = "{\textcopyright} 2025 University of Applied Sciences Utrecht (Hogeschool Utrecht). Child: Care, Health and Development published by John Wiley \& Sons Ltd.",

year = "2026",

month = jan,

doi = "10.1111/cch.70198",

language = "English",

volume = "52",

pages = "e70198",

journal = "Child: Care, Health and Development",

issn = "0305-1862",

publisher = "Wiley-Blackwell",

number = "1",

}

Beekhuizen, RQ, Bloemen, MAT, Bolster, EAM, Visser, K, van der Lugt, R, Bassa, M, Henry, NL, Kotte, EMW, van Hartingsveldt, M & Gorter, JW 2026, 'Can You See Us Play? Observing Inclusive Outdoor Play Behaviour Among Children With and Without Disabilities: A Mixed Methods Study', Child: Care, Health and Development, vol. 52, no. 1, pp. e70198. https://doi.org/10.1111/cch.70198

TY - JOUR

T1 - Can You See Us Play?

T2 - Observing Inclusive Outdoor Play Behaviour Among Children With and Without Disabilities: A Mixed Methods Study

AU - Beekhuizen, R Q

AU - Bloemen, M A T

AU - Bolster, E A M

AU - Visser, K

AU - van der Lugt, R

AU - Bassa, M

AU - Henry, N L

AU - Kotte, E M W

AU - van Hartingsveldt, M

AU - Gorter, J W

PY - 2026/1

Y1 - 2026/1

N2 - BACKGROUND: Outdoor play is essential for children's development. However, children with disabilities face barriers in outdoor play. In the Netherlands, there are limited opportunities for children with and without disabilities to play together. While previous research examined the perspectives of parents, professionals and children regarding inclusive outdoor play, little is known about actual outdoor play behaviour. This exploratory study uses observational research to investigate how children with and without disabilities engage in outdoor play together.METHODS: We used a mixed-methods approach: quantitative assessments using the Test of Playfulness (ToP) and the Test of Environmental Supportiveness (TOES) were combined with qualitative observations focused on inclusive outdoor play, conducted during six outdoor play sessions at inclusive playgrounds. Children with and without disabilities aged 4-12 years (n = 63) were selected through purposive sampling.RESULTS: Quantitative analysis revealed that boys and children with disabilities scored significantly lower on the ToP, indicating reduced playfulness. Gender was also significantly associated with TOES scores, with boys scoring lower, indicating less environmental support for play. Qualitative observations identified six key themes influencing inclusivity in outdoor play behaviour: (1) variety of play types, (2) getting to know each other, (3) making contact, (4) interaction while playing together, (5) influence of the social environment and (6) influence of the physical environment.CONCLUSIONS: This study highlights the diversity in playfulness skills and environmental support observed among children with and without disabilities. It emphasizes the role of social interactions, peer relationships and environmental factors in shaping inclusive play behaviour. These findings underscore the importance of both social and physical aspects to promote inclusive outdoor play. By integrating these insights, the study provides guidance for paediatric rehabilitation professionals, whose role in facilitating inclusive play and overcoming barriers is essential to create outdoor play opportunities for all children.

AB - BACKGROUND: Outdoor play is essential for children's development. However, children with disabilities face barriers in outdoor play. In the Netherlands, there are limited opportunities for children with and without disabilities to play together. While previous research examined the perspectives of parents, professionals and children regarding inclusive outdoor play, little is known about actual outdoor play behaviour. This exploratory study uses observational research to investigate how children with and without disabilities engage in outdoor play together.METHODS: We used a mixed-methods approach: quantitative assessments using the Test of Playfulness (ToP) and the Test of Environmental Supportiveness (TOES) were combined with qualitative observations focused on inclusive outdoor play, conducted during six outdoor play sessions at inclusive playgrounds. Children with and without disabilities aged 4-12 years (n = 63) were selected through purposive sampling.RESULTS: Quantitative analysis revealed that boys and children with disabilities scored significantly lower on the ToP, indicating reduced playfulness. Gender was also significantly associated with TOES scores, with boys scoring lower, indicating less environmental support for play. Qualitative observations identified six key themes influencing inclusivity in outdoor play behaviour: (1) variety of play types, (2) getting to know each other, (3) making contact, (4) interaction while playing together, (5) influence of the social environment and (6) influence of the physical environment.CONCLUSIONS: This study highlights the diversity in playfulness skills and environmental support observed among children with and without disabilities. It emphasizes the role of social interactions, peer relationships and environmental factors in shaping inclusive play behaviour. These findings underscore the importance of both social and physical aspects to promote inclusive outdoor play. By integrating these insights, the study provides guidance for paediatric rehabilitation professionals, whose role in facilitating inclusive play and overcoming barriers is essential to create outdoor play opportunities for all children.

KW - Humans

KW - Male

KW - Child

KW - Female

KW - Play and Playthings/psychology

KW - Child, Preschool

KW - Children with Disabilities/psychology

KW - Netherlands

KW - Child Behavior/psychology

U2 - 10.1111/cch.70198

DO - 10.1111/cch.70198

M3 - Article

C2 - 41340535

SN - 0305-1862

VL - 52

SP - e70198

JO - Child: Care, Health and Development

JF - Child: Care, Health and Development

IS - 1

ER -

Can You See Us Play? Observing Inclusive Outdoor Play Behaviour Among Children With and Without Disabilities: A Mixed Methods Study

Abstract

Access to Document

Handle.net

Fingerprint

Cite this