4 steps 2 social play
1. Access 2. Choice 3. Play 4. Together
Talking to users and experts shows that the focus often does not lie on playing together, but first making it possible for the end-users to play. Having access to a playground and being able to access the play equipment can be the first obstacle players experience. Reaching the goal of social play requires, therefore, the removal of all these barriers. Negative perceptions of typically developing students regarding their peers’ ability with disabilities to play is another social barrier. This leads to children with disabilities being stereotyped and excluded from social play (Prellwitz, M., 2007). Playing together should come freely from the players and playing alone if the player desires so, is not bad. But when the players want to play together, there should be enough opportunities and choices.
Inclusive playgrounds are designed so that everyone can freely move, play, and mix within these playgrounds, which encourages all children to interact with each other and play together. We try to create as many opportunities as possible. All children will not always be able to or want to participate in all activities, but there should always be a real choice of play activities in an inclusive playground. Social interactions start with a conversation between children. This can be as simple as asking about what they would like to do next or share play experiences. Any other social connection between players will evolve from this first interaction. The playground environment fosters hands-on learning and social play that is not implemented in the classroom structure (Ramstetter, C.L., Murray, R. & Garner, A.S., 2012). It also improves the student’s ability to learn and participate (Nabors, L. & Badawi, M., 1997).
The aim here is to give equal access to and have everyone play (The Children’s Play Information Service, 2008). Implement the inclusive design principles so that the play equipment is suitable for as many children as possible, regardless of potential functional or physical impairments. What’s important here is to know that how the children play and perform these activities can be completely different. Asymmetrical play is common between players, and also role play stimulates various activities between players. When everyone is playing next to each other social play will emerge.
As mentioned before, the need for everyone to play together at all times is not a goal in itself. But where we create opportunities for players to interact with the play equipment’s design, the games can stimulate social play. Below are a few examples of game mechanics we use to encourage players to play together.
Turns
Cooperation
Voting
Roles
Rewards
Spectators
Improve social skills by learning
The game Stopwatch on the Sona allows children to make up their own track across the playground and keeps the time (’16 seconds, best score of the day’). Children try to beat each other’s time, but they have to learn how to take turns given it’s a more original game.
When playing Target Multiplayer on the Sutu interactive ball wall, children engage in social play by sharing. They get the instruction to hit the target of their own color, but they have to take turns while paying attention because the targets do not always appear in the same order.
Social play teaches children how to deal with rivalry. Several games have an element of competition, such as Dance Battle on the Sona, where two teams battle against each other or in the Memo games like Tag (‘touch the post of your chosen color on time’) or Dizzy (‘who can conquer the most posts in their own color’).
With most competitive games, the quickest player or the player with the best tactic wins, but sometimes there is also a little luck involved with our interactives. Social play also teaches children to resolve conflicts. When playing the game Switch on the Yalp Toro Interactive sports arena, children each play with their own color (for example, they have to hit the goals with red LEDs).
Meanwhile, two minutes into the game, a voice suddenly calls out ‘switch,’ the goal suddenly changes color when you’re just about to score; this might create some amusing situations, and sometimes you might have to learn how to adapt, deal with disappointment, or resolve a conflict.
Many activities on our interactives require children to cooperate. When playing the game ‘Memory’ on the Memo, preschoolers learn cooperative skills because they will remember more symbols by working together.
On the Sona, together, you might be able to recognize a more extended sequence during the ‘Codebreaker’ game, which allows you to enter a higher, more challenging level. Social play also teaches children to teach each other things. A preschooler might teach a toddler to recognize different colors by helping them stand on the correct shade when playing the Color game on the Sona.
Yalp Interactive play- and sports equipment
Yalp Interactive playsets are not only inclusive and intuitive but also designed for people of all ages and abilities.
Until now, you’ve known us as Yalp, but in 2024, we’re undergoing an exciting transformation into Lappset. But not much will change! We remain steadfast in our commitment to our core values and are thrilled to operate as a brand with more than 50 years of experience that embodies a strong culture and work ethic.
Yalp becomes Lappset: Movement for every heartbeat.
In the Netherlands, we have already made the jump and are now known as Lappset Nederland! Are you looking to create inspiring spaces in the Netherlands? Follow the link below to see the exciting changes we’ve made to our website while staying true to our mission and vision.
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