Teachers might know the following situation: they are supervising a group of children on the playground. Different play areas and playground equipment are available, but one or more children are standing apart, seemingly without enjoyment, just waiting for the recess to be over. Possibly, these children have a specific physical or psychological condition. So, what can you do to include all children in play moments?
In the PINC project we have put together comprehensive guidelines to help prospective teachers address precisely such situations, as well as to become active agents for the further social inclusion of children with disabilities:
- The first PINC guide sets out the legal basis for inclusion of pupils with disabilities in education and describes the current state of play of inclusive education in the five PINC partner countries.
- The second PINC guide explains why play is fundamentally important for children. It then presents a framework for an observational analysis of play situations and for a subsequent planning of interventions that allow inclusion of all children in play.
- In the third PINC guide, a number of case studies illustrate how teachers and educators put the observational model into practice. In the above picture of a playground, for example, two children are identified as “target students” not interacting with other children. They need support by a play mediator who first analyses a variety of factors and then selects specific games in which they can take part and experience fun play moments too.
- Finally, the fourth guide goes beyond the classroom and explains how schools can be drivers of social change among the wider community by taking action that involves families, other schools and organisations outside the school.
All guides in their nearly finalised versions were presented and discussed at the PINC partnership meeting in Trikala/Greece (attended online by some partners) on 29/30 November 2021. PINC partners have thus moved on to prepare the piloting phase, which will see the testing of the guides with university students of Educational and Sports Faculties of the Greek, Spanish, Belgian, Czech and Italian partner universities. Before the piloting starts in March 2022, a fifth guide will be completed; it will set out an overall didactic framework for University professors facilitating the PINC training.
About the project
PINC – Inclusive Playgrounds is co-funded by the Erasmus+ Programme, KA2 Cooperation for innovation and the exchange of good practices – Strategic Partnerships for Adult Education. The PINC project addresses the gap of accessibility in children’s play by developing and piloting a targeted education programme for future teachers and educators.
- University of Murcia (Spain, coordinator)
- Artesis Plantijn Hogeschool (Belgium)
- Palacký University Olomouc (Czech Republic)
- ONCE Foundation (Spain)
- University of Palermo (Italy)
- University of Thessaly (Greece)
- CESIE (Italy)
For further information
Contact Dorothea Urban: email@example.com.