School playgrounds and socio-cultural diversity in Catalonia. A study on the uses and possibilities for playing and learning

Abstract

In this paper we present the results of a study carried out on a sample of 30 primary school playgrounds in Catalonia. The fieldwork was conducted during one full school year (2007- 2008)2. The central aim of the study was to identify the notions and ideas of members of the school community in relation to the spaces, activities and uses made of the schools’ playgrounds. This approach draws on results from previous research that considers the school playground as an educational space. The purpose of this work has been to diagnose the situation of playgrounds in a diverse sample of primary schools in Barcelona in terms of both built facilities and socioeconomic and educational differences. Data were obtained using quantitative and qualitative methods including a survey, interviews and a complete playground observation protocol developed by the author. The study reveals important differences in game playing according to the educational stage analyzed. We find that the use of school playgrounds as an educational space is very limited, and that many educators have little knowledge about the possibilities playgrounds offer educators to meet the challenges they face and are concerned about.