Den voksenorganiserede legs betydning for skoleelevers deltagelsesmuligheder i børnefællesskabet

The study presented in this article investigates the impact of adult-conducted play activities in relation to the participatory opportunities of primary school pupils, and how these influence children's perceptions of being included within children‘s communities. Furthermore, the article illustrates how these play activities can contribute to existing work focusing on inclusion within Danish municipal primary and lower-secondary schools (den danske folkeskole). In order to obtain further knowledge, we initially designed a play intervention, which we conducted with two classes from Danish primary schools in northern Jutland. Following this, we investigated the impact of the play intervention from the children’s first-person perspectives. Subsequently, we supplemented these results with insights from the teachers and social educators. The article describes several examples of children who, during the play intervention, develop socio-emotional skills, enlarge the groups in which they play, make new friends, and expand their capacity to act.