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The playground is a key environment where young
children learn to navigate in both the physical and social
world. However, little is known about how children with
Down syndrome (DS) interact in the playground, engage
with their peers, and whether the playground environment
facilitates meaningful motor and social interactions. This
paper addresses some of the factors that may impact the
play behaviour of young children with DS. A brief review
of the development of play in children with DS is presented.
The underlying perceptual-motor and social competencies
that may impact play behaviour are explored. Data on
a pilot study that examines playground dynamics in a
group of six young children with DS are presented and the
implications for intervention are discussed.
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