Inclusive Playset DOMO-I 1-2

Physical skills refer to abilities related to the body, that is, motor proficiency and the capacity to perform specific movements. These may include, for example, running, jumping, throwing, balance, coordination, endurance, strength, and flexibility.

Social: Refers to skills related to functioning within a group, managing interactions with others, communication, cooperation, conflict resolution, and relationship building.

Emotional: Includes skills related to recognizing and understanding one’s own emotions and the emotions of others, as well as regulating and expressing them appropriately.

Cognitive refers to anything related to cognition, cognitive processes, the mind, and human cognitive abilities. It encompasses all mental functions such as perception, memory, thinking, reasoning, decision-making, learning, and awareness.

Creative means imaginative, resourceful, and innovative. It refers to something that is new, original, and useful, such as an idea, product, solution, or action. Creativity is the ability to generate new ideas and make connections between them.

Play involving elements of sliding refers to activities in which children or other individuals slide down from a height, often using slides.

Play involving elements of hanging refers to activities in which a child supports their body weight with their hands while hanging from an object—such as a ladder, bar, rope, tree branch, or other equipment. This type of play primarily develops grip strength, upper body power, and full-body coordination.

Play involving elements of climbing refers to activities in which a child overcomes vertical obstacles by using both their hands and feet—that is, climbing onto or up various objects. These may include ladders, climbing walls, furniture, hills, or other structures that require ascending movement. Such activities actively engage the whole body and support the development of numerous motor skills.

Play involving elements for children with disabilities refers to activities organized and adapted to meet the needs of children with various disabilities, enabling them to participate on equal terms with other children. The goal is to ensure that play is inclusive, accessible, and safe, while supporting the child’s development regardless of their limitations.

Play involving integrative elements for children with and without disabilities refers to activities specifically designed to engage both children with disabilities and typically developing children together. The goal is to create opportunities where all children can play side by side, fostering mutual acceptance, cooperation, and respect regardless of their differences.

Play with elements of “socialization” is play that helps children learn social contacts and relationships — that is, how to cooperate, communicate, share, resolve conflicts, and understand others.

Play with elements of “balance” is an activity in which the child practices maintaining a stable body position, that is, balancing to avoid losing equilibrium and falling.

Play with elements of “sensory integration” is an activity that helps the child better receive, process, and respond to sensory stimuli (touch, movement, sight, hearing, proprioception).

Play with elements of “thinking” is an activity that engages the child in cognitive processes — that is, thinking, analyzing, problem-solving, and decision-making during play.

Play with elements of “manipulation,” such as sliding, is an activity in which the child uses hands or fingers to consciously grasp, move, rotate, or arrange objects.

Play with elements of “getting across” is an activity in which the child must overcome a physical barrier that hinders free movement, such as jumping over, crawling under, going around, or climbing something.