Playground of resistance: Transforming social psychological boundaries into meaningful space

The systems of playing and the power of playground design affect the social, emotional, cognitive, and physical development of children. Some playgrounds are systematically designed, and some are explored and created by the children. In the first case, playgrounds are imposed by parents, school authorities and urban localities with instructions and boundaries. In the second case, children, especially those from marginalized groups and segregated areas, try to explore their playgrounds and develop a sense of achievement. Therefore, children create their own space despite daily exclusions. Their imagination and free will to explore their social world become the symbol of their resistance. The construction of their play is a kind of collective activity that creates hope for a meaningful group process. This research is a qualitative program to venture into marginalized children's understanding of play, how they meaningfully construct their play and their collective sense of resistance to dominant playgrounds exclusively occupied by dominant groups.