Play Experiences of Children With Disabilities in Early Childhood: Developmental Contributions and Inclusive Approaches

Abstract
This study examines the play experiences of children with disabilities during early childhood (ages 0–6), evaluating the contributions of various play types—free play, structured play, group play, sensory play, technology-assisted play, serious games, and language-based play—to physical, cognitive, social-emotional, and language development. Grounded in the developmental theories of Piaget and Vygotsky, as well as holistic approaches that integrate functionality and environmental factors, the study analyzes how different types of disabilities influence participation in play. Thematic literature review findings reveal that play is not merely a recreational activity but a fundamental tool for learning, self-regulation, and social inclusion. The study emphasizes the importance of developmentally responsive, accessible, and inclusive play environments and offers concrete recommendations for policymakers, educators, and families—positioning play as both a multidimensional intervention and a fundamental right for children with disabilities. Keywords - Inclusive Play, Developmental Disabilities, Early Childhood Education, Play-Based Intervention.