Playrooms as a post-earthquake psychosocial support service: case of Kayseri province

Abstract

Children affected by large-scale disasters are at increased risk of psychosocial distress and developmental disruption. Child-friendly playrooms are used as part of post-disaster psychosocial support; however, qualitative evidence regarding their implementation and perceived contributions remains limited. This study explored volunteer play facilitators’ experiences and perceptions of child-friendly playrooms established following the 2023 Kahramanmaraş earthquakes in Türkiye. A qualitative descriptive design was used. The sample size consisted of 10 voluntary play facilitators selected through purposive sampling from among 65 play facilitators working in 17 children’s friendly playrooms that were developed in temporary accommodation centers in Kayseri province, in Türkiye. The data was collected using semi-structured online interviews while the content analysis method was used to analyze the data. Participants perceived the playrooms as safe environments supportive of children’s wellbeing, development, peer interaction, and return to daily routines. Moreover, the participants highlighted the high level of involvement of the children and parents. While the training of the volunteers to become play facilitators was deemed sufficient, further preparation in the areas of child mental health, psychological first aid, and play interventions was advised by participants. The play facilitators pointed out several implementation difficulties associated with the physical setting, materials, administration, and voluntary delivery of services. Lastly, the participants noted that an ideal playroom is a safe, accessible, aesthetically conducive, and developmentally appropriate space that has play materials. Volunteer play facilitators perceived child-friendly playrooms as valuable settings for supporting children and indirectly supporting families following disasters. The study also highlights the importance of appropriate physical environments, trained play facilitators, and inter-institutional collaboration for the successful implementation of child-friendly playrooms. These findings contribute to the limited qualitative evidence on post-disaster child-friendly playroom interventions and may inform future disaster preparedness and child protection practices.