Children with and without disabilities in disasters. A narrative overview of play-based interventions into the humanitarian programmes and researches

The scientific literature (mainly psycho-pedagogical) on the child’s play is immense and epistemologically recognized, but the same cannot be said about the use of play in emergency situations (natural, humanitarian, social, political). Few researches exist on this subject, especially focused on children with disabilities. The paper analyses the situation of children (with and without disabilities) in natural and man-made disasters and of the attention given to this vulnerable population within academic researches and humanitarian programmes. Then, this article reflects on the pedagogical value of the role and the use of play in crisis situations for all the children. In particular, starting from a narrative review of the academic literature and research in area, it aims at proposing a preliminary overview of the different play-based interventions promoted worldwide in such emergencies.