Abstract

The play habits of lower primary school students in Kerala, India, are examined in this qualitative study in relation to gender. The study examines how gender norms influence children’s play preferences, spatial access, and social interactions through semi-structured interviews with twelve kids (six boys and six girls) from three different schools. Two global themes emerged from the data’s analysis utilizing Thematic Network Analysis: Gendered Access and Spatial Politics of Play and Gendered Play Preferences and Social Conditioning. The results show that although girls are frequently restricted to the periphery and prefer domestic, role-based play, such as cooking or playing with dolls, boys dominate the central playground areas and play physically assertive, competitive activities. These inequities are further reinforced by institutional factors such inadequate access to play equipment, a lack of skilled play facilitators, and the absence of specific physical education hours. The study emphasizes the necessity of teacher-led interventions and equitable physical education policy in order to break gendered play patterns and promote inclusive play environments in early childhood.