Process
Prototype Objectives
I.
Supports developmentally valuable play at a range of scales and environments
II.
Materially sustainable, inexpensive to produce & provide to as many children as possible
III.
Accessible to children from a range of ages, backgrounds, and abilities.
Informal Interviews
Children
What are your favorite things to do outside?
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"I like to grow things with my mom"
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"Explore my neighborhood"
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"Go to the playground if my friends are there"
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"Building forts if there are trees"
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"Making brownies and other things out of mud"
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"I like to make chalk drawings in front of my house"
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"Look for interesting bugs or animals."
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I like to take walks with my mom and dad"
Parents
Where did your child play during the pandemic given the playground closures?
Common Responses
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Mostly stayed at home, tried to go to parks while avoiding playgrounds
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Tried to make games or invent activities while taking walks on the streets
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Tried to play at home but would have benefitted from some structure or more dynamic play environment.
What were the main barriers to your child's ability to play outside duirng the pandemic?
Common Responses:
-
Playground closures
-
Fear of unvaccinated individuals
Field Data
This data was collected as part of a larger survey of 6 playgrounds in the Bay Area. 184 adults were surveyed over the course of 6 weeks during July and August, 2021.
When the children are at the playground what do you usually do?
43%
9%
14%
30%
3%
During the COVID-19 pandemic, where did you and your child/children play most frequently?
64%
12%
12%
7%
3%
.5%
Concept Exploration
Scaffolding Play and Learning Through Trees
Parklet seeks to provide children and families with the tools to engage children in developmentally valuable outdoor play free of cost and independent from access to conventional playspaces.
​Parklet helps nurture parent-child relationships by providing a straightforward framework for parents to mediate play if it is developmentally appropriate (i.e. if the child is too young to engage in mature play individually)
Page One
Page one serves as the introductory page, grabbing attention with bright colors, and large printing. Two letters, one for children and one for adults offer a brief summary of the purpose of the newspaper and provide adults various contact methods for feedback and more information.
TREETOP BINGO
Age: 6-8
Scale: Park, Neighborhood, Yard, Porch
Play & Development: Physical play, working memory
Eco-Literacy: Real-World Learning Environment, Deep Knowledge of Place
SEED BOMBS
DANCE LIKE LEAVES
COLOR TRAIL & SCAVENGER SEACRH
Age: 4-8
Scale: Park, Neighborhood, Yard, Porch
Play & Development: Physical Play; Object Play, Sensory Play
Ecoliteracy: Real World Learning Environment
Age: All Ages
Scale: Park, Yard, Porch
Play & Development: Physical Play, Sensory Play
Age: 6-8
Scale: Street, Neighborhood
Play & Development: Physical Play, Social Play
Ecoliteracy: Real-World Learning Environment, Sustainability is a Community Practice
Page Two
Exploring Noticing
​
TREETOP BINGO
SEED BOMBS
COLOR TRAIL & SCAVENGER SEARCH
DANCE LIKE LEAVES
Age level: All Ages
Scale: Park, Neighborhood, Yard
Play types & Skills Engaged: Physical Play, Sensory Play, Object Play
Ecoliteracy Development: Real-World Learning Environment, Deep Knowledge of Place
COLLECT
Page Three
Exploring
COLLECT
BUILD & MAKE
Age level: 4-8
Scale: Park, Neighborhood, Yard
Play & Development: Physical Play, Sensory Play, Risk Assessment
Ecoliteracy: Real-World Learning Environment
COLOR & RUB
CLIMB
Age: 3-8
Scale: Park, Neighborhood, Yard
Play & Development: Sensory Play, Object Play
Eco-Literacy: Real-World Learning Environment, Nature is the Optimal Teacher, Deep Knowledge of Place
Age: 6-8
Scale: Park, Yard, Porch
Play & Development: Constructive Play, Object Play, Social and Pretend Play
Eco-Literacy: Real-World Learning Environment, Deep Knowledge of Place
Page Four
Activating Imagining
RUB
CLIMB
COLOR
BUILD & MAKE
Page Five
Navigating
The final activity page is intended to allow children space to reflect upon their previous experiences and use them to inform their creation of a map. The map requires spatial reasoning and draws upon several eco-literacy practices; it requires children to use the real world as their learning environment, and encourages a deeper knowledge of place.
Page Six
Reflecting
The final page invites children to reflect on their experience playing with Parklet and outdoor play more broadly. This page also gives children and parents an opportunity to provide feedback about the paper. The playful format is intended to make this process fun and engaging, and feedback is encouraged in a variety of different formats (video, written, drawn, audio) depending on what children are most comfortable with/able to do.