Pt. I
Ojectives & Methodolgy
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Research Questions
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Spatial Analysis
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Precedent Index
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Theoretical Frameworks
Research Questions
I.
What tools might communities require in order to inclusively re-envision play environments to encourage developmentally valuable forms of play?
II.
How can the benefits of unstructured play found in natural environments be adapted to existing play environments?
III.
How might children with a diverse range of backgrounds, identities, and needs be better incorporated into the design process?
Research Objectives:
Develop a physical prototype ​that addresses identified issues and incorporates research findings. Examine successes and failures of prototype to gather further insight about designing for developmentally valuable children's outdoor play
Pt.II Spatial Analysis
Geospatial analysis of Berkeley's existing playspace/greenspace distribution
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Access to Greenspace & Income
MEDIAN INCOME
(2020 ACS)
121k-200k
84k-121k
48k-84k
12k-48k
0k-12k
NUMBER OF PARKS
>6
3
1
Age Distribution & Access to Greenspace
NUMBER OF PARKS
>6
3
1
% OF CHILDREN
30%
2%
0%
Percentage of children (under age 18) below poverty line living 10 minute walk from greenspace
10 MINUTE WALK
% OF CHILDREN BELOW POVERTY LINE
30%
2%
0%
Percentage of Children Living 10 Minute Walk From Greenspace
10 MINUTE WALK
% OF CHILDREN
30%
2%
0%
Pt.III Precdent Index
Design for Children's Play
Beginning with some of the earliest works of design for children's play and then examining the progression of the field, I studied precedents of design for children’s play that exemplified inclusive, materially sustainable, or low-cost designs. I focused on designs intended to stimulate or encourage cognitive development.
Nature-Based, scaffolded play experiences, with child-led and exploratory learning opportunities.
Sand is a widely available resource and a tool for sensory play and stimulation
*Engaging playspaces don’t have to be infrastructurally complex
“Junk Play”, Adventure Play, Nature Play
Revolves around found & inexpensive materials. Children are architects of their own play experiences
Utilizes existing landscapes, spaces, and available resources
Design for Constructive Play
Allows children to explore materials and structures at their own pace at a variety of scales
DIY Play
Paper and cardboard-based designs are low cost, recyclable, materially low-impact.
Capacity for mass distribution makes designs more financially accessible
Pt.IV Theoretical Frameworks
Multidisciplinary Approach
Landscape architects, early-childhood development specialists, and play-specialists come from distinctly different disciplinary backgrounds. Playspace design should bridge the gap between disciplines.
Developmental Psychology
Play is not frivolous: it enhances brain structure and function and promotes executive function (ie, the process of learning, rather than the content), which allows us to pursue goals and ignore distractions.
Zone of Proximal Development
The “Zone of Proximal Development” is a framework for understanding how children might master skills they cannot do alone.
The Vygotskian view of early childhood development suggests that play does not develop spontaneously, not all play is equally beneficial, and that “mature play” usually arises through adult mediation or the influence of older children acting as mentors.
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Scaffolding activities so that the level of difficulty and necessary understanding builds on itself is one such way that many pedagogical practices help guide children towards the zone of proximal development.
ZPD
Can do independently
Can do if guided
Can't do even if guided
Increasing Difficulty
Classifications of Play ​
Play is not frivolous: it enhances brain structure and function and promotes executive function (ie, the process of learning, rather than the content), which allow us to pursue goals and ignore distractions. Play has been classified in a number of different ways. The following categories are those identified by a clinical report about children's play by the American Academy of Pediatrics
Physical Play
May involve a range of movements (running, jumping, climbing, swinging, etc), decreases stress, fatigue, injury, and depression and increases range of motion, agility, coordination, balance, and flexibility (Yogman et al. 2018)
Pretend Play
Object Play
Pretend play may occur in social contexts or while children are alone. Pretend play may encourage the use of more sophisticated language and may allow children to experiment with unfamiliar behaviors, and to act in rule-bound scenarios. (Yogman et. al,2018)
Linked to the development of fine motor skills and representational abilities, may be connected to spatial reasoning skills. (Yogman et. al,2018)
Defining Eco-literacy​
Fritjof Capra, cofounder of the Center for Ecoliteracy in Berkeley, CA describes eco-literacy as “the understanding of the principles of organization that ecosystems have developed to sustain the web of life.” Furthermore, studies have found a positive correlation between the number of outdoor activities children have participated in and their feelings of concern and care for the environment later on (Wallace, 2019).
Sustainability Is a Community Practice
Nature Is Our Teacher
The Real World Is the Optimal Learning Environment
Sustainable Living Is Rooted in a Deep Knowledge of Place
Accessibility
Principles of Universal Design
Equitable use.
The design is useful and marketable to people with diverse abilities.
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Flexibility in use.
The design accommodates a wide range of individual preferences and abilities.
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Simple and intuitive.
Use of the design is easy to understand, regardless of the user's experience, knowledge, language skills, or current concentration level.
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Perceptible information.
The design communicates necessary information effectively to the user, regardless of ambient conditions or the user's sensory abilities.
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Tolerance for error.
The design minimizes hazards and the adverse consequences of accidental or unintended actions.
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Low physical effort.
The design can be used efficiently and comfortably and with a minimum of fatigue.
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Size and space for approach and use.
The design provides appropriate size and space for approach, reach, manipulation, and use, regardless of the user's body size, posture, or mobility. A science lab with adjustable tables employs this principle.
Source: Center for Excellence in Universal Design
Physical Accessibility
According to a study of natural spaces and playspaces, accessibility for disabled children, young people, and their families is most often hindered by challenges relating to family transport, logistics and times constraints and material obstacles, barriers and hazards (e.g. steps, curbs, steep gradients, narrow pathways, and poorly designed access points and infrastructure).
Louise Holt and Sarah Ryan observe that “play/leisure spaces which are purposefully designed/adapted to be ‘accessible’ for disabled young people are not necessarily experienced as positive, inclusive or enjoyable by those who use them.”
Interview with a parent in north-east London:
Disabilities, Urban Natures, and Children’s Outdoor Play
We sometimes take [son] out to the playground in [nearby country park], and I can tell you, it’s hell! Just the sheer hard work involved in taking a wheelchair around any of these places is enough to make you think twice … It leaves you with a heavy heart.
Socio-Economic Accessibility
“Parents of young children who cannot afford expensive toys may feel left out.... The reality is that children’s creativity and play is enhanced by many inexpensive toys (eg, wooden spoons, blocks, balls, puzzles, crayons, boxes, and simple available household objects) and by parents who engage with their children by reading, watching, playing alongside their children, and talking with and listening to their children.” (Yogman, 9).
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