Playground Design Research Articles

Designing Inclusive Playgrounds - Views of Architects - Civil Engineers, General and Special Education Teachers

Play and its benefits are recognised not only by the scientific literature, but also by international conventions as a right of all children, without discrimination, to which all UN member countries are signatories. The 2006 Convention on the Rights of Persons with Disabilities explicitly protects the participation and equal access of children with disabilities, together with their peers, in recreational, leisure and sporting activities. An inclusive play space is one that does not impede accessibility (physical, sensory, communicative and cognitive), providing a stimulating environment for all children and play experiences based on their preferences and motivations. In the context of the above, the purpose of this research is to explore the views of outdoor playground designers (civil engineers-architects) and general and special education teachers on the design of inclusive playgrounds. A questionnaire was used as a research tool, which included questions about the participants' biographical information, the investigation of the suitability and accessibility of existing playgrounds for people with disabilities, the investigation of the need to design inclusive playgrounds and the basic criteria they must meet. The sample consisted of 110 civil engineers-architects and general and special education teachers working in an urban area. The results of the survey can be used in the design of outdoor inclusive play areas in order to remove the barriers that make it impossible for all children to participate in play without discrimination.

Personalized Language Model Selection Through Gamified Elicitation of Contrastive Concept Preferences.

Language models are widely used for different Natural Language Processing tasks while suffering from a lack of personalization. Personalization can be achieved by, e.g., fine-tuning the model on training data that is created by the user (e.g., social media posts). Previous work shows that the acquisition of such data can be challenging. Instead of adapting the model's parameters, we thus suggest selecting a model that matches the user's mental model of different thematic concepts in language. In this article, we attempt to capture such individual language understanding of users. In this process, two challenges have to be considered. First, we need to counteract disengagement since the task of communicating one's language understanding typically encompasses repetitive and time-consuming actions. Second, we need to enable users to externalize their mental models in different contexts, considering that language use changes depending on the environment. In this article, we integrate methods of gamification into a visual analytics (VA) workflow to engage users in sharing their knowledge within various contexts. In particular, we contribute the design of a gameful VA playground called Concept Universe. During the four-phased game, the users build personalized concept descriptions by explaining given concept names through representative keywords. Based on their performance, the system reacts with constant visual, verbal, and auditory feedback. We evaluate the system in a user study with six participants, showing that users are engaged and provide more specific input when facing a virtual opponent. We use the generated concepts to make personalized language model suggestions.

Therapeutic Playground: Typology of Solutions and Analysis of Selected Public Playgrounds as Places with Therapeutic Potential

The article highlights the need for a change in the approach to playground design toward creating spaces with therapeutic qualities that are fully inclusive and therefore meet the principles of sustainable design. The aim of the research was to identify different types of therapeutic playgrounds, to identify components that build the therapeutics of playgrounds, and to evaluate selected contemporary playgrounds in terms of therapeutic potential based on the author’s evaluation tool. The research methodology was based on interpretive, qualitative, and comparative studies. As a result of the research, the author’s typology of therapeutic playgrounds was created, solutions responsible for specific therapeutic effects were identified, and selected realizations of new playgrounds located in Szczecin (Poland) were evaluated in terms of adaptation of these solutions. The conducted research demonstrates the great possibilities of introducing the therapeutic function of play into public spaces and adapting to public playgrounds the solutions characteristic of the five types of therapeutic playgrounds identified. Unfortunately, the research also shows that the evaluated playgrounds use the therapeutic potential of play to a very limited extent. The research connects the issue of playground design with therapeutics, going beyond the accessibility problem, and leading to the identification of desirable directions in playground design. It is necessary to implement an integrated approach, based on the implementation of the identified components of therapeutics and three paths to the implementation of a therapeutic playground. This can contribute to improving not only the quality of playgrounds but also public spaces in cities and realizing the idea of a city that is friendly to all residents.

Elementary Students’ Use of Mechanistic Reasoning to Explain Community-Connected Engineering Design Solutions

Mechanistic reasoning about an artifact or system involves thinking about its underlying entities and the properties, activities, and cause-effect relationships of those entities. Previous studies of children’s mechanistic reasoning about engineering solutions have mostly focused on specific mechanical systems such as gear trains. Yet there is growing interest in more contextualized, community-connected engineering design experiences for elementary students. Important questions remain about how the specific features of community contexts influence student opportunities for engineering design practice and reasoning. In this study, we explore whether comparisons in students’ mechanistic reasoning can be made across a range of five different community design contexts. For this qualitative descriptive study, we focus on interview data collected after each of five community-connected engineering-enriched science curriculum units: accessible playground design (3rd grade, N = 8, district A, schools 1 and 2), displaced animal relocation design (3rd grade, N = 10, district A, school 1), migration stopover site design (4th grade, N = 4, district A, school 2), retaining wall design (4th grade, N = 13, district B, school 1), and water filter design (5th grade, N = 9 students, district A, school 3). The findings showed that all students named entities and described entity factors for the design solutions for all five units. For the playground, displaced animals, and stopover sites units, some students described the design artifacts without explicitly expressing connections between entity factors and/or the way factors linked up to the design performance. We argue that particular features of the design tasks influenced students’ approaches to explaining their design solutions. Therefore, we can claim that comparisons can be made across different community-connected engineering design contexts in terms of children’s mechanistic reasoning.

Space for Play: A History of Hong Kong Playgrounds

This article explores playgrounds in Hong Kong over a century and a half of the city’s history. Drawing on media publications, governmental resources, and past and present accounts of the history of the city, we document how the planning, design, and construction of playgrounds in Hong Kong have been fundamentally influenced by political, bureaucratic, and pedagogical practices, as well as by the class, ethnic, and cultural composition of the city. We sketch the broader political shifts in Hong Kong’s evolution under British and more recently Chinese rule bringing specific attention to how these forces have shaped spaces of play in the city. Through this text, we use playgrounds as a lens through which to explore Hong Kong’s past, politics, and urban space, as well as its cultural and socio-political consciousness.

Interprofessional collaborative playground design and development

ABSTRACT The importance of play to children's overall development is well-documented. One of the relevant contexts in which play is both supported and observed is the outdoor playground. There are variations in playgrounds for which multiple forms of knowledge are required in their design and development. Indeed, fully addressing the complexity of child, family, school, and community interests and needs when designing and developing playgrounds is beyond the scope of any single disciplinary perspective. Thus, the convergence of knowledge of personnel representing different disciplines and community members is crucial for developing innovative playgrounds that allow children to develop, make friends, and play as equals. Despite this need, there is a significant divide in how the different personnel approach playground design. In this position paper, we consider efforts to collaboratively bridge the gap between stakeholders and offer steps for engaging in a shared educational approach to interprofessional collaborative playground design. We describe the overarching context of both the academic and business environments; differing logics; time concerns; communication practices, rigor and relevance, and interests and incentives. We consider efforts to collaboratively bridge the gap between stakeholders and offer steps for engaging in a shared educational approach to interprofessional collaborative playground design and development.

Paving the Way to Active Living for People with Disabilities:: Evaluating Park and Playground Accessibility and Usability in Delaware.

To evaluate the accessibility and usability of parks and playgrounds in New Castle County, Delaware, for people with disabilities, with a particular focus on identifying environmental barriers that may impede access to these public spaces and potentially affect physical activity (PA) participation for the chronic disease prevention and mitigation. Using a cross-sectional observational design, teams of trained University of Delaware students utilized the Community Health Inclusion Index (CHII) Tool to assess the accessibility of ten suburban and urban parks and playgrounds from April to November 2023. The tool evaluated various elements of public spaces, including public transit, parking, pathways and multi-use trails, entrances, playground equipment, and health promotional materials. Descriptive statistics were calculated for the accessibility and usability of each element. Significant barriers to accessibility and usability were identified. Over half of the sites lacked nearby public transit stops, and many trails and playgrounds were not fully accessible to people with disabilities. While some areas demonstrated good accessibility, such as well-maintained pathways and appropriately designed crosswalks, barriers like uneven surfaces, insufficient curb cuts, and inadequate van-accessible parking spaces were common. Most playgrounds lacked equitable play equipment, with less than half having ground materials suitable for mobility devices. The study underscores the need for substantial improvements in the design, construction, and maintenance of Delaware parks and playgrounds to better support people with disabilities. Enhancing accessibility is crucial for promoting PA participation. The findings support the development of inclusive recreational and PA environments, aligning with the Americans with Disabilities Act, to reduce chronic disease health disparities faced by people with disabilities. This study highlights the need for revised policy measures to enhance park accessibility, advocating for infrastructure improvements and inclusive designs to ensure equitable recreation and physical activity opportunities for people with disabilities.

SPORTS PSYCHOLOGY AND ITS ROLE IN DESIGNING CHILDREN'S PLAYGROUNDS FOR DEVELOPMENTAL SUPPORT

This article examines the role of sports psychology in designing children’s playgrounds to support developmental needs. Sports psychology, typically associated with athleticperformance, offers valuable insights into motivation, resilience, and social interaction that can be translated into playground design. This interdisciplinary approach aims to create play environments that not only promote physical activity but also cater to the psychological and social development of children. The article explores how principles of sports psychology can be integrated into playground design to enhance cognitive development, emotional well-being, and social skills in children.

CREATING INCLUSIVE SPORTS PLAYGROUNDS: STRATEGIES FOR CHILDREN WITH DEVELOPMENTAL DELAYS

This article explores strategies for creating inclusive sports playgrounds designed to cater to children with developmental delays. It emphasizes the importance of inclusivity in playground design, ensuring that children of all abilities can participate in and benefitfrom sports-related activities. The article discusses the integration of specialized equipment, sensory-friendly areas, and adaptable play structures to accommodate various developmental needs. The goal is to provide a comprehensive guide on how to create playgrounds that are not only physically accessible but also developmentally supportive, promoting social inclusion and enhancing the physical and psychological well-being of all children

Modern design trends in children's playgrounds (Tomsk)

Intensive urbanization limits the available space for children, sphere of cognitive activity and contacts with the world. It is therefore necessary to create multifunctional outdoor playgrounds playing an important role in the physical and psychological development of children and adolescents as well as contribute to their social adaptation to the environment. Purpose: The study of modern approaches to and innovations in the design of children's playgrounds to create safe, diverse and appropriate play spaces. Methodology: The analysis of playground design trends, which includes the literature review and assessment of socio-cultural and environmental factors affecting the design and creation of modern playgrounds. Research findings: Key factors and methods are determined to create modern and safe playgrounds taking into account current needs and opinions of children, climatic conditions, and the importance of creating the natural and barrier-free environment for disabled children. Value: The paper studies the modern domestic and foreign experience in the design and construction of children's playgrounds, highlights the latest trends in their function and composition. The paper presents playgrounds for children (3–14 years), their improvement with respect to modern landscape elements and spatial structures.

Understanding Inclusive Playgrounds

Inclusive education has shown an increasing interest in teaching students with autism spectrum disorder (ASD) through playgrounds. This approach not only fosters the development of social skills but also enhances cognitive and emotional growth in learners. Although the playground's impact on the skills of ASD students has been acknowledged, some criticism stems from the lack of a precise conceptualisation. Recent studies have highlighted the significance of teaching through playgrounds in improving problem-solving abilities. While there is a growing body of research on hands-on learning through playgrounds, a challenge remains in tailoring the learning experience to accommodate individual differences among ASD learners. Detailed discussions on supporting personalised learning experiences and cognitive enhancement in the playground setting are lacking. This paper is a literature review and qualitative investigation to address these gaps. The main contributions are twofold: first, it offers a review of how the physical space of the playground design impacts the development of children with ASD, and second, it suggests several implications for future research based on extensive literature review and qualitative study.

Promoting Health through Accessible Public Playgrounds.

Every child, irrespective of socioeconomic status, ethnicity, or ability, deserves the fundamental right to experience play, which is a powerful and enriching activity that fosters their physical and mental health. Regrettably, most public play spaces hinder the complete inclusion of children with disabilities, with the main reason being a lack of universal accessibility. This study identified existing international and Canadian policies and community best practices related to inclusive playgrounds, and gathered stakeholders' opinions on the present condition of playgrounds, including challenges faced by children with disabilities and recommendations to make playgrounds inclusive. The questionnaires were completed by 97 participants. In addition, 10 individual interviews and three focus groups were performed. Ten policy documents and five community best practices were found. Our investigation identified factors that influence the design and implementation of inclusive playgrounds, categorized into three main areas: physical, social, and political environments. The results indicate that children with disabilities lack opportunities to engage fully in the physical and social aspects of playgrounds and spontaneous play activities with their peers. Notably, children with multiple disabilities may not feel welcomed or included in existing public play spaces.

An exploration of outdoor play and wellbeing in Northern Irish primary schools

ABSTRACT The increasingly poor physical and mental health outcomes for children in Northern Ireland are, in part, attributed to a sedentary, indoor lifestyle and a concern that children are not availing of outdoor play opportunities. For some children, the school playground is the only accessible outdoor space available to them and is therefore a critical site in terms of promoting wellbeing. This paper reports the findings of an exploratory study which investigated school staff’s attitudes and children’s views, perspectives and experiences of play in school playgrounds in Northern Ireland. The findings illustrate that the school playground shapes the way in which children access outdoor play through its physical, policy and social setup; and that the design, structure, management and provision of the school playground all play a role in shaping children’s play behaviours and enjoyment of play. Findings also indicate that children are not being consulted about their play space, and schools lack policies and training opportunities for staff regarding outdoor play. Based on the findings and applying concepts associated with the Affordance Framework [Gibson, J. J. (1979). The ecological approach to visual perception. Lawrence Erlbaum Associates], the transformative potential of restructuring primary school playgrounds in Northern Ireland is highlighted and implications for future research, policy and practice are outlined.

An optimised design for transport noise pollution reduction in the children's area and recreation spots

Over the years, the issue of improving the urban environment remains relevant, especially in the design of children's playgrounds and recreation areas. In addition to the analysis of available vegetation and terrain conditions, the noise pollution of the environment should also be considered in order to take into account suitable measures for its reduction. The most effective ecological and aesthetic method is the establishment of plant barriers to reduce the noise discomfort. The aesthetically designed vegetative isolation barriers, in addition to the healing effect on the microclimate of the territory, also contribute to the visual aesthetics: bringing in decorative plant species that bloom, have spectacular foliage, have an interesting habit, or the delicate use of aromatic plants and those with phytoncide activity. In recent years, there has been a trend towards expanding urban areas and the concentration of population in urban agglomerations, which leads to many environmental problems. One of them is the lack of territories with trees and shrubs of the forest park type, providing acoustic and aesthetic comfort to the population. The ecological balance of urban territories necessitates a long-term ecological strategy for the creation of similar territories in the urban development plans.

A Behavioral Investigation of Preference for a Playground Sensory Maze

Universal design (UD) is an approach that acknowledges the diversity of an individual’s needs and aims to design products and indoor/outdoor environments that are useable by the majority of the population (Center for UD, 1997). UD for learning is a framework that provides teachers with guidance on how to support to children with diverse needs in the general education classroom with the goal to promote inclusion of all children. For playgrounds, UD means building playgrounds that are usable by a wide range of individuals, regardless of age, gender, size, race/ethnicity, culture, or ability. The current study explored UD in playground design and builds. Specifically, the overall impact of a sensory maze on children’s preference levels as measured by adult and child surveys, and observations. Three sources of data collection were obtained on the sensory maze’s effectiveness: adult surveys (N = 431), adult open-ended surveys (N = 366), child surveys (N = 1,182), and observations of the children playing on the playground (N = 21,763 intervals of 10 minutes). Study results demonstrate that the sensory maze is a favorite for children with sensory disabilities (i.e., sensory processing disorder, blind, visual impairment). Study findings suggest that the sensory maze may be a valuable piece of playground equipment on a community playground, be an asset to all individuals, and allow adults to participate in the play with their children. Designing playgrounds with playground equipment that is proven effective through rigorous research should be seen as central in park administration. Park administrators, who build universally designed playgrounds in their communities, will provide a play space that meets the needs of all community residents and allows them to play, engage in the outdoors, and meet other individuals which can lead to fruitful and rewarding peer relationships.

Evaluation of the Little Rock Green Schoolyard initiative: a quasi-experimental study protocol

BackgroundEvidence suggests that access to green schoolyards may facilitate vigorous play and lead to increased physical activity, which could lead to improved academic outcomes and reduce excess childhood weight gain. Greener schoolyards can also provide additional outdoor amenities that help the community at large. The Little Rock Green Schoolyard Initiative, a program aiming to promote outdoor learning and play in two of the city’s community schools, provides a natural experiment to evaluate the role of such interventions. This article presents the protocols and study plans that will be used to evaluate this community-led initiative on several outcomes including physical activity, sleep quality, use of schoolgrounds, and perceptions of the school environment. Administrative datasets will be used to assess exposure to green schoolyard improvements on academic achievement, attendance, and disciplinary referrals during elementary school.MethodsData will be gathered in two community schools where the green schoolyard improvements are taking place and in two demographically-matched comparison schools located elsewhere within the Little Rock School District. Data will be collected before, during, and after the green schoolyard improvements go into effect. Physical activity and sleep quality will be measured using actigraphy. Physical activity will also be assessed through direct playground observations during recess and outside of school hours. During the final year of the study, administrative data will be assembled and evaluated using difference-in-differences estimation and synthetic controls, two causal inference methods from the program evaluation literature.DiscussionThe study is designed to provide new insights into the design, implementation, and evaluation of playgrounds among schoolchildren, especially those who are at risk of developing severe obesity during their elementary school years. The research herein will develop empirical data, elucidate potential mechanisms, and practical experience for future study, policymaking, and health services.

Playground Design: Contribution to Duration of Stay and Implications for Physical Activity.

The study goal was to identify playground features associated with visitor length of stay and physical activity. We observed playground visitors over 4 days during summer 2021 in 60 playgrounds in 10 US cities, selected based on design, population density, and poverty levels. We observed 4278 visitors and documented their length of stay. We observed an additional 3713 visitors for 8 min, recording their playground location, activity level, and use of electronic media. People stayed an average of 32 min (range 5 min-4 h). Stay time varied by group size, with larger groups staying longer. The presence of restrooms increased the likelihood of staying longer by 48%. Playground size, mature trees, swings, climbers, and spinners were associated with longer stays. When a teen was a part of the group observed, the group was 64% less likely to stay longer. The use of electronic media was associated with lower amounts of moderate-to-vigorous physical activity compared to non-media users. To increase population-level physical activity and time spent outdoors, playground features associated with a longer stay should be considered when renovating or building new playgrounds.

التصميم بإدماج الطبيعة كمدخل لتكامل الفراغات للأطفال في مراحل التعليم المبكرة

In dense urban cities, many children are cut off from nature, despite the opportunities for learning and exploration that nature provides to the child and its positive impact on the development of the child's skills and fulfill his needs and well-being. Children’s playgrounds can be an opportunity to reconnect and experience directly with nature; As the child has an innate biological tendency known as "Biophilia or love of nature". Therefore, this study aims to investigate the attributes and patterns of "Biophilic design" that are appropriate to be implemented in the design of children's playgrounds, and to find practical ideas for these patterns to be applied in the design of children's playgrounds, with safety standards of the CPSC and thus improving the design of children's playgrounds.

Possibilities of urban design and childcare center playground design with wildflower mats

Possibilities of urban design and childcare center playground design with wildflower mats

Exploring the Effects of School-ground Design upon Students' Bullying in Cairo, Egypt

There have been acknowledgments of the potential impact of the physical setting on how children behave in several contexts. School as an environment, where children spend most of their time throughout the year, can affect how they behave in certain situations. Bullying has been highlighted as one of the most prevailing problems occurring in schools, which predominantly takes place in school playgrounds. This study aims to identify how the school playground design attributes can influence bullying amongst school students. Towards this objective, the study adopts a qualitative approach undergoing two phases. The first phase is an analysis of the relevant literature to provide an understanding of bullying, and how it occurs in the school playground, as well as the playground design attributes that promote bullying. The second phase is an ethnographic and existential-phenomenological analysis of purpose-designed semi-structured interviews, and field observations carried out in Cairene schools to fully grasp the different bullying patterns associated with playground spaces. These interviews occurred in the spring of 2020 in 4 schools represented by school principals and teachers responsible for playground supervision. Analyses revealed that bullying occurs mostly in school playgrounds. Different themes emerged for how the school playground spaces, their design, and the absence/ presence of certain features contribute to bullying, aggression, and safety features among students. The study concluded that the following factors should be considered while designing a school playground: 1) assessing the principals’ and teachers’ understanding of bullying, 2) evaluating the playground design features, and 3) promoting more active play. The main goal of the research is to contribute to shedding the light on the relationship between school playground design, and how it exacerbates the bullying phenomenon in schools. The limitations included were being banned from any interactions between the researcher and the students and prohibited taking any footage of the playground during recess.