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Brown, González Lorena, and Certucha Rodrigo Palacios. "The design of a playground toy." Thesis, Högskolan i Skövde, Institutionen för ingenjörsvetenskap, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:his:diva-17336.
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The report describes the design of a safe (within EU regulations), ergonomic, attractive, sustainable, versatile and interactive playground toy for children from ages 7 to 11. The product aims to help children develop in different aspects: physical, emotional, social and mental, in a sustainable environment. This was developed from the identification and exploration of the factors that influence the design of playground toys. The design process was divided in the following main stages: an initial research of information, the interpretation of this data, the development of a concept, a test stage and the results. During the research, teachers and parents were interviewed and children were observed. Relevant information was also gathered. For the development, a set of creative techniques were applied and finally tested. Modifications based on the test were made to reach an accurate design. The work done was successful to the extent established initially; although, it can be subject to improvement. The main limit was that no tests were performed on a physical prototype, therefore, there is information not yet gathered and tests that would prove if some of the assumptions were true or false.
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Marçal, Maria Inês Veloso. "Naturalização dos playgrounds em ambiente mediterrânico: proposta de playground natural na zona norte do Parque da Bela Vista." Master's thesis, ISA, 2019. http://hdl.handle.net/10400.5/19480.
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Mestrado em Arquitetura Paisagista - Instituto Superior de Agronomia<br>Foi feito um estudo de várias publicações científicas sobre os playgrounds em espaço exterior, relação com os usos, necessidades e exigências do público infantojuvenil e ainda a relevância da inclusão da vegetação como elemento lúdico nestes espaços exteriores. Descobriu-se que existe uma necessidade urgente em proporcionar às crianças e adolescentes experiências que as façam contactar com a natureza, visto que muitas delas nascem, crescem e vivem a maior parte das suas vidas em cidades, meios altamente artificializados, fazendo-as abstraírem-se cada vez mais das suas verdadeiras origens. Os playgrounds surgem como a esperança e o pretexto ideal de serem concebidos o mais naturalizados possível. Descobriu-se que é através destes espaços lúdicos que devemos procurar recrear os ambientes naturais fora destes meios urbanos, a fim de combater a tendência de uma sociedade aleada/desligada da realidade de um mundo feito não só de paisagens urbanas, mas também de paisagens naturais. São estes os princípios que foram usados para conceber uma proposta de playground naturalizado na zona Norte do Parque da Bela Vista. Com a ajuda das opiniões de crianças e adolescentes foi possível conhecer formas para ir de encontro às suas verdadeiras necessidades e desejos ligados aos elementos naturais. Confirmou-se que a água (aqui relacionada com as condicionantes do clima mediterrânico), vegetação, formas de relevo, cores claras e animais são alguns dos aspetos mais requisitados<br>N/A
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Zeng, Xue. "Playground for wellness : Design proposal for Heden, Gothenburg." Thesis, Linnéuniversitetet, Institutionen för design (DE), 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-85193.
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The aim of this paper is to account of a process generating a city planning solution for Heden in Gothenburg. The solution is based on research from different stakeholders’ perspective, the study of reference projects and inventory of the site made by the municipality, to find an innovative feature for the site. By redefining the program of Heden from a place for mainly football and parking to a node for all kinds of physical activities, the attraction to it will be stronger, since the target group is broader. The solution is to provide a variety of functions that all fits in the concept of a public wellness center.
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Tew, Benjamin Montgomery. "Digital + Physical: Rethinking the Playground." Thesis, Virginia Tech, 2008. http://hdl.handle.net/10919/35253.
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The increasing presence of digital play experiences has become an undeniable part of many childrenâ s lives. These digital experiences have begun to rival traditional physical play. Even with the introduction of the Nintendo Wii digital and physical rarely cross paths. This masters thesis investigates the design of a play experience that embraces digital experience through the combination of handheld wireless technology and playground experiences. The combination of these elements aims to create a play experience that provides the physical and imaginative aspects of traditional play while utilizing the personal, communication, social, competitive, and graphical informational properties of wireless handheld devices. This thesis documents the research, conceptualization and final development of the Funky Bars and Whirly Bird playground pieces.<br>Master of Science
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Selvam, Shruthi. "Nature based Playground, Design for Children with Autism." Thesis, Virginia Tech, 2018. http://hdl.handle.net/10919/84943.
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Recent studies and research demonstrate the importance of play and play-based learning. There are many articles that have shown that play is an essential component of a child's development. Play-based learning is even more important for children with disabilities. Without play, special needs children may develop learning deficits that complicate the disabilities they are already experiencing.
The benefits of play are inextricably related to the environments in which it occurs. Play environments need to be carefully designed to ensure that children are able to realize the full benefits of play.
In the United States, public play areas are abundant. However, do these play areas stimulate the development of children? Have they been designed to be inclusive to those with special needs? The need to have play areas that are truly accessible is further amplified by recent statistics, which show that there is an upward trend in the number of U.S. students with disabilities. Consequently, there is a significant need for play spaces that are stimulating and inclusive to children of all abilities.
This paper highlights the importance of play, play environments, and disability play. It provides an
overview of disabilities in children and their effects on play. It critically examines the current state of play in America. Based on literature review, historical information, and critical analyses of existing play areas, this paper advocate for nature-based playgrounds. Through the design of a play landscape that is nature-based and inclusive to children with Autism, this paper demonstrates significant advantages of nature-based inclusive play space design and advocates for such play spaces over traditional play spaces designed with man-made materials.<br>Master of Landscape Architecture
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Sabir, Ezgi. "PEEK & BOOK : Transforming the outside into an imaginary playground." Thesis, Umeå universitet, Designhögskolan vid Umeå universitet, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-145432.
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Today, urban children are spending time indoors more than ever before and getting away from phenomenas of the outdoor world, which creates a big concern on how they develop their senses and get physical exercise. The tools, games and devices they interact with are preventing their imagination rather than sparking, by making kids consume content rather than asking for their participation. Peek transforms the outside into an imaginary playground for children, where interacting with the natural world takes the focus and the child’s simple acts and explorations can turn into their own stories. It is an expressive digital tool that invites children to explore the outside, capture audio and visual snippets, and build stories around them. It comes together with a physical book which triggers child’s imagination through guided explorations and allows the child to keep the stories they created. The result is a play experience designed for children aged between 5 and 8 years old.
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Jarrett, Glen. "Revisioning playground design for the developing world school campus: a nature playground proposal for La Chuscada, Nicaragua." Kansas State University, 2015. http://hdl.handle.net/2097/19039.
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Master of Landscape Architecture<br>Landscape Architecture/Regional and Community Planning<br>Huston Gibson<br>Play is essential to the development of children, as it serves as the main platform for a child to begin to explore his or her world and understand their physical and social environment. It is not a frivolous activity, but a method of learning. Despite this recognition, many playground designs are still steered, wrongly so, by unwarranted societal fears of safety. Such playgrounds lack developmental benefits due to their composition of isolated, prefab plastic components on an asphalt field. Despite recognition in the late twentieth century that “childhood itself is in danger of extinction”, many playground are still sterile in nature. The time is now for designers to look critically at playground design trends and intervene to improve the quality of the environments our children are exposed too. The positive development of the next generation, our children, depends on it.
In the case of the community of La Chuscada in Chinandega, Nicaragua, economic status presents a major barrier to the creation of beneficial learning environments. This project addresses the hardships of implementing a developmentally beneficial playground, and through the collaboration with the Amigos for Christ philanthropic organization and interior architecture student Aaron Bisch, offers solutions to achieve this goal. Culture-specific influences of play are explored and survey data from the community of La Chuscada reveal strategies for the implementation of a nature playground design that offers developmental benefits for the children of the community.
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McRorie, Karen. "The Playground Project, a case study in participatory design." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape7/PQDD_0008/MQ52609.pdf.
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Smith, Connie. "A Preschool Outdoor Curriculum and Playground Design, Teacher Education." TopSCHOLAR®, 1985. http://digitalcommons.wku.edu/theses/1417.
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The writer proposes the utilization of a developmentally based outdoor curriculum and playground designed for young children. The curriculum consists of an overview, objectives, curriculum methodology, playground designs and evaluation. Cognitive, affective and psychomotor domains are each included in the objectives. A curriculum methodology focusing upon approaches for individualization and development of the total child is presented. The playground designs are based upon current research. Play value, development appropriateness and safety were considered in developing playground designs and curriculum. Evaluation of the curriculum and playground will be measured through assessments of the individual child, the class, and the staff. Numerous approaches to evaluation are described.
This project is intended to assist preschool teachers in establishing and maintaining a program based on current research and literature. Ideas to assist other preschools in adaptation are presented. Included in the ideas are steps in developing a curriculum and playground design as well as a suggested approach to training parents and staff in the rationale and appropriate use of the curriculum.
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Sabir, Melldahl Ezgi. "PEEK & BOOK : Transforming the outside into an imaginary playground." Thesis, Umeå universitet, Designhögskolan vid Umeå universitet, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-145568.
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Today, urban children are spending time indoors more than ever before and getting away from phenomenas of the outdoor world, which creates a big concern on how they develop their senses and get physical exercise. The tools, games and devices they interact with are preventing their imagination rather than sparking, by making kids consume content rather than asking for their participation. Peek transforms the outside into an imaginary playground for children, where interacting with the natural world takes the focus and the child’s simple acts and explorations can turn into their own stories. It is an expressive digital tool that invites children to explore the outside, capture audio and visual snippets, and build stories around them. It comes together with a physical book which triggers child’s imagination through guided explorations and allows the child to keep the stories they created. The result is a play experience designed for children aged between 5 and 8 years old.
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Matthews, Susan C. "Adventure Playgrounds vs Traditional Playgrounds." UNF Digital Commons, 1985. http://digitalcommons.unf.edu/etd/55.
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A comparison between the traditional American playground with the adventure playground clearly shows the superiority of the latter in meeting the play needs of children. This study explores the history and characteristics of both types of playgrounds. Research also focuses on children's play needs and how playground design affects these needs. Adventure playgrounds as public school playgrounds offer a wider range of play experiences than can the traditional school playground and can enhance academic learning. Inservice training for educators can facilitate an understanding of the concept of the adventure playground and the teacher's role as play leader. Enlisting community support and involvement may lead to the use of the playground after school hours and during the summer which would result in maximum benefit for the children.
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Gerth, Allison R. "Creative play: integrating art into playgrounds a typology." Kansas State University, 2011. http://hdl.handle.net/2097/8764.
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Master of Landscape Architecture<br>Department of Landscape Architecture/Regional and Community Planning<br>Mary C. Kingery-Page<br>Children are imaginative, creative, and active. Children of all age groups are influenced by their surroundings, particularly school-aged children (Frost, 2010). School-aged children’s physical, emotional, social, and intellectual developmental characteristics are influenced by their surrounding environments. Today, uniform playgrounds are diminishing the opportunities for youth to develop their personal creativity and imagination through play (Thompson 2007, Solomon 2005). By integrating art into playgrounds, these environments will offer children greater opportunity for developmental enrichment through their interactions with the site.
Researched cases of art and play have inspired the development of a typology. The typology is a collection of quintessential ways that settings for play can be visually and experientially enriched by art. This process began with three critical questions; 1) What constitutes a playground? 2) What is art? and 3) How can art be integrated into playgrounds? More than 30 precedents that demonstrate art in a play setting were examined. Noting differences and similarities between the precedents, 12 types were identified. Next, analysis matrices identifying primary and, if applicable, secondary placement of each of the precedents in the 12 developed types, including sub-types, giving art in playgrounds a place. Also classified was type of art, high or vernacular, for each precedent.
The research methodology was an iterative process of literature and precedent research followed by the distillation of types, further research, and refinement of the typology framework.
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Slováková, Eliška. "Design prvků dětského hřiště." Master's thesis, Vysoké učení technické v Brně. Fakulta strojního inženýrství, 2009. http://www.nusl.cz/ntk/nusl-228756.
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Main subject of this work is design of childrens playgroung elements. In this work there is also presented analysis of existent theme. I have designed a few variations, from which I chose the best solution. This solution I worked out in technical, aesthetic and ergonomical aspects. Designed elements match current requirements of safety standards.
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Melvin, Rebecca. "Site as playground: expanding the experience of play." Kansas State University, 2012. http://hdl.handle.net/2097/13754.
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Master of Landscape Architecture<br>Department of Landscape Architecture<br>Katie Kingery-Page<br>Encouraging creativity is an important part of a child’s education and often not adequately supported by outdoor school environments. Contemporary playgrounds are designed in response to perceptions of liability and a limited interpretation of child development. Prefabricated plastic constructions and expanses of asphalt are poor initiators of creative expression. This project proposes a more stimulating, artistically crafted alternative to the typical playground. Beginning with documented research of play, the project layers psychology, education and humanities to form an understanding of how formal space affects human experience. More specifically, poetry, land art, sculpture, narrative and character studies inform the design solution for a 6.4 acre site at Northview Elementary School in Manhattan, Kansas. Integrated design provides children a meaningful experience of space and direct contact with nature. This design encourages imaginative and creative play, expanding the experiential quality of a contemporary playground.
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Metin, Pinar. "The Effects Of Traditional Playground Equipment Design In Children&." Master's thesis, METU, 2003. http://etd.lib.metu.edu.tr/upload/1213727/index.pdf.
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In this research, concept of play and types of outdoor playgrounds were explored in the light of the relevant literature. A field study was conducted in order to determine the attributes of traditional type playground equipment in children&<br>#8217<br>s developmental needs. KurtuluS Park of Ankara was determined as the research area whereas, 70 children, aged between 6 to 12, were randomly selected and observed. Data on age, sex, favourite type of playground equipment and play behaviour of the child were collected by means of an observation sheet. A short interview with the child was also conducted after the observation session. Collected data were encoded, analyzed and interpretted by using Pearson&<br>#8217<br>s Chi-square Test and Fisher&<br>#8217<br>s Exact Chi-square Test with 95% ( &<br>#945<br>= 0.05 ) confidence intervals. The results of the field study revealed that today&<br>#8217<br>s playgrounds have little value in terms of play. Limitations of fixed playground equipment directly affect children&<br>#8217<br>s developmental needs. The findings of the research study indicates that traditional type play structures support physical and social development of the child to a certain extent. However, this kind of equipment do not foster cognitive and emotional development of children.
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Akamiotaki, Zoe. "Ludic machines : on the narrative of early childhood playground themed equipment design." Thesis, University of East London, 2010. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.532995.
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This practice-based PhD opens an original dialectical discourse between theory and practice in the domain of themed playground design. It introduces the concept that action research involving playworkers and young people, as well as with designers of playground equipment, can lead to novel and socially empowering new forms of design specifications that can enrich children's play in numerous ways. The thesis argues against the aesthetic of many of the types of apparatus currently available in commercially themed playground equipment, on the grounds that most such equipment fails to adapt to the variability of thought and engagement as expressed in early childhood narratives of play. Underpinned by this argument, the thesis proposes and expounds a research methodology which is multi-disciplinary and based on the contribution of Developmental Psychology (from the academic fields of Education and Psychology), Playground Equipment Design (from the fields of Design, Interaction Design and Technology), and Play and Narrative theories and practices (from the fields of Literary and Narrative Studies, and Early Years Play Theory). These theories address the deconstruction and redevelopment of a holistic approach to themed playground equipment aesthetics that aims to serve two of the most essential characteristics of early childhood play: pretence and construction. The thesis' theoretical offering is the new `Ludic Aesthetic', proposed as a model of adaptive function that leads to variable narrative defined by five design criteria, described here as `design events'. These are: assemblage, motion, transformation, ludic symbolism and condensation (concepts that are discussed at length in these pages). The emergent theory of the `Ludic Aesthetic' arising from this study of design practice is closely related to the study of a new form of playground tool: the `ludic machine', defined in the thesis as a form of original themed playground equipment that deliberately affords a proposed aesthetic of play. The thesis makes an original contribution to scholarship in the area of play-based action-oriented research, with findings that underpin both educational social design methodologies for future study of children's play. It further contributes to the domain of playground equipment design by demonstrating the core design principles and outcomes achievable by applying a play-based model to this important field, both in terms of theory and of daily practice.
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Murgatroyd, J. "Impact energy absorption of playground surfaces." Thesis, Queensland University of Technology, 1998.
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Ismail, Masarrah Mohammad. "Play-scapes in Karlskrona City : Guidelines for better playground design and playing experience." Thesis, Blekinge Tekniska Högskola, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:bth-12990.
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Designing a playground that attracts the child for a long time can be challenging. Studies have found that the best way is to encounter nature with the playing equipment. Natural playgrounds are not only more interesting for the child, but they are also more beneficial for their well-being alongside with incorporating the eco-system in a positive way. Design guidelines were developed based on a study of literature reviews and theoretical work, as well as doing a case study in the city of Karlskrona and a site analysis for the chosen site. Many documents from the municipality were studied and analyzed. The results indicates that there are several techniques and guidelines which have to be implemented in order to achieve the main goal of the paper and to be able to turn the disadvantages into advantages, which should be implemented more carefully by the municipality. Children’s preferences are discussed as a way of making a better understanding and a better planning for the future playgrounds.
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Verbanic, Ashley. "Perceiving Architecture: An Experiential Design Approach." Scholar Commons, 2010. https://scholarcommons.usf.edu/etd/1797.
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Perception of the physical environment is largely dependent on a range of criteria which are not always readily identifiable. Such a difficulty to identify how a person perceives an environment creates a situation in which architects and designers can easily neglect this idea of the individual user and their experience.
Through the design of a preschool, this thesis focuses largely on understanding how children and other users perceive and interact with their environments. The design process employed synthesizes user based research and analysis of environmental cues such as light, sound, and smells and their effect on how we interpret a setting.
Investigations into learning environments, educational theories, and sensorial design strategies become tools from which to explore a design methodology. The project itself seeks to understand a process necessary for a meaningful, humanistic design approach for an architecture that benefits and enriches the everyday lives of individuals.
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Parsons, Ashley. "Young Children and Nature: Outdoor Play and Development, Experiences Fostering Environmental Consciousness, And the Implications on Playground Design." Thesis, Virginia Tech, 2011. http://hdl.handle.net/10919/32281.
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Play is a pivotal part of a child’s life. Outdoor play fosters opportunities for creativity, imagination, social connections, and learned behaviors. There are two types of outdoor playscapes: natural and constructed. Natural playscapes offer sensory stimulation and physical diversity which is critical for childhood experiences outdoors. Through careful design, constructed playscapes can be greened to simulate natural playscapes. Greening is the integration of natural elements and processes in a playscape. Children’s direct social and individual experiences in nature in early to middle childhood during the “developmental window of opportunity” between the ages of three and twelve years help shape their environmental identity and guide their environmental actions. Outdoor play in greened playscapes has a positive effect on children’s social development, motor skill development, attention, and activity level. It also can provide children with experiences in naturalistic landscapes which could impact their morals, values and actions. School yards have the ability to assist in teaching children and act as a safe-haven where parental concerns for safety and risk do not inhibit play. Understanding the relationships between play, experiences in nature, environmental identity, the health, learning, attention, and development benefits of outdoor play, and the evolution of playscape design, a series of guidelines can be created to provide better childhood playscapes.<br>Master of Landscape Architecture
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Fiala, Abigail L. "Nurture through nature: a comparative study between standard and nature-based play in outdoor preschool environments." Kansas State University, 2017. http://hdl.handle.net/2097/35512.
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Master of Landscape Architecture<br>Department of Landscape Architecture/Regional & Community Planning<br>Hyung Jin Kim<br>Nature-based play is gaining attention in early childhood education because of the social, physical, and cognitive benefits from interacting with nature at a young age (International Play Association 2014). Some studies provide strong evidence to suggest that nature-based unstructured play can have a positive benefit on early childhood development and improve the socialization, problem solving, confidence, creativity, autonomy, and self-awareness in children as well as their physical health (Fjortoft 2004, Louv 2005). The purpose of this study is to identify differences in play behavior among preschoolers that may influence early childhood development between standard or traditional playgrounds and playgrounds designed with interaction with nature, or access to nature, and, thus, to suggest design solutions for play environment, which responds to the issues this research identifies.
This is a comparative observational study on play behavior between two study settings, including nature-based and standard/traditional-play environments with nature-access . Comparative observations were conducted at the Center for Child Development (nature-based) and Hoeflin Stone House Early Childhood Center (standard) at Kansas State University in Manhattan, Kansas. Preschoolers’ play behaviors and behavior-environment interactions in both settings were compared using behavioral mapping and time-lapse observation (20 minutes per subject) techniques in which their location, activities, and interactions were recorded.
Findings suggest that children in nature-based playgrounds are more likely to be physically active and creative with their play. Also, movable and manipulative play elements (“loose parts”) allow children to engage in more social activities than standard anchored playground element vs. standard playgrounds, however, allow children to explore games with rules and provide valuable development for motor and social skills. Therefore, this study suggests a design approach that is a hybrid between designed nature and standard play in a way that utilizes the positive aspects of both types of play. These findings will lead to a call for research and design into the direction of creating outdoor play environments that infuse standard play structures with natural environments.
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Vieira, Andrea de Brito Stefanelli. "Mobiliário urbano no espaço público para o lazer infantil: uma reflexão no contexto da \"Academia da Primeira Idade\" na cidade de São Paulo." Universidade de São Paulo, 2018. http://www.teses.usp.br/teses/disponiveis/16/16134/tde-25092018-163911/.
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Esta pesquisa de mestrado se situa nos estudos de inter-relação do design com a arquitetura, enfocando os equipamentos denominados Academia da Primeira Idade, entendidos como um mobiliário urbano para o público infantil presente e implantado no espaço livre público das áreas de playground, em locais levantados na atualidade na cidade de São Paulo, onde foram realizadas pesquisas de campo com abordagem qualitativa. Com o objetivo de levantar dados sobre como um mobiliário urbano é percebido e entendido por seu público alvo, procurou-se pela visão das crianças usuárias e seus acompanhantes a fim de obter entendimento e diretrizes sobre o espaço e equipamentos para brincar e se exercitar. Foram utilizadas várias ferramentas de pesquisa para captação de dados como: observação não participante, entrevista com acompanhantes no local de uso, storytelling com crianças, além de levantamentos nos órgãos públicos gestores e com especialistas, com enfoque no uso e apropriação pelos seus usuários, verificando aspectos formais, comportamentais e de interação social. Por meio da triangulação de dados foi possível levantar os pontos relevantes na opinião dos stakeholders, agentes envolvidos, gerando conhecimentos para aprimoramento dos espaços e equipamentos existentes, bem como para novos projetos afins. Como principais achados podem ser destacados pontos positivos e negativos citados sobre os equipamentos elencados além de aspectos como proporcionar diversão com segurança, conservação, interação com outras crianças, e outros relacionados às características físicas e de manutenção de espaços bem cuidados, com piso adequado, e dotados de mobiliário complementar, sempre presentes nas narrativas dos pesquisados quanto as suas necessidades e expectativas. Considerando a importância que o brincar tem na formação das crianças, e que experiências e vivências únicas o espaço público pode proporcionar, espera-se que estes dados, considerando a visão e opinião dos usuários, possam servir para melhorar a qualidade dos espaços e equipamentos públicos infantis.<br>This master\'s research is inserted in the studies of the inter-relation between design and architecture, focusing on what is called Kids Outdoor Fitness Equipment, understood as urban furniture aimed for children and implanted in the public space of playground areas, in places chosen presently in the city of São Paulo, where field research was undertaken with a qualitative approach. With the goal of raising data on how urban furniture is perceived and understood by its target audience, it has sought the point of view of child users and their escorts in order to obtain understanding and guidelines regarding the space and equipment to play and exercise in. Several research tools were used to gather the data, such as non-participant observation, interview with escorts at the site of usage, and storytelling with children, besides collecting data at public agencies and with specialists, with a focus on the use and appropriation by the users, verifying formal, behavioral and social interaction aspects. By means of triangulation of data, it was possible to raise the relevant aspects in the opinion of the stakeholders, the agents involved, generating knowledge for the improvement of the existing spaces and equipment, as well as for new related projects. As the main findings, we can highlight positive and negative features cited regarding the listed equipment, besides aspects such as affording entertainment with safety, conservation, and interaction with other children, as well as others related to the physical features and the maintenance of well cared-for spaces, with adequate flooring, and fitted with complementary furniture, always present in the narratives of the researched as far as their needs and expectations. Considering the importance of play in children\'s growth, and what unique experiences public space can provide, it is hoped that these data, considering the point of view and opinion of the users, may serve to improve the quality of spaces and public children\'s equipment.
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Hidemark, Erik. "Anteckningar om tegel." Thesis, Konstfack, Institutionen för design, inredningsarkitektur och visuell kommunikation (DIV), 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:konstfack:diva-7462.
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How can I portray history so that it becomes bodily experienced? This work aims to, with contemporary addition to a site with significant historical value, investigate haptic understanding and the bodily experience of a material. In my memory the brick is hard, cold, sharp and heavy. How will it meet the body? This work is based on a perceived materiality. With the bricks as a starting point, both the theory of the body's meeting with materials and embodied working methods are presented. The work contains studies on the brick that are learned through the perceived meeting with the material, these studies are moreover applied to the final design proposal. By working towards the public space, a playground, this project reflects over the importance of experiencing material in order to trigger imagination.
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Mozaffar, Reyhaneh. "Creativity for children : assessing children's creativity in play and design : recommendations for educational outdoor environments to enhance children's creativity." Thesis, University of Edinburgh, 2018. http://hdl.handle.net/1842/31113.
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This research studied children’s educational outdoor environments in order to understand which contexts and environmental characteristics support children’s creativity in play. Creativity is an important factor in children’s cognitive development; children’s creativity can flourish in outdoor environments as they can engage in free play. Accordingly, this research had two central aims: Aim 1: To classify and assess children’s levels of creativity during play. Aim 2: To develop design principles for educational outdoor environments in order to nurture children's creativity in play. Initially, behaviour observation and the Leuven Wellbeing and Involvement Scale were used to collect data for a pilot study. Children’s play behaviours were observed and analysed, and based on the Evaluation of Potential for Creativity, the Creative Play Taxonomy was designed in relation to the first aim of the study. Then, at two study sites, experimental research was designed. At both study sites, children were observed in four different play contexts. At Study Site One, duration recording was used and the videorecorder observations were coded with the Creative Play Taxonomy using the software The Observer from Noldus. At Study Site Two, narrative recording was used in the observation sessions and focus group discussions were held with the children. The findings from both study sites achieved the second aim of this study. The current research makes two main contributions to knowledge. Firstly, it introduces the Creative Play Taxonomy, which can be used by researchers, psychologists, educationalists and related disciplines to understand, categorise and assess children’s creativity in play. Secondly, it increases the understanding of the particular play contexts that support children’s creativity in play, and the environmental characteristics that enhance these types of play. Accordingly, this research suggests that: - Outdoor play spaces should include a variety of different play contexts to encourage creative play amongst different groups of children. - The most effective play contexts for children’s creativity are those facilitated with flexible, changeable, mouldable, movable, multi-functional and open-ended play materials. - Children’s outdoor play spaces should be facilitated with loose parts, both natural and synthetic, as they are highly supportive of children’s creativity. - Natural outdoor environments and elements highly encourage creative play behaviours amongst children. The findings are intended to guide landscape architects and playground design professionals to produce informed design decisions based on the framework of creativity, in order to nurture children's creative thinking abilities.
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Morán, Cornejo Maria Lucía. "Escuela de danza contemporánea del Callao Monumental." Bachelor's thesis, Universidad Peruana de Ciencias Aplicadas (UPC), 2020. http://hdl.handle.net/10757/653150.
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Este Proyecto de Tesis rescata las características arquitectónicas clásicas y el estilo de vida artístico de la zona del Callao Monumental.
El objetivo principal es repotenciar el Centro Histórico del Callao a través de las artes visuales y escénicas. Debido a las instituciones temporales de danza y artes plásticas que se encuentran en edificaciones como la Casa Ramón o el Centro Cultural José María Arguedas, se propone una escuela de danza contemporánea que, en el aspecto artístico, continúe creciendo la cultura Chalaca, y en el aspecto arquitectónico y urbanístico, sirva como un nuevo remate y expansión de la zona monumental del Distrito del Callao, ya que es el remate al extremo opuesto de la zona monumental a la Casa Ramón.
El proyecto propone una edificación moderna que reúna aspectos de la arquitectura clásica, por lo que se toma como punto de partida la forma de una típica casa patio y los ritmos y órdenes de una fachada clásica. Sin embargo, el aspecto moderno del proyecto está inspirado en el arquitecto David Chipperfield, ya que las tramas verticales que utiliza en sus fachadas permiten reinterpretar una fachada clásica del Callao para respetar el aspecto arquitectónico de la zona.<br>This thesis Project reunites classic architectonic and artistic features from Callao Monumental.
The aim is to expand the artistic Historical Centre of Callao, starting by the existing visual and performing arts institutions like Ramon House and Jose Maria Arguedas Cultural Centre. Due to these buildings, the project introduces a contemporary dance school that will continue to expand the “Chalaca” culture (Callao´s lifestyle) in the artistic area. Moreover, in the architectonic and urbanistic areas, will work as a landmark and expansion of District of Callao´s monumental zone, being at the opposite end of this zone to Ramon House.
The project presents a compilation of classic architectonic features from Callao and Lima in a modern building, which is why it takes the “Patio House” as well as orders and rhythms from a classic façade as a starting point. Nevertheless, the modern architectonic features presented are inspired by the Architect David Chipperfield. The vertical patterns used in his projects can be adapted to reinterpret a classical building in Callao and allow to respect the architectonic style of the zone.<br>Tesis
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Christner, Cammie. "Celebrating the bond between children and nature: designing a sensory outdoor learning environment for Garfield Elementary School in Augusta, Kansas." Kansas State University, 2013. http://hdl.handle.net/2097/15675.
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Master of Landscape Architecture<br>Department of Landscape Architecture/Regional and Community Planning<br>Anne Beamish<br>The current educational model utilized in the United States focuses on teaching technology, preparing for standardized tests, and training students to be productive members of society. These are all valuable and necessary educational goals, especially considering the fact that the current national trend is to promote citizens’ integration into a more global community and job market—significantly affecting the work opportunities available to our country’s youths. However, one of the most necessary and fundamental aspects of childhood—outdoor learning in nature—is being undervalued. Outdoor learning experiences in the natural environment are exceptionally important in encouraging holistic childhood development because they offer children firsthand experiences with natural processes. Through interactions with nature, children are able to witness the impact that human actions have upon the environment. As Richard Louv asserts in the Last Child in the Woods, “Healing the broken bond between our young and nature—is in our self-interest, not only because aesthetics or justice demands it, but also because our mental, physical, and spiritual health depends upon it” (Louv, 2008, 3).
The broken relationship between America’s youths and nature must be healed. Public schools offer a unique opportunity for children to be reacquainted with nature because about 90% of American students below the college level attend public schools. In the year 2009, over 2.3 million students attended public elementary schools; 226,082 of those students were in Kansas (National Center for Education Statistics, 2012).
Garfield Elementary School in Augusta, Kansas is an ideal situation for the development of an outdoor learning environment that promotes student awareness and connection to local nature. The nature-oriented design of Garfield Elementary School’s grounds, described in this Master’s Report, fosters the creation of deep-seeded emotional ties to the natural world in the children who experience the site—effectively combating Nature-Deficit Disorder by encouraging students to become environmental stewards. This is accomplished by using children’s literature to inspire the organization of spatial environment variety and a range of natural elements (such as water) on the school site, which encourage students to engage in five outdoor learning activities: physical, creative, sensorial, solitary and social.
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Bhatnagar, Kangana. "Healing, Learning and Play." VCU Scholars Compass, 2008. http://scholarscompass.vcu.edu/etd/1561.
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Research suggests that the first five years of life are critical for building the foundation for children’s success throughout their schooling and life. Throughout these first years of life there are a number of essential windows of opportunity during which certain kinds of stimuli are needed to help the brain develop and maintain critical connections necessary for learning. This project is a unification of a Child Development Center and a therapeutic center. This center includes children who suffer from bereavement; a broken home, death of a parent or child abuse. These children are provided with therapy by a specialist, and also given an opportunity to interact with other children as a form of therapy. This thesis therefore explores the following questions. How can design create a place that enhances learning, healing and play through interaction and movement? How can design create a space for the special needs of children without having to bind them in a classroom? How to create movement in a building that itself is static in nature?
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Hogen, Joakim, and Ekholm Linn. "Rolig lek eller blodigt allvar? : En kvalitativ studie av lekplatssäkerhetsarbete på kommunala lekplatser i Sverige." Thesis, Karlstads universitet, Centrum för personsäkerhet, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-56580.
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Introduction: Injuries due to accidents are an underlying cause for a large proportion of the number of health care visits in Sweden every year. According to statistics from the National Board of Health and Welfare in Sweden (socialstyrelsen.se) between 1308,25 and 1405,66 health care visits per 100.000 residents are generated each year for the period 2001-2014 due to accidents, and falling is the largest underlying category. Falling can in turn be studied through a number of subcategories, where fall from equipment on playground is one of them, and this is the subcategory studied in this paper. Statistics from the National Board of Health and Welfare show an increase of the number of health care visits per 100.000 residents in Sweden due to this category during the period 2001-2014, despite the fact that since 1999 there are European standards with the purpose of raising the safety of playgrounds. The statistics also show that in Sweden there are large regional differences in injury prevalence for this category of accidents, which is the reason why this became the focus of this study. One of the reasons this is an important area for injury prevention work is that it’s a shared societal responsibility, another reason is that the studied population has the largest statistical life expectancy left, so injuries that affect their health can also affect the future wellbeing of the society. The municipalities’ work regarding this area is dictated by European Standards to ensure the safety of playgrounds. Beyond the specifications for the equipment itself, the standards dictate that a series of inspections of varying degrees are preformed throughout the year to ensure the standards are met. Aim: The aim of this study is to examine if there are any identifiable and differing factors in the way that municipalities work with playgrounds and playground safety, both practically and theoretically, based on if they are located in a region with high injury prevalence or in a region with low injury prevalence of this type of injury. Method: The study was designed as a qualitative interview study where representatives of 11 different municipalities were interviewed with the purpose to map out how they worked with playgrounds and playground safety within their municipality. The data collected was then analysed using thematically/ phenomenological content analysis to see if any differing factors between the two groups could be detected. Results: No major unambiguous differences were discovered between the two compared groups included in the study, but certain tendencies could be found in the material. Four themes were uncovered, enabling factors for the practical work, hindering factors for the practical work, enabling factors for the theoretical work and hindering factors for the theoretical work. These themes in turn produce a number of categories and subcategories. The results show a wider range of both hindering and enabling factors of both the practical and theoretical work in the municipalities from regions with high injury prevalence, compared to the municipalities from regions with low injury prevalence. Conclusion: The result indicates that there are differences in how the municipalities from regions with low injury prevalence work regarding playground safety compared to municipalities from regions with high injury prevalence. However, further research will be required to fully uncover and explore which these factors are.<br>Inledning: Skador till följd av olyckor ligger bakom en ansenlig andel av vårdtillfällen i Sverige varje år. Enligt Patientregistret (Socialstyrelsen.se) uppgår dessa skador till mellan 1308,25 till 1405,66 vårdtillfällen per 100 000 invånare och år, under åren 2001–2014. Den olyckstyp som är orsaken till att högst antal personen uppsöker vård är fallolyckor. Fallolyckor delas i sin tur in i flera underkategorier, varav en är fall från lekredskap på lekplats, vilket är vad denna studie kom att fokusera på. Orsaken till att denna kategori är intressant är att det i statistiken i Patientregistret går att se en ökning av antalet vårdtillfällen per 100 000 invånare för åren 2001–2014, detta trots att det sedan 1999 finns europeiska standarder med syfte att höja säkerheten på lekplatser. I statistiken går också att utläsa att det finns stora regionala variationer i skadeprevalensen för denna olyckskategori i Sverige, vilket är huvudområdet för denna studie. Något som gör detta till ett viktigt område för skadeprevention är dels att det är ett samhällsansvar, ansvaret för barnens hälsa och välmående kan inte läggas varken på barnen själva eller uteslutande på deras föräldrar; dels på grund av att skador i denna population kan få stora effekter på sikt då barn är den grupp som statistiskt sett har flest levnadsår kvar och i framtiden kommer bära ansvaret för det gemensamma samhället. Kommunerna idag är ålagda enligt de europeiska standarderna att se till att lekplatser följer vissa standarder för att lekplatserna ska anses säkra. Utöver de specifikationer som finns för själva utrustningen så utförs uppdraget genom att ett antal inspektioner och besiktningar görs för att säkerställa att standarden på lekplatserna löpande efterses. Syfte: Målet med studien är således att undersöka och försöka kartlägga om det finns skillnader i arbetssätt, både praktiskt och teoretiskt, mellan kommuner som ligger i län med hög skadeprevalens inom denna olyckskategori jämfört med kommuner som ligger i län med låg dito som kan förklara skillnaderna i fallskadeprevalens mellan de båda grupperna. Metod: Studien utfördes som en kvalitativ intervjustudie där representanter för totalt 11 kommuner intervjuades kring hur de inom den egna kommunen arbetade med lekplatser och lekplatssäkerhet. Insamlade data analyserades sedan med tematisk/ fenomenologisk innehållsanalys för att se om några skillnader kunde upptäckas. Resultat: Inga större, konkreta skillnader kunde upptäckas mellan de två grupperna som jämfördes i studien, däremot kunde vissa tendenser skönjas. Fyra teman vaskades fram genom analysen, vilka var goda förutsättningar för det praktiska arbetet, faktorer som hindrar det praktiska arbetet, goda förutsättningar för det teoretiska arbetet samt faktorer som hindrar det teoretiska arbetet. Dessa teman är i sin tur indelade i ett antal kategorier och underkategorier. Resultatet visar att bland kommuner som ligger i län med hög skadeprevalens är en större spridning på hindrande och underlättande faktorer för såväl det praktiska som det teoretiska arbetet med lekplatssäkerhet, jämfört med kommuner från län med låg skadeprevalens. Slutsats: Resultatet indikerar att det finns faktorer kring arbetet med lekplatssäkerhet som skiljer sig åt i hur kommuner från län med hög skadeprevalens arbetar kring lekplatssäkerhet, kontra kommuner från län med låg skadeprevalens. Dock krävs vidare forskning för att se en tydlig kartläggning av dessa faktorer.
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Magalhães, Maria João Veloso de. "Design de equipamento lúdico para o espaço urbano : interação adulto : criança nos parques infantis." Master's thesis, Universidade de Lisboa. Faculdade de Arquitetura, 2014. http://hdl.handle.net/10400.5/7876.
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Nkwocha, Allison. "Play in Place: The Role of Site-Specific Playgrounds in Community Space." Scholarship @ Claremont, 2013. http://scholarship.claremont.edu/scripps_theses/140.
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Playgrounds do not have to be static sites, but safety standards should not be the only force that guides their evolution over time. Just as the ongoing transformation of any city is a product of many interwoven factors, the collection of smaller sites that delineates one city from another should reflect the same holistic influences. This is not an argument for the abandonment of the safety standards that influence playground design. Instead, it is an argument for the adoption of and stronger adherence to community standards that influence city design. This paper argues that a park area (and more generally, any public space) that is relevant and unique to a community will be well-used by the community and, thus, a successful space; it is in a city’s best interest to create such spaces where they are lacking and protect them where they already exist.
The first chapter provides a land-centric history of the growth and development of the Los Angeles region, which is especially deficient in public green space. I argue that transportation technology and infrastructure was the great shaping force of the urban environment during the 19th and 20th centuries, and discuss the Olmsted-Bartholomew “Parks, Playgrounds, and Beaches for the Los Angeles Region” report that was presented to the Los Angeles Chamber of Commerce in 1930. The second chapter covers the design communication of American playgrounds since their beginnings in the late 19th century. I also analyze the parallel between Progressive Era playground supervision and the present-day safety standard obsession that has created an equally rigid playscape. The third chapter is a case study of the ongoing historical preservation treatment of La Laguna playground at Vincent Lugo Park in San Gabriel, CA and a discussion of the value of site-specificity.
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Cardoso, Adriana Marques. "Espaços interativos infantis: aproximações entre o lúdico e a inovação." Universidade de São Paulo, 2017. http://www.teses.usp.br/teses/disponiveis/16/16134/tde-23062017-092756/.
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Esta dissertação, desenvolvida no campo das interrelações entre o Design e a Arquitetura, apresenta uma pesquisa sobre espaços interativos para crianças, com foco dirigido a projetos de abordagens multidisciplinares e experimentais referentes ao lúdico.São obras implantadas em áreas urbanas de acesso público e ao ar livre, desenvolvidas pelo setor institucional ou público, a partir da metade do século vinte aos dias atuais,selecionadas no Brasil e em outros países. Inicia-se este trabalho conceituando: a criança, quanto ao desenvolvimento integral e suas linguagens; o espaço; o interativo e o lúdico.Adiciona-se a estes, reflexões sobre: a qualidade como conceito no desenvolvimento e implantação destes projetos e as capacidades sensoriais humanas, segundo o arquiteto Victor Papanek. Após contextualização desses espaços na cidade, apresenta-se compilação de projetos selecionados, organizados por período cronológico, localização e autores. Com método de pesquisa qualitativa exploratória e estudos de casos, a organização deste trabalho estrutura-se em tópicos: contexto, percurso, conceitos envolvidos e projetos; apresenta propostas de abordagens experimentais e criativas, em concepções que buscaram novas soluções e foram além do pré-estabelecido e convencional. Após sistematização e análise, elaboraram-se conclusões e considerações em que se almeja auxiliar, com subsídios teóricos, pesquisadores e profissionais de áreas afins no desenvolvimento de novos projetos. Ao identificar aproximações entre o lúdico e a inovação, investiga-se seu conceito e soma-se a este uma reflexão sobre a complexidade e as competências necessárias para os novos tempos, segundo o pensamento de Edgar Morin. Conclui-se o trabalho com um conjunto de propostas nos campos da Arquitetura, do Design e das Artes que unem os conceitos de inovação, lúdico e espaço, em abordagens experimentais, criativas e multidisciplinares. Discutem-se,assim, outros modelos possíveis de relacionamento com o entorno e com os elementos da natureza. Um convite a reconectar-se com as capacidades sensoriais humanas e um caminho para o desenvolvimento de saberes necessários, como listados na obra Sete saberes necessários à educação do futuro, de Edgar Morin: \"As cegueiras do conhecimento; Os princípios do conhecimento pertinente; ensinar a condição humana;Ensinar a identidade terrena; enfrentar as incertezas; ensinar a compreensão e a ética do gênero humano\".<br>This dissertation, which inhabits the space between Design and Architecture, presents a research on interactive spaces for children, focusing on multidisciplinary and experimental approaches to play. Those spaces are implemented in outdoors urban areas of public access built by the institutional or public sectors, from the first half of the twentieth century up to the present day, in Brazil and other countries. This work starts off with the establishment of key concepts: the child, in light of integral development and its languages; the space; interaction and play. In addition to those definitions, there are reflections on quality as a concept for the development and implementation of those projects; human sensorial capabilities, according to architect Victor Papanek, and the child in the present society. After the contextualization of those spaces in the city, we present a compilation of selected project, organized according to chronology, location and authors. With a qualitative exploratory research method and case studies, this work is organized in topics: context, trajectory, concepts and projects involved; it presents experimental and creative approaches, in conceptions that sought out new solutions and moved beyond the pre-established and conventional standards. After systematizing and analysis, we present conclusions and considerations with the aim of offering theoretical subsidies for researchers and professionals in adjacent areas for the development of new projects. By identifying approximations between play and innovation, we investigate this concept and enhance it with a reflection about complexity and the abilities that are necessary for the present times, according to Edgar Morin. We wrap up the work with a set of proposals in the fields of Architecture, Design and the Arts uniting the concepts of innovation, play and space, in experimental, creative and multidisciplinary approaches. Thus, we discuss other possible models of relationship with the surroundings and with the elements of nature. It is an invitation to reconnect with human sensorial capabilities and a path toward the development of necessary knowledge, as listed in Seven complex lessons in education for the future, by Edgar Morin: \"Detecting error and illusion; Principles of pertinent knowledge; Teaching the human condition; Earth identity; Confronting uncertainties; Understanding each other; Ethics for the human genre\".
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Bouma, Floris Bastian. "The Playground Project : This project is dividid in three main topics, working with the topic and the meaning of play, the form and the design of the ground, everything comes together in the final project." Thesis, KTH, Urbana och regionala studier, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-283576.
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Playing is the dominant activity in children's daily life, but is the playground still the place where children have their first encounter with societal roles, norms and values of today’s society, through the act of playing? The playground functions as the place where children are forced to educate themselves, in learning to develop, to make decisions, to solve problems, and to regulate emotions. They look for risks in order to test and explore their physical limits. In this research, I will be focusing on the existing playground in the street of my childhood home aiming to gain understanding as to whether or not the playground still fits the needs of children. Is there still space to discover the basic guidelines of social behaviour and finding out one's personal limits? Looking at today’s playground, I see an over-designed, completely protected, safe-in-the-grid play area which leaves no space for one’s own interpretation and imagination and is not at all a suitable space for testing out your own limits. The play objects are already placed in a concrete form and can only be used in one specific way, eliminating any space for personal initiative. I am curious about how these playground designs arose, and whether there is any kind of communication with children about their needs and desires in the context of play. Which parties decide where and how playgrounds are built in the urban landscape, and why playgrounds are not connected with their urban surroundings, but instead form separated and isolated entities. This detached space often does not meet the demands of the children, resulting in them abandoning the designated playing area, and finding play areas of their own, including streets and abandoned buildings or wastelands, sometimes close to traffic, where they chose to play instead. Making the playground as safe as possible by placing the different kind of play equipment behind a fence is actually resulting in its opposite safety in that the children are looking for a different kind of place to play freely. Aiming to answer these questions, I studied the work of Aldo van Eyck and Bruno Munari, both architects who worked on playgrounds and used primary shapes in urban architecture. I am also focussing on the work of Mariana Brussoni, who writes about the importance of the element of risk in playing, and how this affects a child’s development and social behaviour. For this research, I am working closely together with the municipality and NIJHA Playground Equipment Factory to get a better understanding of the origins of playgrounds. Adding to this research, I conducted many conversations with children from different cities and neighbourhoods, with the aim to find out what the perfect play area is for children and how that fits in the urban landscape, or more specifically, in my own street.
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Sharp, Oliver. "PULSEN: Design av en skolgårdsprodukt som främjar fysisk, psykisk och social aktivitet." Thesis, Högskolan i Gävle, Avdelningen för industriell ekonomi, industridesign och maskinteknik, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-32437.
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I detta examensarbete har ett produktkoncept tagits fram som erbjuder aktiviteter för en allt mer stillasittande grupp i samhället, nämligen mellan- och högstadieelever. Dagens bristande utbud av sysselsättning på rasterna och fritids bidrar till ökade nivåer av fysisk inaktivitet, vilket i sin tur leder till försämrad fysisk och psykisk hälsa. Grundad på utforskning av elevernas behov, krav och intressen skapar konceptet Pulsen en mer aktiv och hållbar skolmiljö för alla.
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Schweighardt, Sherry L. "Natural Play, Healthy Play: Environmental Determinants of Young Children's Outdoor Physical Activity." Diss., Temple University Libraries, 2015. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/325946.
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Kinesiology<br>Ph.D.<br>The prevalence of obesity among young children has markedly increased over the past two decades, with more than one-third of American preschoolers now overweight or obese and at risk for lifelong health problems. Physical activity is a recommended obesity prevention strategy, yet preschoolers typically fail to meet recommended daily physical activity guidelines, spending just 15 minutes engaged in moderate to vigorous physical activity, compared to six sedentary hours daily. Unstructured play in settings with varied features, such as childcare center playgrounds, potentially plays a significant role in increasing the amount of time preschoolers spend in moderate-to-vigorous physical activity (MVPA). The purposes of this study were first, to compare the intensity and type of preschoolers' physical activity across four distinctly different outdoor play settings; second, to identify particular features in each play setting associated with MVPA and sedentary behavior; and, third, to identify, test, and evaluate environmental modifications to increase preschoolers' MVPA in outdoor play settings. Seventeen 3-5 year-old children participated in repeated unstructured play sessions featuring 16 min of play in each of 4 novel settings: a traditional climber, a wooded natural area, a garden, and an adventure, or "loose parts" playground. Interventions to increase physical activity were introduced to the adventure playground during the first two phases, and to all four settings during the third phase. Physical activity intensity was measured using ActiGraph GT3x+ activity monitors and contextual information concerning motor skills was obtained by trained observers using the System for Observing Play and Recreation in Communities (SOPARC), adapted to the age and environment of the study. Results show that both play setting design theme and the composition of specific play features within the setting impact the type of motor skills children perform and the amount of MVPA young children accumulate during unstructured play. Findings additionally demonstrate that simple, low-cost modifications to play settings can increase MVPA for targeted subgroups and individual children; outcomes were setting-specific. Study results may be useful to public health and medical workers, parents, educators, playground designers, community planners, and policy makers who focus on increasing preschool children's daily MVPA and decreasing childhood obesity.<br>Temple University--Theses
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Tsang, Ho-yin, and 曾浩然. "Transformation of Southorn Playground." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1996. http://hub.hku.hk/bib/B31983078.
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Andersson, Emilia. "Utveckling av vippgunga för barn i åldrarna 1-3 år." Thesis, Högskolan i Skövde, Institutionen för teknik och samhälle, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:his:diva-8272.
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Under våren år 2013 har Emilia Andersson, en designingenjörsstudent på Högskolan i Skövde, utfört ett produktutvecklingsprojekt i samarbete med HAGS Aneby AB. Syftet med projektet var att utveckla en vippgunga vars storlek skulle vara anpassad för barn i åldrarna 1-3 år. Målet var att vippgungan ska kunna säljas över hela världen samt uppfylla den amerikanska standarden och europastandarden för lekredskap. Projektet inleddes med en förstudie och teori-fas, där bland annat litteraturstudie och konkurrentanalys genomfördes och annan information samlades in för att få djupare kunskaper inom ämnet. Därefter började idéer och koncept genereras, som sedan genomgick utvärderingar, så som användartester, vilket ledde till ett slutkoncept. Konceptet utvärderades med hjälp av bland annat hållfasthetsberäkningar och en antropometrisk analys. Den slutgiltiga vippgungan kan trots anpassningen för åldersgruppen, inte bara användas av 1-3-åringar utan också av äldre barn, tack vare att konstruktion och framförallt handtag ger extra lekvärden.<br>During the spring of 2013, Emilia Andersson, a student in product design engineering at University of Skövde, carried out a product development project in cooperation with HAGS Aneby AB. The aim of the project was to develop a seesaw adapted for children aged 1-3 years. The goal was to develop a seesaw that could be sold worldwide and meet the American standard and European standard for playground equipment. The project began with a pre study and a theory phase, which included literature review and competitor analysis and information were gathered to gain a deeper knowledge of the subject. Later on ideas and concepts were generated, which then through evaluations as user testing lead to a final concept. The concept was evaluated with for example strength calculations and an anthropometric analysis. The final seesaw can, despite adjustment for the age group, not only be use by 1-3-year-olds, but also by older children, this thanks to the design and the handles that provide extra play values.
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Lee, Wing-yee Wendy, and 李穎怡. "Hospital as playground." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2000. http://hub.hku.hk/bib/B31985294.
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Or, Kar-lok Carol, and 柯家樂. "An urban space re-creation: Southorn Playground." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1999. http://hub.hku.hk/bib/B31984794.
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Back, Jon. "Designing Public Play : Playful Engagement, Constructed Activity, and Player Experience." Doctoral thesis, Uppsala universitet, Människa-datorinteraktion, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-268060.
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This thesis sets out to explore why people engage in, and how to design for, play in a public setting. It does this by separating design for play from design of games, describing play as a socially and mentally understood activity, and a playful approach to engaging in that activity. It emphasises that while play is voluntary, design can help shape the players’ mode of engagement. The thesis uses a qualitative and inductive approach to research, with an understanding of knowledge as being constructed in the individual. The research is grounded in human computer interaction and interaction design, and closely related to game studies and design science. The research question concerns how design can influence the player activity in order to create a desired player experience in public, by harnessing playful engagement. It’s foundation is a theory of play which describes play as a framed, or hedged-off, activity with a fragile border; where knowledge and feelings can leak both in and out of the activity, and affect the play as well as what is around it. The theory of enjoyment of play is discussed, and the problem of treating this as ‘fun’ is addressed, concluding in a presentation of how playful engagement can be harnessed through design. The theory is applied in five design cases: I’m Your Body, a locative storytelling app; Codename Heroes, a pervasive game of personal empowerment; Passing On, a slow-paced game about communication; Busking Studies, which involves observing street performers and their shows; and DigiFys, an architectural design exploration of playgrounds and play paths. Finally, three concepts, or design tools, are presented, which address: 1) a structure for understanding a design through three layers, constructs designed by the designer, inspiring play activity with the player, leading to experience; 2) an approach to designing invitations to play; and finally 3), a four faceted structure for understanding play engagement when players engage in non intended ways.
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Chan, Pan-hang Marco, and 陳品衡. "Redevelopment of Macpherson Playground and Queen Elizabeth II Youth Centre." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1997. http://hub.hku.hk/bib/B31983200.
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Dotterweich, Andy R., Amanda E. Greene, and Daniel Blosser. "Using Innovative Playgrounds and Cross-Curricular Design to Increase Physical Activity." Digital Commons @ East Tennessee State University, 2012. https://dc.etsu.edu/etsu-works/3798.
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Doyle, Don Richard Lau Tin-Man. "Canine design creating the modern dog park /." Auburn, Ala., 2006. http://repo.lib.auburn.edu/2006%20Spring/master's/DOYLE_DON_7.pdf.
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BUKVIC, ANAMARIA. "PLANNING URBAN PLAYGROUNDS FROM THE ENVIRONMENTAL HEALTH PERSPECTIVE: SITE SELECTION AND DESIGN IN THE GREATER CINCINNATI AREA." University of Cincinnati / OhioLINK, 2006. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1145859042.
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Fernelius, Courtney L. "Evidence-Based Practices for the Design of Inclusive Playgrounds that Support Peer Interactions Among Children with All Abilities." DigitalCommons@USU, 2017. https://digitalcommons.usu.edu/etd/6809.
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Play is necessary for the social, emotional, intellectual, and physical development of all children. Although playgrounds are designed to support the play of children, children with disabilities are often unable to fully participate in play on playgrounds. As a result, children with disabilities experience fewer opportunities to participate in play, and hence have fewer developmental opportunities. Because of the lack of awareness of evidence-based practices supporting the play of children with disabilities, playground designers continue to perpetuate this disparity. Therefore, the purpose of this study was to determine the evidence-based practices for inclusive playground design that support peer interaction between children of all abilities, and to demonstrate how they can be implemented into a playground design. Through a systematic literature review and design implementation, 10 evidence-based practices of inclusive playground design were determined and then implemented into a playground design located on the Utah State University campus. The design for this inclusive playground was evaluated, analyzing the ease and difficulty of including each of the 10 practices of inclusive playground design. The results of this study provide designers with a concise list of 10 practices that, if implemented, should create an inclusive playground setting. These practices also have research-based evidence to support their effectiveness in facilitating peer interactions between children of all abilities. As our society strives to make various environments and built structures more inclusive, the results of this study provide a helpful resource to guide designers, administrators, businesses, city councils, and many more organizations in their work to create inclusive playgrounds.
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Bukvic, Anamaria. "Planning urban playgrounds from the environmental health perspective site selection and design in the greater cincinnati area /." Cincinnati, Ohio : University of Cincinnati, 2006. http://www.ohiolink.edu/etd/view.cgi?acc%5Fnum=ucin1145859042.
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Thesis (Master of Community Planning)--University of Cincinnati, 2006.<br>Title from electronic thesis title page (viewed July 24, 2006). Includes abstract. Keywords: playgrounds; open space planning. Includes bibliographical references.
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Hasan, Hira. "Universally Designed Playground Needs Assessment for Flag Pole Hill in White Rock Lake Park, Dallas, Texas." Thesis, University of North Texas, 2016. https://digital.library.unt.edu/ark:/67531/metadc955038/.
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There is limited anthropological research on inclusive play and universally designed playgrounds and this study aims to make some contribution in this field. This was a qualitative research study guided by anthropological theory and methods, conducted for For the Love of the Lake (FTLOTL) Foundation. FTLOTL is a non-profit organization located in Dallas, Texas, dedicated to White Rock Lake Park's maintenance. In 2014, FTLOTL became of the view that the park's current playgrounds lacked accessibility for differently-abled children. Therefore, FTLOTL decided to undertake a renovation project of Flag Pole Hill playground to incorporate inclusiveness and diversity in the playground design. The overarching objective of this exploratory, ethnographic needs assessment was to provide insights for an inclusive playground using universal design for families with special needs children.
Fourteen parents, each with at least one child having physical, social, or intellectual disabilities in the Dallas/Fort Worth (DFW) Texas metroplex were interviewed. The interviews were semi structured, each lasting for about an hour and were digitally recorded. Later these audio recordings were transcribed verbatim and then coded using Dedoose. The coded data was synthesized into coherent themes and sub-themes and finally organized into formal research findings. Observations were made of existing universally designed as well as typical playgrounds in this region.
All parents interviewed supported the playground initiative and gave suggestions for physical accessibility along with social inclusion. They expressed their frustrations and apprehensions about the usability of current playgrounds. They also shared their preferences for facilities, features, and equipment to support their children's physical and social needs as well as their own. There was a unanimous agreement that a universally designed playground would have recreational, therapeutic and emotional benefits for participants and would improve the quality of their family lives and build a more closely-knit community.
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Bettin, Cameron. "A design standards manual for the Wheaton Park District, Wheaton, Illinois." Virtual Press, 1993. http://liblink.bsu.edu/uhtbin/catkey/864947.
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The purpose of the creative project was to complete a Design Standards Manual consisting of guidelines and standards to aid Park Planners in completing the site design process (the site design plan and construction drawings). The project consists of chapters pertaining to playground, outdoor athletic facility, parking lot and park road, plant material, trails-paths, and signage design.The project was tested through a case study involving Ball State University landscape architect students redeveloping twelve school sites for the City of Anderson School Corporation. The test was to determine if an organized, technical manual would ease decision making in the site design process, make plans consistantly workable, and not limit the Planners originality and creativity. The case study was summarized, evaluated, and the project's usefulness and limitations were concluded.<br>Department of Landscape Architecture
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Lezotte, Carol Lynn. "The schoolyard as an outdoor classroom : a case study of Ladysmith Elementary School." Virtual Press, 1994. http://liblink.bsu.edu/uhtbin/catkey/916986.
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The mission of this creative project was to naturalize a school site for the purposes of environmental education. The naturalization process can either take the form of landscape/ecosystem restoration or natural landscaping. Utilizing the Ladysmith Elementary School as a case study, this creative project dealt with both forms of the naturalization process. The entire school site was natural landscaped and a portion of the school grounds was devoted to the restoration of a forest and wetland ecosystem. This area where ecosystems are to be recreated will serve as an environmental learning laboratory for the school.The topics reviewed for this project ecology, naturalization, landscape restoration, environmental education, outdoor education, and ecosystems. The product of this creative project was a master plan which included site inventory and analysis.<br>Department of Landscape Architecture
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LIN, YU-HSUAN, and 林郁軒. "Inclusive playground design for open space." Thesis, 2019. http://ndltd.ncl.edu.tw/handle/2dvm9a.
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碩士<br>國立臺灣科技大學<br>建築系<br>107<br>As regulation of playground equipment revised early traditional terrazzo slides which didn't conform the new regulations are removed. The field was replaced by plastic playground and leading to the phenomenon that playground with similar prototype infill the parks throughout Taiwan. The main reason for current situation is due to the desire of responsible units in order to shorten the construction cycle from design state to completion. However, using existing catalogue and simply matching and allocate equipment will minify game field's fascination. Therefore, in recent years, the design has continuously promoted the inclusive playground design into the architectural and living environment. The children's playground has also attracted the attention of the public. It advocates the concept of the game that everyone can use it together. Physical disorder children can also interact and join the game together in the playground; In the design of children's playgrounds, the concept of inclusive playground has blew up. The purpose of this paper is to make the playground same with other playground and combine with the landscape to create a special features game. Operate based on children's own creativity and imagination.
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Chan, Hsiang-yin, and 詹香誾. "Playground Equipment Safety Design Based on Risk Reduction." Thesis, 2013. http://ndltd.ncl.edu.tw/handle/45418220328725144476.
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碩士<br>國立高雄第一科技大學<br>環境與安全衛生工程研究所<br>101<br>Based on the concept of risk reduction, the study introduced international safety of machinery and design process to children’s playground equipment so as to explore the feasibility of safety improvement through risk assessments and risk-reduction design.
In terms of domestic children’s playground equipment circumstance, the study separated the related equipment into two segments, which were primary function and subsidiary function. The primary function in this study means playground equipment itself such as slides surfaces or climbing frames; on the other hand, the subsidiary function, otherwise known as conjunction function, such as ladders, platforms, and railings. Both functions were individually analyzed through hazard analysis.
In the combination of playground equipment, the most dangerous parts are slides and climbing frames, followed by ladders and platforms of the subsidiary function, and the third is railings. The study refereed to the skills of ISO 12100 conducting a design modification and improvement on slides, climbing frames and ladders, railings and platforms; children’s height and body size were taken into accounted so that protective railing could be build up, consequently, the risk degree of subsidiary function was decreased from degree IV and III to degree II. In terms of slides, the slop and proper height of handrail were taken in consideration so as to reduce risk from degree V down to degree III. With regard to climbing net, it should consider space cells and mesh size of the net, all of which must be smaller in size than children’s leg and feet. By doing so, the risk was reduced to degree III from degree V.
After analyzing, risk assessment and risk suppression process may be used in the safety design of children’s playground equipment. However, the present children’s playground equipment in Taiwan is only suitable for children aged under 12; thus, if we consider different ages and body sizes, for instance 5-to-8-year-olds, 9-to-12-year-olds, the risk could be reduced to an acceptable range; furthermore, we may add usage description with illustrations or pictures to inform users decreasing usage mistakes.