Master of Landscape Architecture Program (MLA)

The world of playscapes with the design of a playground for the chocolate and sweet factory

Kraš, Zagreb

By

Kaja Šprljan Bušić

A thesis

submitted in partial fulfillment

of the requirements for the

Master of Landscape Architecture

Department of Agriculture, Home economics and Nutrition,

Landscape Architecture and Nature Conservancy

Anhalt University of Applied Sciences

June 2007

Prof. Erich Buhmann, Major examiner

Asst. Prof. Ines Hrdalo, Second examiner

Acknowledgement

I would like to acknowledge the generous assistance I have received throughout the thesis

writing process from professors, academic advisors, friends and family.

I would like to express my deepest gratitude to my advisors Prof. Erich Buhmann and Asst.

Prof. Ines Hrdalo, who provided valuable insights throughout my writing stages.

Thanks also go to all friends who corresponded with me via email and graciously spent time

answering many questions. Specifically, I would like to mention Asli Ergen, Katarina

Fiorenini, Nataša Avakumović, Jasmina Malanović and Prof. Branka Aničić, and of course, all

dear friends from MLA who embellished my staying in Germany.

I especially appreciated learning from my first-hand experience with the subject of

playscapes in the company Regoč. Therefore, I would like to thank my colleagues Slavica

Kraljić, Tatjana Marošević and Irena Borčić who gave me a lot of information about

children's behaviour in general.

I am also very thankful to my parents and my brother for their generosity, understanding,

patience and support throughout all these years of studying.

Special thanks go to my husband Branko Šprljan who was and still is my big inspiration just

by being there for me every time I needed him.

Kaja Šprljan Bušić,

Zagreb, 2007

Master of Landscape Architecture Program (MLA)

Declaration of Authorship

I certify that the material contained in this Master is my own work and does not contain

unacknowledged work of others.

1 Where I have consulted the published work of others, this is always clearly

attributed.

2 Where I have quoted from the work of others, the source is always given. With the

exception of such quotation the work of this thesis is entirely my own.

3 This dissertation has not been submitted for the award of any other degree or

diploma in any other institution.

Kaja Šprljan Bušić,____________________

Bernburg, 1 June 2007

table of contents

ABSTRACT ______________________________________________________________ 1

chapter 1

INTRODUCTION

1.1 Thesis statement ______________________________________________________ 3

1.2 Goal of the study _______________________________________________________ 4

1.3 Starting points and suggestions for planning the environment for children ____________ 4

1.4 Playing _____________________________________________________________ 6

1.4.1 Definitions of play ____________________________________________________ 10

1.4.2 Type of play _________________________________________________________ 16

1.4.3 About the child-play-environment relationship _______________________________ 18

1.5 Changing society ______________________________________________________ 20

1.6 Research and writing process ____________________________________________ 22

1.6.1 Personal experience __________________________________________________ 22

1.6.2 Research Methodology ________________________________________________ 22

chapter 2

WHY CHILDREN PLAYGROUNDS?

2.1 Child-nature relationship ________________________________________________ 23

2.1.1 The interaction with nature ______________________________________________ 23 2.1.2 The importance of nature to children ______________________________________ 25

2.1.3 The influence of outdoors on child and young person's life _______________________ 26

2.2 Child-playground relationship ____________________________________________ 30

2.2.1 The importance of children playground in child's life ___________________________ 30

2.3 Playscapes __________________________________________________________ 32

2.3.1 Characteristics of playscapes ___________________________________________ 33

2.3.2 Requirements of playscapes ____________________________________________ 34

2.3.3 The necessity of playscapes in urban areas _________________________________ 40

chapter 3

CHILDREN PLAYGROUNDS AS PUBLIC SPACES

3.1 Public spaces ________________________________________________________ 42

3.1.1 Defining a public space ________________________________________________ 43

3.1.2 Changing identity in public spaces ________________________________________ 43

3.1.3 Teenagers in public spaces _____________________________________________ 44

3.2 Playgrounds today _____________________________________________________ 45

3.2.1 Changing identity in children playgrounds __________________________________ 48

3.2.2 Creating identity in children playgrounds ___________________________________ 52

chapter 4

TYPES OF CHILDREN PLAYGROUNDS

4.1 Types of playgrounds ___________________________________________________ 54

4.1.1 Choice of location for playground _________________________________________ 58

4.1.2 Desired size of the playground ___________________________________________ 58

4.1.3 Procedures for technical construction of playground ___________________________ 59

chapter 5

COLOURS ON PLAYGROUND EQUIPMENT

5.1 Conventional playground equipment ________________________________________ 61

5.1.1 Playgrounds without playground equipment _________________________________ 62

5.1.2 The correlation of playground equipment and art ______________________________ 64

5.2 Colours _____________________________________________________________ 65

5.2.1 Theory of colours _____________________________________________________ 65

5.2.2 Influence of colour on human beings and space ______________________________ 70

5.2.3 The importance of colour in child's life _____________________________________ 71

chapter 6

EXPERIENCING MATERIALS

6.1 Types of materials _____________________________________________________ 75

6.1.1 Playgrounds for free: utilization of used and surplus materials on playgrounds ________ 82

6.2 Encouregement of sensory perception ______________________________________ 83

6.2.1 Sense of touch (tactile system ___________________________________________ 84

6.2.2 Sense of smell and taste (olfactory and gustatory system ________________________ 86

6.2.3 Sense of hearing (auditory system ________________________________________ 86

6.2.4 Sense of sight (visual system ____________________________________________ 87

6.3 Experiencing movement _________________________________________________ 88

6.4 Interlocking impact protection – poured in place rubber surfacing __________________ 89

chapter 7

DESIGNING CHILDREN PLAYGROUNDS

7.1 Is a playgroung the domain of a landscape architect? What is the reality? _____________ 91

7.1.1 From a child's point of view ______________________________________________ 92

7.2 Design tips and rules ___________________________________________________ 93

7.2.1 Checklist for designing experiential spaces _________________________________ 95

7.2.2 Action for new and better children playgrounds _______________________________ 96

7.2.3 Sense of ‘Placeness’ __________________________________________________ 97

7.2.4 Natural playgrounds, playgrounds worth to focus on ___________________________ 103

7.2.5 Plants as a part of the play environment ____________________________________ 105

chapter 8

CASE-STUDIES

8.1 Children playgrounds in Germany __________________________________________ 108

8.1.1 Children playgrounds in Munich __________________________________________ 108

8.1.2 Georg-Freundorfer-Platz, Munich, chosen as the best playground and leisure park in Germany _________________________________________________________

111

8.1.3 Petuelpark, Munich ___________________________________________________ 114

8.1.4 Example of various experiences on cell playscapes at BUGA, Munich, 2005 ___________ 117

8.1.5 Green corridor and Pocket park axis 13, Munich ______________________________ 120

8.1.6 Arnulfpark, Munich ___________________________________________________ 122

8.1.7 Spielwall – water playground at the BUGA, Potsdam, 2001 ________________________ 124

8.1.8 South City Park Fuerth _________________________________________________ 127

8.1.9 PlayGroundParkLandscape Moonfish, Berlin _________________________________ 129

8.2 Children playgrounds in Croatia ___________________________________________ 131

chapter 9

MARKETING THROUGH LANDSCAPE ARCHITECTURE

9.1 Brand and branding ____________________________________________________ 135

9.2 How can the profession of landscape architecture contribute to marketing and branding of a corporative company? Subtle way of marketing through space. _____________

138

chapter 10

THE PROJECT OF CHILDREN PLAYGROUND

10.1 Zagreb in the frames of the metropolis ______________________________________ 139

10.2 Background of the location for children playground – city, industry, periphery _________ 140

10.3 Case-study: The project of a children playground for the chocolate and sweet factory Kraš 142

10.3.1 Factory Kraš and its history ____________________________________________ 142

10.3.2 Conceptual framework _______________________________________________ 144

10.3.3 The expected results ________________________________________________ 149

Kraš 01 _______________________________________________________________ 149

Bananko 02 ____________________________________________________________ 151

Krašotice 03 ___________________________________________________________ 153

Kiki candies 04 _________________________________________________________ 156

Bajadera 05 ____________________________________________________________ 157

Animal kingdom 06 _______________________________________________________ 160

Griotte 07 ______________________________________________________________ 162

10.3.4 Playground design __________________________________________________ 163

chapter 11

CONCLUSION ____________________________________________________________ 165

BIBLIOGRAPHY ___________________________________________________________ 167

LIST OF TABLES ___________________________________________________________ 171

LIST OF PICTURES _________________________________________________________ 171

ABSTRACT

'The world is a playground, and life is pushing my swing.'

Natty Nats

Still in the process of searching for thesis topic, I have read a lot of various articles

about landscape architecture in general, projects, problems, goals, contemporary

issues, influences of modern way of living and globalization, influences of computer age

and so on.

At the same time, I have been working in a company for children playgrounds Regoc,

Zagreb, Croatia, and dealing with only issues of playgrounds.

The primary motive for writing about the topic of playgrounds was my dissatisfaction

with current developments in play environment design and development in Croatia.

Widespread misunderstanding of children’s play has resulted in a growing tendency to

replace vibrant, enchanting, natural and magical playscapes with technologically

inspired, manufactured structures.

Further, the child’s life is growing increasingly structured and centered upon the

achievement ethic in the mistaken notion that what adults think is good for adults is

also good for children. Overly anxious parents are robbing children of their right to play

and, consequently, their sense of wonder and enchantment.

My personal opinion is that playground is a field where a landscape architect should be

an important figure. However, after the research that I have made in Croatia, I came to

the conclusion that until now the profession of landscape architecture was not involved

at all in the process of designing a playground. As a matter of fact, design and planning

are not present at all.

Of course, the profession of landscape architecture is very young, but still…

The result of that conclusion in my mind was that I have started all over again to read

about the profession of landscape architecture, but more focused on playgrounds and

playscapes.

Of course, I did find a lot of interesting datas and facts about the topic of playgrounds,

but what surprised me a lot was that there is no firm correlation between landscape

architecture and playgrounds, ie. as if landscape architects are not the ones who are

dealing with playgrounds.

My question is, who is?

While working in the company Regoc, who is a representative for german company Eibe

for playground equipment, I somehow concluded that landscape architects are really

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missed in this field (at least in Croatia where the proffession is at its very beginnings).

The example is myself, the first landscape architect working in this company, although

they exist already since 1996.

I have to admit that I was not really surprised because of the situation of our proffession

in Croatia, but we also visited the company Eibe, together with represenatives from

other countries, and there I realized that I was the only landscape architect, or any kind

of designer or planner on that seminar.

That I found quite strange. Am I just too naïve?

Unfortunatelly, I have no confirmed answer on my question, but the fact that I am

missing some answers was certainly the point where I have decided to explore the topic

more thoroughly.

I want to emphasize that I don’t want to state that landscape architects are not

designing playgrounds, it is just my perception according to the millieu I live and work

in.

Author: Kaja Šprljan Bušić

Thesis: The world of playscapes with the design of a playground for the chocolate and

sweet factory Kraš, Zagreb

Keywords: Child, child development, playground, playscape, landscape architecture,

public space, urban network, marketing, colours, pourred in place rubber

Author: Kaja Šprljan Bušić

Candidate for the degree of: Master of Landscape Architecture

Date of submission: 1st June 2007

Major Professor: Prof. Erich Buhmann

Anhalt University of Applied Sciences, Department of Agriculture, Home Economics and

Nutrition, Landscape Architecture and Nature Conservancy

Second Examiner: Asst.Prof. Ines Hrdalo

University of Zagreb, Faculty of Agriculture, Department of Landscape Architecture

Submitted to Anhalt University of Applied Sciences, MLA Program,

Solbadstraße 2; D-06406 Bernburg

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chapter 1 INTRODUCTION

1.1 Thesis statement

Sometimes we should stop and ask the question, "Why do we give children places and

time to play?" If the answer to that question is that children need to play because it is

the best way for them to build their internal systems, then it stands to reason that the

only rational way to build play environments is in harmony with the predicable ways

that children play so that they can find what they need to advance their own

development.

Playgrounds that are designed to provide experiences according to children's predictable

play behaviours can have a profound impact on the lives of all children. What are the

characteristics of the children's predicable play behaviours and how can they be

recognized as children play?

Spatial planning deals with children play as spatially restricted activity that can be

inserted on standardized areas. While being detached from the overall concept, the

social contacts may be missing. Nevertheless, play is spatial and social activity linked to

the whole child’s living area. Decisions upon spaces meant for children are done by

individuals who actually do not use them. Sometimes it is hard to get useful information

from children, but it is even more often that children do not have the opportunity to

express their opinion. The challenge for planners is offering children the possibility to

find or create their playground, but keeping in mind the level of children’s

understanding of the environment. Every attempt of successful design of children’s

environment should be based on understanding of children’s activities and experiences

of physical environment and children’s need to play.

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1.2 Goal of the study

Based on the relationship child-play-environment and by means of cognitions on

importance of children’s perception, evaluation and use of space, I would like to find

the criteria and requirements that should be followed at overall planning of pleasant

environment for children that would ensure good playing possibilities and

comprehensive development.

I hope to influence adult thinking about the importance of outdoor play in the lives of

all children and give direction for the creation of play environments where all children -

with and without disabilities can experience the true liberty and learning of play.

1.3 Starting points and suggestions for planning the environment for children

Starting points Spatial-planning potentials

Children's participation calls for adjustment of

the society: when economical motives are the

ones who are predominate, children are

pushed to the side. If not having the

possibilities to make decisions, children

become passive and incapable – most of the

children would say that they even do not know

what they are missing.

Tolerance for both children's, as well as

parent's activities, and public participation in

planning and decision making of all inhabitants

of the neighbourhood are needed.

Play depends on the accessibility and nearness

to home. This way a child can have a level of

control over the environment and the

possibility to choose a type of the game he

wants to play.

Exploiting the potentials of areas that are near

to housing areas and conecting playscapes with

the living area (giving life to inner courtyards,

diminishing the number of parking lots,

improving the connections between parcels,

equiping the areas for all user groups).

Playground equipment should be a part of the

entire environment, and not only isolated on

playgrounds.

Children's range to play is very restricted in

most of the newly planned neighbourhoods. In

the contrast to aestheic ideal of designed

public space, children adore sand, dirt,

water,moist, ditches, hills, thick shrubs...

Adjustment of planned usage of areas and

newly created areas for children in a way that

the scale is appropriate for children. Offer

privacy, richness and livelihood. Revival of

some available unformal areas, conservation

and development of natural and semi-natural

spaces in the hinterland and their connection

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with the city.

The maning of movement for growth and

development. Limiting of space results with

misunderstanding of the environment and

disconnection of children to the world.

Children use the entire environment for play,

including communications and connections.

Those are not only used for getting from one

place to another, but they are also places and

the travel itself is already a goal.

Security is important for enabling the mobility,

as well as acessibility and connection with the

environments that are distant from home.

Improving the potentials for play in walking

areas and on the city squares. Better linkage

between separate public spaces (limiting

traffic, improving the path and bicycle

network, spreading of green connections,

constructing bridges and underways on

obstacles).

Important quality of children's environment is a

possibility that it can be changed. Searching

and creating places is one of the most

important characteristics of child's relationship

to the environment. That allows the child to,

through his own action, develop balanced

relationship with environment.

Improving the quality of playgrounds and

possibilities for play on other public places in

the city and neighbourhoods (more vegetation;

more areas for children; structuring of space,

richness of relief, elements, materials, shapes;

equiping with various tools; protection against

bothering activities in the surroundings;

connection to other spaces; maintainance).

Special places and equipment for certain

activities should inspire starting points in

planning like multifunctionality, usage that can

be changed and wishes of individual groups of

users.

Table 1.3.1. Starting points and suggestions for planning the environment for children 1

1 Trontelj, M. ‘Designing environments for children, Graduation thesis, University of Ljubljana, Faculty of biotechnology, Institute foe landscape architecture, 1996

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1.4 Playing

‘The true object of all human life is play. Earth is a task garden; heaven is a

playground’.

G. K. Chesterton, essayist, novelist, poet

‘It is a happy talent to know how to play.’

Ralph Waldo Emerson, philosopher, poet, essayist

‘It is becoming increasingly clear through research on the brain as well as in other area

of study, that childhood needs play. Play acts as a forward feed mechanism into

courageous, creative, rigorous thinking in adulthood.’

Tina Bruce, Professor, London Metropolitan University

‘Necessity may be the mother of invention, but play is certainly the father.’

Roger von Oech, President, Creative Think

‘Play for young children is not recreation activity... It is neither leisure-time activity

nor escape activity.... Play is thinking time for young children. It is language time.

Problem-solving time. It is memory time, planning time, investigating time. It is

organization-of-ideas time, when the young child uses his mind, body, his social skills,

and all his powers in response to the stimuli he has met.’

James L. Hymes, Jr., child development specialist, author

Huizinga's thought: every human act is actually play

He believes that human culture grew up and developed out of play – and as a play. He

wanted to incorporate play into culture. So he talks about play as a part of culture – and

not only as biological function.

From semantic point of view, it is distinctively worth to mention the word ‘play’, ‘to

play’. The word comes from Anglo-Saxon plega, plegan, and that means play and

playing, but besides that also fast start, facial movements, grasping with hand, clapping

hands, playing an instrument, in any case, very concrete actions.2

2 Huizinga, Johan. Homo Ludens – o podrijetlu kulture u igri, Matica Hrvatska (Homo Ludens – Vom Ursprung der Kultur im Spiel, Hamburg, 1956), Zagreb, 1970

6

Play is basic to all of us. We play to develop our muscles and our brains. We play to be

creative. We play to escape, in unplanned moments or structured games. We play to

test our limits. Play can be cheery or furious, frivolous or sincere, simple or complex.

When we play, we affirm our values and connect with others. When we are absorbed in

play, we lose ourselves. When we look closely at play overtime, we find ourselves.

Playing is learning imagining pretending competing discovering socializing collecting shifting perspectives

and more…

learning

'To play is to participate in the creation of the human being in its fullest context.'

William R.Meyers, ‘Transcendence in the Play of Remembrance’, 1988

imagining

'Knowledge is limited. Imagination encircles the world.'

Albert Einstein, ‘Saturday Evening Post’, 1929

pretending

'I was a motorcar to the dismay of my parents…I switched on in the morning, and only stopped

being a car at night when I reversed into bed and cut the ignition.'

Peter Ustinov, ‘Dear me’, 1977

competing

'I believe that man’s finest hour, in fact his greatest fulfilment, his finest fulfilment, is that

moment when he has worked his heart out and for a good cause and lies exhausted but victorious

on the field of battle – whenever – wherever that field of battle may be.'

Vince Lombardi, ‘What it takes to be number one’, 1970

discovering

'I badgered my parents constantly with questions. Where did colour come from? What happened

to the sugar when one stirred it into the tea? Where did it go? Why did water bubble when it

boiled?'

Oliver Sacks, ‘Uncle Tungsten’, 2001

socializing

'Play, while it cannot change the external realities of children’s lives, can be a vehicle for

children to explore and enjoy their differences and similarities and to create, even for a brief

time, a more just world where everyone is an equal and valued participant.'

Patricia G.Ramsey, ‘Diversity and play’, 1998

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collecting

'I have a large shell collection, which I keep scattered on the beaches all over the world. Perhaps

you’ve seen it.'

Steven Wright, ‘I have a pony’, 1997

shifting perspectives

'Learning though play means trying things this way and that, and then perhaps standing on your

head and trying them again. It means staying loose, changing your perspective, trying the

intuitive instead of the logical and thinking outside whatever box you might currently be in.'

Stuart Brown, M.D., ‘The Institute for play’, 2002

and more...

Playing is creating

Playing is writing and reading

Playing is understanding nature

Playing is therapy

'Now in myth and ritual the great instinctive forces of civilized life have their origin: law and

order, commerce and profit, craft and art, poetry, wisdom and science. All are rooted in the

primeval soil of play.'

Johan Huizinga, ‘Homo ludens – a study of the play-environment in culture’

Table 1.4.1. Associative meanings of play. 3

3 Strong national museum of play, Rochester, New York. Retrieved from http://www.strongmuseum.org/play/playingis.html

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Humans have played since earliest times, and philosophers and scholars have thought

about it for centuries. More than 2,000 years ago, Plato suggested, 'You can discover

more about a person in an hour of play than in a year of conversation.' Last century,

Albert Einstein called play 'the highest form of research'.

All children have a right to play.

Play is not only inherently valuable as an enjoyable activity; it is also a process through

which children learn. Play enhances problem solving ability and promotes opportunities

to experiment with creative thought. Dramatic or symbolic play contributes to a range

of developmental virtues including communication, cooperation, interpersonal problem

solving, creativity, personal responsibility and imagination. The type, quality and

diversity of children's play environments directly affect the type, quality and diversity

of children's play (Moore, Goltsman and Iacofano 1992). Play is a means by which

children learn without being taught. It involves doing, exploring, discovering, failing and

succeeding.

With increasing age children normally play in more integrated ways. Identifying the

level of social participation in play activity can be representative of a child's maturity in

social and cognitive development. The best play environments for children are those

which are developed on the basis of children's natural play needs, taking into account

the play behaviour engaged in at different developmental periods, including the social,

physical and cognitive forms of play. Conflicts or withdrawal are more likely to occur

when children are crowded and play equipment and materials are limited. Even in play

environments with considerable space, paucity of equipment and materials limits

children's play options and leads to increased levels of boredom and aggression and lack

of social, physical and cognitive development.4

Play is fun and a whole lot more. Play is essential for learning and human development.

It sharpens children's minds, helps children grow, keeps children healthy and boosts

children's creativity. When children play, they learn to solve problems, make decisions,

express themselves and communicate with others and recognize boundaries. Children

who play do better in school and become adults that are more successful. When we do

not play, we are less creative and productive, more sedentary, more easily fatigued,

4 Malone, K. and Tranter, P. "Children's Environmental Learning and the Use, Design and Management of Schoolgrounds." Children, Youth and Environments 13(2), 2003. Retrieved from http://www.colorado.edu/journals/cye/13_2/Malone_Tranter/ChildrensEnvLearning.htm

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more susceptible to obesity, more likely to encounter social problems and emotional

stress.

Play also helps understand history and culture. The way we play shows who we are,

what we value, how we regard others, change over time and future possibilities.

Play is not only important for children. It is also important for parents:

Participating in your child’s play creates a healthy relationship.

Laughing with your child develops spontaneity and creativity.

Aspiring to greatness through pretend play builds your child’s confidence.

Yielding to your child in play helps him gain strength and poise.

Imagining with your child helps him develop complex thinking.

Negotiating, talking, and sharing with your child builds him communication skills.

Gardening with your child helps him understand nature and learn aesthetic

appreciation.

In what measure the culture that we live in takes place in a form of play?

How much the playful spirit influences the person who lives in this culture?

In the last century, many playing elements that were very important for humankind in

history, were abandoned. Is this deficiency corrected, or even more increased?

Already in its simplest forms and already in the animal world, play is more then just

physiological phenomenon or physiologically conditioned psychic reaction. Play itself

goes beyond biological, and also physical actions. Play has its own meanings. Whatever

we think about play and its meaning, in the essence of play always reflects at least one

element of unreal.5

1.4.1 Definitions of play

Psychology and physiology give their best to observe, describe and explain playing of

animals, children and adults. They try to determine the essence and the meaning of

play and address to its role in life. The fact is that play is very important in life and it

fulfils essential or at least useful assignments. It was believed that the origin and the

fundament of play could be defined as a relief from surplus of vital energy. According to

5 Huizinga, Johan. Homo Ludens – o podrijetlu kulture u igri, Matica Hrvatska (Homo Ludens – Vom Ursprung der Kultur im Spiel, Hamburg, 1956), Zagreb, 1970

10

others, a living being while playing, listens to his innate instinct for imitation and

prepares himself for more serious activities that life will bring.

A lot has been said and written about children playgrounds in the world. On many

meetings, counselling and world conferences, professionals are discussing about the

term children playground, and about designing, planning, constructing, equipping and

functioning of children playgrounds.

Professionals from the various fields, like urban planners, architects, landscape

architects, doctors, lawyers, pedagogues, psychologists, teachers, educators, parents,

activists and of course, children – the users, can say a lot about children playgrounds.

On the question, what is a children playground, the most common, simple and short

answer is ‘a place for play’. This first association is true, but it is only a part of the

meaning.

There are a lot more explanations on the definition of play, but what all these

definitions have in common is that they arise from the same assumption that play exists

for the purpose of something else and it serves to some biological purpose. They all ask

the same question: why and what for does play exist? The intensity of play cannot be

explained with biological analysis, and exactly in this intensity lays its essence. Nature

has, obviously, instead of giving us useful functions like relaxation after hard work,

preparation for life duties or releasing surplus of energy, given us play, with its tension,

joy and amusement. This final element, however, persists to every logical

interpretation.

It is clear that manifestation of play broadens to the world of animals and the world of

humans. It does not lie on rational and intelligence, because, in that case, it would only

be restricted to humans. The existence of play does not link to any level of culture, or

to its worldview. It is impossible to deny the game. It is, though, possible to deny

almost every abstraction: law, beauty, truth, kindness or spirit. We can deny

seriousness, but we cannot deny the game.

The one, who thinks about the function of play that reflects on culture, observes the

play beyond biology and psychology. In that case, play appears as certain quality of

actions that vary from ordinary life.6

This thought can be gradually broadened and upgraded so that we get more accurate

definition of children playground. Thought could go like this:

6 Huizinga, Johan. Homo Ludens – o podrijetlu kulture u igri, Matica Hrvatska (Homo Ludens – Vom Ursprung der Kultur im Spiel, Hamburg, 1956), Zagreb, 1970

11

first extra precision would be that children playground is ‘outdoor place for

play’

on the question what kind of outdoor place for play is it, the answer would be

‘arranged and designed outdoor place for play’

on the question what is this place used for, first answer would be ‘for

spontaneous play’, and additional and more complete answer, ‘for organized

children’s play’

it is possible to even more broaden the list of functions of playground and say

that ‘playground also serves for diverse recreational and creative activities of

children’

on a playground child accomplishes play and other activities with other children

so ‘playground also serves for communication, company and cooperation of

children’

at the end, everything has to be placed into specific time frame and say when

these activities happen on a playground, and that is ‘during children’s spare

time’

The derived definition: ‘Children playground is arranged and designed outdoor place for

spontaneous and organized play, as well as for diverse recreational and creative

activities and for communication, company and cooperation of children in their spare

tim.’ 7

According to Huizinga, play is voluntary action or activity, which takes place inside

certain predefined spatial and temporal boundaries, willingly accepted, but without

exceptions obligatory rules, whose aim is in itself and followed with the feeling of

tension and joy and consciousness that it is ‘something else’ then ‘ordinary life’. Term

explained in this manner is adequate to comprise everything that we call play, whether

we think about animals, children or adults.

Many professionals in the world though, interpret differently the idea of children

playground – dependently of the meaning and function that they primarily assign to that

place.

According to those ideas, children playground is:

7 Paravina, Emil. Dječje igralište – pravo I potreba svakog djeteta (Children playground – aright and need of every child), Savez društava ‘Naša djeca’ (organization 'Our children'), Zagreb, 1996.

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outdoor place on fresh air for fulfilment of spare time

supplementation and enlargement of living spaces

shelter on fresh air

child’s worktable

stage where children have the main role

ambient without regulations and directives

space of freedom and fantasy

place where children gather, play, relax and have fun

building-site of new experiences, independently created and personally enjoyed

small person’s first step into the big world

one stair of the school of life

As it can be seen, those thoughts are great and original, and accurate as well. Every one

of them is certainly part of the truth, so all of them together could create a mosaic,

which creates, fulfils and enhances the term of children playground.

Besides the opinions of professionals, what matters is also the opinion of children. What

are important for them are their expectations:

that they can freely move, jump, even scream, if they wish to

that they can do there whatever they are not allowed to do at home, in

kindergarten, school, on the streets or some other public place

that they can freely play and hang out there, as much as they want and whoever

they want it with

that they find there everything they wish

Children playground should really offer to children:

enough space for walking, running, jumping

possibilities for climbing, rolling, throwing

possibilities for building and demolishing, assembling and decomposing, cutting

and sawing, digging and planting

children should learn, become informed, reveal and experience from those

activities

children should feel entirely free and cheerful

Therefore, children playground should be:

13

it should primarily be a playground, but at the same time a building site, working

place, learning place, pleasure ground and amusement place, and not just

‘swinging place’

it should never be entirely finished, but somehow change with every season, and

even on the daily basis, according to children’s wishes, team leader ‘s

inventiveness and possibilities of organizers who take care of and maintain the

playground

These are demanding requirements, but following them, children playgrounds will

become:

to children: their favourite place for gathering, playing an hanging out

to adults: precious way and form that contributes to healthy contemporary

education of every child

Characteristics of play:

Every game is free act. Playing on order is not, actually playing. Play is not duty.

Person plays in its free time. Finally, play is freedom.

Game is neither a part of ordinary, nor real life.

The difference between playing and everyday life, is place and duration.

Another characteristic of play is, therefore, its boundedness and finality. It

occurs inside certain boundaries of time and place. Spatial boundedness is even

more notable then temporal. Every play happens on its place, on a playground

that is bounded materially, corporeally or thoughtfully. The course and sense of

play are in the play itself.

Play, after occurring, can happen again in any moment. This repetition factor is

one of the most important characteristics of play.

There is special and unconditional order on a playground. Therefore, play

creates order, in other words, it is order. That is another, positive aspect of

play.

Play creates and imprisons. It rules and heals. Play consists of two most sublime

characteristics that man can express through objects: it is fulfilled with rhythm

and harmony.

Element of tension plays important role in playing. Tension means uncertainty

and circumstance. The tension seduces abilities of player: his physical strength,

endurance, ingenuity, courage, persistence and spiritual virtue.

14

Special and unique condition of play is clearly manifested through the fact that it is

gladly covered with mysteriousness. Laws and customs of everyday life do not have any

values in the world of play.

From the formal point of view, playing can be defined as free doing for which we feel

that ‘it is not meant to be that way’ and that is beyond ordinary life and that player can

be fully occupied with it. Playing is not connected to any material benefit or interest of

any kind. It is carried out in its own time and space that takes place in its proper and

given time and space, by specific rules. It vivifies social contacts and it is gladly

surrounded with mysteriousness and singled out of the ordinary world as something

apart. 8

Developmentally, play serves a variety of roles. Play has been demonstrated to be an

effective vehicle for psychosocial development. In play, children learn to interact with

others and behave according to pre-established rules. Play has also been cited as a tool

that children use for morality development. Developmental psychologists Jean Piaget

and Lev Vygotsky asserted that social play helps the child gain an advanced

understanding of rules and socialization. Additional functions of play include exercising

newly developed physical and cognitive abilities as well as providing a behaviour that

children can use to cope with traumatic events (Gray, 1991). Researchers have

identified several sub-types of play, which include rough-and-tumble-play (horseplay),

constructive play (making things for fun), formal games (games and sports with

designated rules), and pretend play (portraying imaginary roles). Pretend play is of

particular interest to developmental psychologists due to its prevalence, and its role in

cognitive and psychosocial development (Gray, 1991).

Play usually emerges during the first year of life. Pretend play begins to emerge during

the second year of life and is seen primarily between the ages of 1 and 6 years. Before

12 months, most children are incapable of pretend play; after 6 years, children more

frequently engage in formal games. Play lasts the duration of an individual’s life,

although its purpose, form, and prevalence fluctuate (Papalia, Olds, & Feldman, 2001).

Why do children play? In what ways might children's play contribute to their

development? Putting this another way, what might happen - in both the short- and

long-term - to a child who never played? 9

8 Huizinga, Johan. Homo Ludens – o podrijetlu kulture u igri, Matica Hrvatska (Homo Ludens – Vom Ursprung der Kultur im Spiel, Hamburg, 1956), Zagreb, 1970 9 Gross, D., Observing Children's Play Behavior, principles of psychology: experimental foundations, 2001.

15

1.4.2 Types of play

Cognitive play allows children to act on the environment, discover, and understand

relationships through their own behaviour. This type of play usually has as its goal

problem solving, choosing, constructing, exploring, and discovery, and is unstructured

informal learning. Outdoor environmental learning occurs through opportunities

initiated by teachers or students to complement or supplement the formal curricula

indoors.

Environmental learning has three dimensions. Learning about the environment supports

environmental knowledge and understanding. Learning for the environment is directed

toward environmental stewardship and action. Learning in the environment encourages

interactions and experiences in the environment (Disinger 1990; Murdoch 1993). To

provide a holistic approach to children's environmental learning all three dimensions

should be available through teacher-directed and unguided experiences throughout

their schooling.

Many children around the world, whether in industrialized or developing cities, live in

overcrowded, unsafe and polluted environments that provide little opportunity for

learning, play or leisure. Children are vulnerable to environmental and social

degradation, in terms of both the likelihood of personal harm and the constraints this

places on their capacity to reach their full potential. Urban children, in particular, are

often trapped in environments that provide little opportunity for self-discovery and

natural environmental experience.

Spontaneous unregulated play in neighbourhood spaces, particularly in affluent areas of

cities, is increasingly becoming an activity of the past. Many children have lost access to

traditional play environments, including streets and wild spaces, partly through parental

fears about traffic danger, bullying and “stranger danger,” partly through the loss of

natural spaces and partly through perceptions of what is best for children (Tranter and

Doyle 1996; Valentine and McKendrick 1997).

Children are encouraged to participate in regulated play environments in their homes,

friend's homes and commercial “play or recreation” facilities (Hasluck and Malone 1999;

McKendrick, Bradford and Fielder 2000). This type of regulatory practice may help to

“protect” children from being exposed to environmental hazards, but has long-term

consequences for their social and emotional competence (Tranter and Pawson 2001).

When neighbourhoods are not supportive of children's needs, children are limited in

16

their capacity to experience and explore their environments and engage in cognitive

play and outdoor learning–behaviours that lead to environmental learning.

Research on play shows that children prefer and use playgrounds with high degrees of

challenge, novelty and complexity (Fjortoft and Sageie 2000). A modifiable and

malleable environment offers more opportunities for environmental learning, with

corresponding behavioural consequences (Moore and Wong 1997).

Researchers have distinguished three main categories of play in relation to children's

development (Countryside Commission for Scotland/Forestry Commission 1984, cited in

Uzzell 1988):

Play and physical/motor skill development. The desire to run, jump, crawl,

climb and swing is the natural way through which children's bodies develop.

Improvement in coordination, bone and muscle growth, strength, agility and

endurance are essential to a healthy childhood and later life.

Play and social development. Play enables social and emotional development

through activities where children must play with others, share and cooperate,

respect other views, express their ideas, feelings and needs without the constant

mediation of an adult. It is the time when a child constructs identity and “tries

on” to see which identity fits. Children learn to negotiate their own self in

relation to others, and interact with their peers. It allows children to acquire the

social skills and emotional well-being essential to normal development.

Play and cognitive development. Through play children discover, explore and

develop an understanding of the environment around them. Through their

exploration and experience of the social, physical and natural environment they

become familiar with the patterns and systems of life and the

interconnectedness of these with themselves.

The types of play behaviours/activities characteristic of each of these developmental

activities include:

Physical/motor skill activities. Playing on fixed structures, participating in

structured games, using free equipment (e.g., bats/balls).

Social/non-social play activities. Talking with others, watching others, reading,

daydreaming– this could include onlooker activities where children watch the

activities of others but do not attempt to engage in the activity, and unoccupied

behaviour when children demonstrate a marked absence of focus or intent. This

could include children staring blankly into space or wandering aimlessly.

17

Cognitive activities (including imaginative and creative play). Building or making

things with loose materials, observing and interacting with nature, exploring

environment, engaging in imaginative activities (role plays, drama, fantasy).

Structural forms of play also occur within social participation contexts.

Solitary Play. Children play apart from others at a distance greater than one

meter or with their back to the other children. They will normally be engaging in

a different activity and pay little attention to the others' behaviour.

Parallel Play. Children play independently of others even though they are in

close proximity. They play beside others or in the company of others but do not

play with their companions.

Associated Play. Children play with others in a similar activity. Communication

and materials are exchanged, but there is no overall goal to the activity.

Cooperative Play. Children organize themselves in a group with a common goal

or purpose to the social activity. Whatever the activity, the focus is group-

centred.10

1.4.3 About the child-play-environment relationship

The most important period for exploring the world around us is childhood. Every one of

us has the desire for exploring and understanding the dimension and richness of the

world so that we can understand our place in the world better. Physical exploring and

learning of the environment is a special way of learning and especially important for

child’s development. All children explore their environment, learn about it, live in it

and give the environment intimate meanings. Where do children go when they cross

their doorstep? How do they find and determine their ‘places’ and what do they feel

about them? A lot has been explored and said about children’s relationship to the

environment, from noticing play patterns to detailed studies about children’s behaviour

in their everyday environment (Moore, Hart). It seams, though, that this ample

knowledge about children’s development and needs does not find the real response in

the reality, because planning of environment is, in most cases, adapted to values of

adults. We barely ask ourselves what is the influence of that on children. In the best

10 Malone, K. and Tranter, P. "Children's Environmental Learning and the Use, Design and Management of Schoolgrounds." Children, Youth and Environments 13(2), 2003. Retrieved from http://www.colorado.edu/journals/cye/13_2/Malone_Tranter/ChildrensEnvLearning.htm

18

cases, children playgrounds are there for children, but still, children have to settle

down in unknown world of adults.

Play is the basic way of child’s communication with the environment, through which he

gets the cognitions and understandings about himself and the world. That is the reason

that play should not be considered as the opposite to working and learning, and as

something not serious, senseless and unproductive. The lack of possibilities for play

restrains intellectual development of a child, development of social relationship, self-

confidence and emotional stability. Physical environment has a crucial role there.

Environment, rich with resources that child can discover, explore and learn from them,

has a strong influence on his abilities to learn, as well as on his behaviour and his point

of view. Parallel development of skills: touching, holding, moving and changing bring to

child the feeling of pleasure. For that, he always searches for heavier ways, solves more

and more complicated assignments and discovers new ways of using the objects.

Children playground yes or no is of course not a question, but it should not be the only

response to children’s needs. Relationship child-environment is much more rich and

meaningful than just restricted to children playground. Even though there are very

exciting and creative playgrounds with intensive play models, if they are separated from

the world of experiences, they cannot provide the personal, symbolic meaning and

children will not consider them ‘their’. Children use the spaces differently than adults

and that is the reason for different values. The feeling that they can choose and arrange

environment on their own, has an important role at playing.

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1.5 Changing society

The days of free childhood seem to be over. Parents can now add a new worry to the

list of things that make them feel inept: increasingly their children, as Woody Allen

might say, are at two with nature. While real improvements have been made,

something has also been lost. We are entering a period where one play area looks just

like all the others. This pattern is largely because the diversity in available commercial

play equipment is limited to a choice of colours and the scale of the structure. If all

that was lost were a matter of aesthetics, it would not be a big concern. Nevertheless,

the issue is far larger. The new playgrounds provide only for active play. In the last two

decades, there have been startling changes in our society. To effectively plan for the

recreational needs of our society, we must be aware of the changing demographics.

‘I like to play indoors better because that’s where all the electrical outlets are’, reports

a fourth grader. But it’s not only computers, television and video games that are

keeping children inside. It is also their parent’s fears of traffic, strangers and disease;

school’s emphasis on more and more homework; structured schedules; and lack of

access to natural areas. Local governments, neighbourhood associations, and even

organizations devoted to the outdoors are placing legal and regulatory constraints on

many wild spaces, sometimes making natural play a crime. As children’s connections to

nature diminish and the social, psychological, and spiritual implications become

apparent, new research shows that nature can offer powerful therapy for such maladies

as depression, obesity, and attention-deficit disorder. Environmentally based education

dramatically improves standardized test scores and grade averages and develops skills in

problem solving, critical thinking, and decision-making. Anecdotal evidence strongly

suggests that childhood experiences in nature stimulate creativity.11

Doctors, teachers, therapists and coaches have been saying for years that children

spend too much time staring at video screens, booked up for sports or lessons.

A variety of cultural pressures have pushed children too far from the natural world. The

author Richard Louv, futurist and journalist focused on family, nature and community,

calls the problem "nature-deficit disorder" that is making our children depressed,

distracted, and overweight. He came up with the term to describe an environmental

ennui flowing from children's fixation on artificial entertainment rather than natural

11 Richard Louv. ‘Last Child in the Woods: Saving Our Children from Nature-Deficit Disorder’. Algonquin books. Spring, 2005.

20

wonders. Those who are obsessed with computer games or are driven from sport to

sport miss the restorative effects that come with the nimbler bodies, broader minds and

sharper senses that are developed during random running-around at the relative edges

of civilization. Nature is a key factor in children becoming sensitive, expressive, and

essentially human.

Other factor that influences the changes in society is that children are no longer

allowed to play in the street or even the front yard, because of the constant news about

violence. The experiences we had growing up are no longer part of the everyday lives of

children. Few children now build tree houses or "dig holes to China." Parents need a safe

place for their children to engage in these important developmental experiences. The

typical park, with its manicured lawns and island of sand filled with metal equipment is

too formal to allow for discovery learning, which is the primary way children learn

about the world. At least some of our parks need to have places where it is OK for kids

to pick flowers, to dig in the dirt, and generally engage in natural play. We have

become defensive and started to design parks for the lowest possible liability as the

prime criteria instead of designing for the needs children and families first.12

"Healing the broken bond between our young and nature is in our self-interest, not only

because aesthetics or justice demand it, but also because our mental, physical, and

spiritual health depend upon it."

Richard Louv, ‘Last Child in the Woods,’ Algonquin Books

12 Beckwith , J. ‘No More Cookie Cutter Parks_part1’. Retrieved from http://bpfp.org/PlaygroundDesign/NoMoreCookieCutter.php

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1.6 Research and writing process

1.6.1 Personal experience

The idea of writing about issues of children, play, environment and their correlation,

i.e. playscapes came from my own personal experience while working in the company

for children playgrounds. The company where I have worked is Regoč, executive

distributor for German company Eibe, which is the producer of playground equipment.

Experiences in that company, short training in company Eibe and a lot of reading on the

topic of playgrounds, resulted with ideas that are displayed in this thesis.

1.6.2 Research Methodology

Research methods included a multidisciplinary review of the literature (drawing

primarily from resources in developmental psychology, environmental psychology,

education, law, landscape architecture, and architecture), and case studies.

My thesis was guided by the following questions:

Is there a relationship between the design of the playground and types of play

behaviours?

How can playgrounds support and enhance children's environmental learning?

Except my own personal experience, review of literature from various fields, research

included case studies and example of playground design as well. Regarding case studies,

my thesis focus is on German and Croatian playgrounds. Why did I choose these two

countries? Croatia because it is my home country and playscapes are obviously the

places that need more attention. Germany because I have been living in Germany for a

while, and had a chance to visit some playgrounds that are worth mentioning in this

thesis.

The last step in writing this thesis comprises practical design. I will try to show some

examples, which, I hope, children and adults find interesting and appealing. The

potential playground is located in Zagreb, next to the factory Kraš, who produce sweets

and chocolates. This example of playground should not only be a place to play, but also

a place that represents company Kraš and its brands.

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chapter 2 WHY CHILDREN PLAYGROUNDS?

2.1 Child-nature relationship

2.1.1 The interaction with nature

Two new disciplines, eco-psychology and evolutionary psychology, are now suggesting

that humans are genetically programmed by evolution with an affinity for the natural

outdoors. Evolutionary psychologists use the term biophilia to refer to natural,

hereditary emotional attraction of humans to nature and other living organisms. In other

words, biophilia is the love of outdoor.

Biophilia is the biologically based human need to affiliate with nature and the genetic

basis for human's positive responses to nature. Researchers say that for more than 99

percent of human history, people lived in hunter-gatherer bands totally and intimately

involved in nature. Therefore, in relative terms, urban societies have existed for

scarcely more than a blink of time. Our original nature-based evolutionary genetic

coding and instincts are still an essential part of us and continue to shape our behaviour

and responses to nature.

Natural outdoor environments produce positive physiological and psychological

responses in humans, including reduced stress and a general feeling of well-being.

It is also a clear-cut finding that people, and especially young children who have not yet

adapted to the man-made world, consistently prefer the natural landscape to built

environments. Children's instinctive feelings of continuity with nature are demonstrated

by the attraction children have for fairy tales set in nature and populated with animal

characters.

However, if this human natural attraction to nature is not given opportunities to be

exercised and flourish during the early years of life, the opposite, biophobia, an

aversion to nature, may develop. Biophobia ranges from discomfort in natural places to

active scorn for whatever is not man-made, managed or air conditioned. Biophobia is

also manifest in the tendency to regard nature as nothing more than a disposable

resource.13

Children have a particular attraction to natural environments and they often prefer to

play in natural or wild spaces. Such spaces appeal to children because of their diversity 13 White, R. And Stoecklin, V. "Children's Outdoor Play & Learning Environments: Returning to Nature". Retrieved from http://www.naturalplaygrounds.com/resources.php

23

and their feeling of timelessness. Children's access to nature provides an important

aspect of growing up, with many adults remembering natural or outdoor environments

as the most significant places in their childhood.14

There are “cognitive and psychological benefits of natural environmental experiences”.

These benefits have been found for prisoners, hospital patients, college students and

children. Even the presence of “naturalness” in the views from children's homes has

been found to enhance children's cognitive ability.15

Several studies have found that playing in nature has positive impacts on “children's

social play, concentration and motor ability”. Natural environments have advantages

over purpose built playgrounds because they stimulate more diverse and creative play. 16

The ways in which children relate to each other can also be strongly influenced by the

types of natural elements in play environments. In a U.S. study, Herrington and

Studtmann (1998) noted that when children played in an environment dominated by

play structures rather than natural elements such as plants and bushes, they established

social hierarchy by means of physical competence. However, after an open grassy area

was planted with shrubs, children played very differently in these “vegetative rooms.”

Fantasy play and socialization developed. More importantly, the social hierarchy

became based less on physical strength and more on a “child's command of language

and their creativity and inventiveness in imagining what the space might be. 17

For children to develop a sense of place, they benefit from direct contact with the

natural aspects of their environment, including vegetation, soils, people and animals.

Due to the impacts of rapid urbanization, children in many cities throughout the world

now have less access to natural or wild environments. Natural outdoor spaces are

14 Sebba, R. (1991). "The Landscapes of Childhood: The Reflection of Childhood's Environment in Adult Memories and in Children's Attitudes." Environment and Behavior 23(4): 395-422 15 Wells, N.M. (2000). "At Home with Nature: Effects of "Greenness" on Children's Cognitive Functioning." Environment and Behavior 32(6): 775-795 16 Fjortoft, I. and J. Sageie (2000). "The Natural Environment as a Playground for Children: Landscape Description and Analyses of a Natural Landscape." Landscape and Urban Planning 48(1/2): 83-97 17 Herrington, S. and K. Studtmann (1998). "Landscape Interventions: New Directions for the Design of Children's Outdoor Play Environments." Landscape and Urban Planning 42(2-4): 191-205

24

diminishing, there is increasing fear of violence in public spaces, parents have busy

schedules and many play areas are now synthetic rather than natural. 18

2.1.2 The importance of nature to children

Early experiences with the natural world have been positively linked with the

development of imagination and the sense of wonder. There is also strong evidence that

young children respond more positively to experiences in the outdoors than adults as

they have not yet adapted to unnatural, man-made, indoor environments.

The natural world is essential to the emotional health of children. Just as children need

positive adult contact and a sense of connection to the wider human community, they

also need positive contact with nature and the chance for solitude and the sense of

wonder that nature offers. When children play in nature, they are more likely to have

positive feelings about each other and their surroundings.

Outdoor environments are also important to children's development of independence

and autonomy. Outdoor space allows children to gradually experiment with increasing

distance from their caretaker. Safe space outdoors greatly adds to the ability of

children to naturally experiment with independence and separation, and the adult's

willingness to trust the child's competence, which is essential for separation to happen.

This is particularly important for children who live in small and crowded homes.

Children's outdoor play is different from time spent indoors. The sensory experiences

are different, and different standards of play apply. Children have greater freedom not

only to run and shout, but also to interact with and manipulate the environment.

Children are free to do 'messy' activities outdoors that would not be tolerated indoors.

Natural outdoor environments have three qualities that are unique and appealing to

children as play environments - their unending diversity; the fact that they are not

created by adults; and their feeling of timelessness - the landscapes, trees, rivers

described in fairy tales and myths still exist today.

Children experience the natural environment differently than adults. Adults typically

see nature as background for what they are doing. Children experience nature, not as

background for events, but rather as a stimulator and experiential component of their

activities. The world of nature is not a scene or even a landscape. Nature for the child

18 Malone, K. and Tranter, P. "Children's Environmental Learning and the Use, Design and Management of Schoolgrounds." Children, Youth and Environments 13(2), 2003. Retrieved from http://www.colorado.edu/journals/cye/13_2/Malone_Tranter/ChildrensEnvLearning.htm

25

is sheer sensory experience. Children judge the natural setting not by its aesthetics, but

rather by how they can interact with the environment.

Children have a unique, direct and experiential way of knowing the natural world as a

place of beauty, mystery and wonder. Their special affinity for the natural environment

is connected to the child's development and his or her way of knowing. Natural settings

offer qualities of openness, diversity, manipulation, exploration, anonymity and

wildness.

All the manufactured equipment and all the indoor instructional materials produced by

the best educators in the world cannot substitute for the primary experience of hands-

on engagement with nature. They cannot replace the sensory moment where a child's

attention is captured by the phenomena and materials of nature: the dappled sparkle of

sunlight through leaves, the sound and motion of plants in the wind, the sight of

butterflies or a colony of ants, the imaginative worlds of a square yard of dirt or sand,

the endless sensory experience of water, the infinite space in an iris flower. 19

2.1.3 The influence of outdoors on child and young person's life

Experience of the outdoors has the potential to confer a multitude of benefits on young

people’s physical development, emotional and mental health and well-being, and social

and educational development, which may have long-lasting effects into adulthood.

Open-air recreation and access to outdoor spaces is an important part of many people's

daily lives. Outdoor activity provides scope for relaxation, refreshment and escape from

the everyday life. 20

Generally, the exposure to the natural environment is beneficial to human health. The

results are:

a) Enhanced personal and social communication skills

basic and social skills

qualifications

quality of life

humanized institutions

19 Malone, K. and Tranter, P. "Children's Environmental Learning and the Use, Design and Management of Schoolgrounds." Children, Youth and Environments 13(2), 2003. Retrieved from http://www.colorado.edu/journals/cye/13_2/Malone_Tranter/ChildrensEnvLearning.htm 20 Morris, N. "Health, Well-Being and Open Space", OPENspace: the research centre for inclusive access to outdoor environments, Edinburgh College of Art and Heriot-Watt University, July 2003. Retrieved from http://www.openspace.eca.ac.uk/literaturereview.htm

26

motivation

aesthetic satisfaction

b) Increased physical health

increased levels of physical activity and fitness

positive views towards undertaking physical activity

contribution to tackling obesity in young people

activation of higher cognitive processes

healthy brain development

c) Enhanced mental and spiritual health

promotion of mental health and emotional well-being

widening of horizons, exposure to different and striking environments

that can stimulate emotional and even spiritual responses in young

people’s lives

greater well-being

increased life-span

fewer symptoms of depression

d) Enhanced spiritual, sensory, and aesthetic awareness

reflexivity, philosophical and intellectual thought

e) Development of positive self-image

improved self-esteem and ability for goal setting

enhancement of self-efficacy

confidence about facing uncertainty

f) Social-development

promotion of language development and socialisation

learning of social skills (interpersonal, negotiation and listening skills)

development of flexibility and adaptability to changing surroundings

encouragement of constructive use of leisure

encouragement of responsibility

changes in behaviour and dependencies such as drink or drugs

g) Educational development

better understanding of young person’s developmental stage, interests

and needs

practical educational experiences and development of practical skills

ability to realistically appraise risks

acquisition of problem solving skills

development of presentation skills

27

development of ecological consciousness, including environmental

awareness and engagement with nature

h) Community development

promotion of language development and socialisation

acquisition of problem solving skills

improved self-esteem and ability for goal setting

enhancement of self-control

enhancement of self-efficacy

encouragement of responsibility

importance for children’s learning, including practical experience

ability to realistically appraise risks

development of flexibility and adaptability to changing surroundings

development of ecological consciousness

encouragement of constructive use of leisure

long-term appreciation of wilderness and its therapeutic potential

environmental and community improvements

Benefits to young people from outdoor:

something to keep you out of trouble

a breathing space, away from family or peer pressures

a place that offers risk and challenge

a place that inspires you to do things

a place where you can do what you want,

a place where you can relax and feel free

a comfortable place, without adults, where won’t be told to go away

a place to have a good time with your friends

Unstructured, and often unsupervised, play appears to be the principal way through

which children and young people engage with nature and enjoy multiple benefits from

their outdoor experience.21 But how do children relate to the environment and how

learning and social/emotional development are connected to the physical environment?

'Children learn as they play. Most importantly, in play children learn how to learn.'

O. Fred Donaldson, Contemporary American martial arts master

21 Thompson, C.W., Travlou, P. and Roe, J. "Free-range teenagers: the role of wild adventure space in young peple's lives", final report, November, 2006. Retrieved from http://www.openspace.eca.ac.uk/literaturereview.htm

28

Children's emotional connections to nature are established, revealing that positive

attributes such as imagination, perception, creativity, sensory integration, and self-

esteem have been associated with children's experiences in nature. The way in which

children learn is reviewed, based on predominant theories of play and development.

Experience is isolated as a commonality among the theories and aspects of the natural

environment that support the notion of "experience" are explored. Playground

characteristics are related to emotional attribute development, in terms of safety,

comfort, sense of belonging, altruism, self-esteem, sociability, creativity and

motivation. Overall, natural settings serve as a powerful integrating mechanism,

allowing children to engage themselves in learning, physically as well as mentally,

catering to a spectrum of intelligences and learning styles. Multiuse natural settings on

playgrounds have a profound impact on the learning that occurs during free playtime.22

22 Eulate, J.A. "Feeding the Spirit: The Need for Natural Settings in Children's Learning Environments", 1997. Retrieved from http://www.naturalplaygrounds.com/resources.php

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2.2 Child-playground relationship

2.2.1 The importance of children playground in child's life

Playgrounds are for children. The needs and desires of children should be foremost in

every consideration in a playground. Adopting an approach that puts the focus in play

environment design on the needs and desires of children seems basic, maybe redundant.

Yet every decision in the process of designing and building a playground has so many

variables where the needs and conveniences of adults weigh in to dictate priorities. A

great play environment is the one, which is child-focused.

During play, children are free to explore two compelling given characteristics: who they

are genetically and what their environment has to offer them. From their play

experiences children are blending this information to form their current understanding

of how the world works.

Play for all children, children with disabilities and children without disabilities, is a tool

for learning. It has been evident in the observation of children of all abilities that each

of them is constantly in pursuit of the information they need most to continue their own

development. Independent, self-directed play is the best learning tool.23

'Play gives children a chance to practice what they are learning...They have to play

with what they know to be true in order to find out more, and then they can use what

they learn in new forms of play.'

Fred Rogers of Mister Rogers’ Neighborhood

The obvious benefit from play is that it aids physical development. When children run,

jump, skip, yell, and laugh, it contributes to their good health and the development of

gross motor skills as well as perceptual motor skills.

Play is a learning situation for children and parents. Play is an opportunity for children

to learn who they are, what they can do, and how to relate to the world around them.

Through play, children are able to discover and explore, use their imagination, solve

problems, and test out new ideas. Through play, children learn how to gain control over

their environment, and they become more competent and self-confident. Play allows

children to push the limits in a positive way, to extend what they have learned as far as

23 "Play Matters: Making A Great Play Environment". Information excerpted from Chapter 2 of High Expectations: Playgrounds for Children of All Abilities. Retrieved from http://www.boundlessplaygrounds.org/

30

they can. It gives children the freedom to fail and make mistakes, and the opportunity

to explore the limits of their skills.

Play is a mean of emotional expression. Children live in a world where they have few

opportunities to express emotions such as anger or dependency. Fantasy play can

reduce feelings of fear, anger and inadequacy, and provides experiences, which

enhance children’s feelings of enjoyment, control, and success.

Through play, children can communicate thoughts, needs, satisfactions, problems, and

feelings. An adult can learn a lot about a child’s feelings of joy, hope, anger and fear by

watching, listening to, and talking with a child at play.

Play is a place for children to try out roles such as mother, father, aunt, teacher, doctor

and so on. Role-playing gives children a chance to see the world from other points of

view, and helps them become less egocentric.

When children play in a supportive environment, they can be creative. They are free to

try out their imagination, explore the impossible and the absurd, and develop

confidence in the value of their thoughts and ideas. During imaginative play, boxes,

blocks, and furniture can become houses, palaces or kingdoms; doll figures can turn into

mothers, children or monsters.

Play develops the basic skills for social interaction. Children learn how to cooperate,

share, and be sensitive to the feelings of others during play.

For the child, play is not frivolous – it is an opportunity for growth and development in

almost every area. Nevertheless, it takes time for children to become competent,

creative, and self-confident in their play. It is important for adults to actually

participate in play activities with children, and to create a supportive environment so

that children will engage in a variety of play experiences.

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2.3 Playscapes

Over the years, different types of playgrounds have been given unique names to help

people identify their special design characteristics. We have seen adventure

playgrounds, creative playgrounds, mini parks and theme parks. Playscape is a term that

has been used in the past but is poorly defined. The term was coined by merging the

terms "play" and ‘landscape" in an effort to emphasize that the total environment can

contribute to play value.24

Playscape is a place for doing, which offers opportunities for physical activities, for ‘doing'

all kinds of things, and which recognizes their needs to extend themselves, develop new

skills, to find challenges and take risks.

Playscape is a place for thinking, which provides intellectual stimulation, things that they

could discover, study, and learn about by themselves and with friends, which allows

them to explore, discover, and understand more about the world they live in.

Playscape is a place for feeling, which presents colour, beauty and interest, which

engenders a sense of pride and belonging, where they can be small without feeling

vulnerable, where they can care for the place and people in it and feel cared for them.

Playscape is a place for being, which allows them to be themselves, which recognizes

their individuality, their need for privacy in a public place, for being alone with friends,

for being quiet outside of the noisy classroom, for being a child.25

Various elements may be important in high-quality playgrounds. These include water

features; possibilities for children to choose their own play activities and create their

own play places; access to nature (trees, ponds, shrubs, flowers, long grass, insects and

animals); fields to play on; places and features to sit on, lean against or hide in; and an

unstructured and manipulable environment, including loose materials for children to

play with.26

In summary, playgrounds are important sites for children to develop both social and

cognitive skills. Interesting and diverse spaces increase the intensity and range of play

24 Beckwith, J., "No More Cookie Cutter Parks_part2". Retrieved from http://bpfp.org/PlaygroundDesign/NoMoreCookieCutter.php25 Titman, W. "Special Places; Special People: The Hidden Curriculum of Schoolgrounds". Surrey: World Wide Fund for Nature/Learning through Landscapes. 1994 26 Fjortoft, I. and Sageie, J. "The Natural Environment as a Playground for Children: Landscape Description and Analyses of a Natural Landscape." Landscape and Urban Planning 48(1/2): 83-97. 2000

32

behaviours. Bad play spaces, in contrast, limit behaviour, and restrict opportunities for

social interaction, ecological experience and the production of cultural capital. Bad

play spaces have also been attributed to enhancing behavioural problems such as

bullying and depression.27

2.3.1 Characteristics of playscapes

The most important characteristics of play environments after Prof. Dr. Dieter

Hassenpflug, Bauhaus-Universität Weimar.

Theme:

The space, the architecture, the structural ensemble are telling stories.

Fiction:

The sensory experiences of children are demanding. They always want better, more

authenticable, more real, and truer than the original. Particularly fictionalized are

images, due to the stories that posses a strong attractiveness: images, places, buildings,

textures and so on, with a strong aura.

Action:

Something different and spectacular should always be offered. The visitor should at the

same time be the actor, the observer and the consumer.

Multifunctionality:

The aim should be on rich variety of offer, function and atmosphere.

Life-style and culture:

It is important to strengthen the sense of belonging and identification.

Innovation:

Innovation ensures that visitors get the impression of innovative improvements and

alterations. 28

The sensory experiences of children are environments put on stage. After fulfilling the

wishes of users, visitors should enjoy special experiences through stimulations of

emotions.

27 Malone, K. and Tranter, P. "Children's Environmental Learning and the Use, Design and Management of Schoolgrounds", Children, Youth and Environments, Vol 13, No.2, 2003. retrieved from http://www.colorado.edu/journals/cye/13_2/Malone_Tranter/ChildrensEnvLearning.htm 28 Bischof, K. Beratung – Projekte. Retrieved from http://www.spielumwelt.de/erlebnis.html

33

2.3.2 Requirements of playscapes

Playing is nothing more then an intensive discussion between children among

themselves and their environment. Playscape should offer diverse space offers. On the

one side it should consist open spaces for group games, ball games and running, and on

the other side it should also have more or less closed spaces for retreat, hideout and

calm games.

These kinds of intimate rooms can be achieved with appropriate planting and terrain-

modelling. However, they should be located within earshot of parents.

Again, it is important to observe that the playground should be accessible to children

also without accompaniment. That is why we find playgrounds within neighbourhoods,

or simply networked with neighbourhoods. That opens the possibility for children to

take their toys out of the apartment and bring them on a playground.

Children's games develop spontaneously, directly out of the situation, in connection

with the choices that are offered. Different analysis show, that in contrast to times

before, children today have clearly limited play repertoire.

Corporate development brings changes like the loss of unofficial playscapes (backyards,

courts, sidewalks) for the benefit of furnished playgrounds. People today are trying to

compensate this deficit using the play animations.

Since parents play an important role, we should be aware that they are sometimes

intrigued with every play innovation, whether the reason is concern or intolerance.

Playing means contact, touch, smell, sound and experiencing sensuality. Contact with

nature and experience are keywords that are unfortunately declining in the connection

with contemporary play structures. Playing in mud probably does not create job

opportunities.29

We need the courage to advocate for creativity and innovation in the creation of new

playgrounds. We can and should return to the idea of the park as the focal point of the

community. We must develop a better understanding of the recreational needs of all of

our citizens regardless of physical abilities. To create playgrounds that meet these

needs, we must develop a new paradigm for playgrounds, a new model with clear ideas

and workable solutions around which people can rally.

The term playscape is precisely the name we need for this new model for playgrounds.

Its historical meaning links it to our past traditions and yet there is no impediment to

29 Jasmin Dallafio, J., "Spielplaetze ohne Spielgeraete? ", 2004, January. Retrieved from http://www.l.hsr.ch/skripte/wwwtechnikseiten/bautechnik/materialberichte/materialberichte03/Spielplaetze-ohne-spielgeraete.pdf

34

adding to the definition so that it could include the best of new technology, which has

become recently available. We need to fully define the term playscape and develop

design standards to make it a powerful tool for creating playgrounds that are more

functional.

This new definition of playscape should balance the benefits of our contemporary

understandings of liability and low maintenance with the developmental needs of

children. The successful adoption of this new model will depend on how well it meets

the needs of three groups. The realities of funding require that a playscape include

design features, which make it appealing to philanthropic organizations so that parts of

each project can be supported by grants and funding sources other than general funds.

The playscape concept must include a comprehensive process for community

participation. When the neighbourhood is actively involved in the planning process,

playscapes will become a source of community pride and identification.30

Finally, the needs of children must be the foremost playscape design criteria. It is

necessary that the definition of a playscape start with an acceptance of the standards

imposed by parks for safety, maintenance, and budget, but the definition cannot stop

there; the developmental needs of the children must also be included.

To create a playscape, which would meet the needs of children and environment, the

following elements should be included:

1) Active play. The new modular play structures are very successful at providing for the

active play needs of children. This is a proven concept that rightfully belongs in any

park. The way these systems are configured, however, could be improved. Upper body

building events, interesting climbers, and dynamic balance events need to be included.

2) Constructive and manipulative play. The essence of play is the freedom provided to

children. A good playscape would empower children to create and change it. The value

should be given to the "adventure playground" which children could build themselves.

Concerns for liability, maintenance and aesthetics destroy this kind of principle.

Perhaps it is not always possible to go as far as the adventure playground, but the

playground should consist of, at a minimum, sand and water play. The first

"manipulative" piece of equipment was the steering wheel. Recently we have seen the

30 Beckwith, J., "No More Cookie Cutter Parks_part2". Retrieved from http://bpfp.org/PlaygroundDesign/NoMoreCookieCutter.php

35

development of a variety of game boards, like tic-tac-toe panels. Some companies have

been adding a variety of controls, levers, binoculars, etc., to their theme play

equipment. This greatly expands the play value of what is essentially static equipment.

3) Social play. To create social play areas only two basic criteria need to meet. First,

there should be a "transaction interface." This is simply a window, counter, or a place

that creates an "inside" and "outside". Such an arrangement literally sets the stage for

all sorts of dramatic play.

Second, a sense of enclosure is necessary. It is possible to provide small semi-enclosed

spaces that offer a sense of intimacy but also allow for supervision.

4) Uniqueness. Communities need and value unique features in the parks. Playgrounds

with trains, ships, sculptures, and other special features create a sense of identity.

5) Accessibility and integration. As many advocates have brought to our attention,

integrating all citizens is not only ethically correct, it is also the law. While it is not

easy, play areas for those who have restricted mobility in order for them to be

integrated with the general population should be designed. The problem is that there

are few satisfying design solutions to this problem. The manufacturers of equipment

have generally offered only ramps. A few provide low horizontal ladders or ground level

steering wheels. Only a few manufactures have addressed the problem of creating

transfer stations so that children may play out their wheelchairs. Most advocates for

accessibility say that ramps have a very small role in providing for the needs of people

with various disabilities. Despite what most equipment manufacturers have concluded,

wheelchair access is not the only issue to be addressed in creating an integrated

environment. Putting a ramp to an active play structure on which there is nothing

appropriate for the child who is physically disabled, to do is insulting and can even be

dangerous when used by skateboarders. On the other hand, providing access to

wonderful places for social, constructive, and imaginative play is right and realistic.

The issue of integrating all citizens is not just an equipment problem but also an issue

that involves the total design of the playscape.

6) Involvement. Neighbourhoods have the right and responsibility to be involved with the

design of their parks. Just letting neighbours to choose equipment from a few

catalogues does not qualify as real community involvement. Park design budgets must

allow sufficient resources for educating the community. Citizens should be provided

36

with information about the developmental play needs of children as well as current

safety requirements. Community participation needs to be facilitated and nurtured.

However structured, community input is essential in creating a play area that reflects

the unique character of the site. This public relations work also builds a sense of

identification with the park that will significantly increase utilization, reduce liability,

and lower vandalism by removing the park as a symbol of external bureaucratic control.

7) Programmability. An example of a programmable feature would be an informal stage

area where small groups can make presentations. Day care, populations with special

needs, sports, and other programs use parks on an increasingly frequent basis. Future

park designs should consider programmed use of the facility in a systematic way.

Defining design opportunities for the programmed use of the park would be one of the

most important aspects of the playscape model. For far too long, recreation-

programming considerations have been ignored in the design of parks. Current times

demand that they now be included. Designing for the programmed use of the playscape

is one of the most powerful tools available for meeting the play needs of all children.

8) External Funding Opportunities. There will not be a sudden increase of funding through

governmental sources. A playscape should take this financial situation into consideration

from the very start. Playscapes will cost more, if only because there will be

considerably more of the budget allotted to the planning process, to say nothing of the

programming aspects or special features. Therefore, planners need to be constantly

alert to identifying elements of their plans that can be broken out as separate

components, which may be attractive to a variety of funding sources or sponsors.

9) Low Liability. The obvious first step in lowering liability is complying with Consumer

Product Safety Guidelines. The playscape concept should base on a fully developed and

integrated approach to risk management. For example, providing other kinds of play

opportunities (like social and constructive, rather than just physically challenging active

play equipment) will reduce exposure to losses because children will not be solely

engaged in high-risk play.

10) Low Maintenance. A chief benefit of the new modular play equipment systems is their

ease of upkeep while providing bright colours and bold shapes. Currently there are few

products available for social and constructive play that provides this same level of

durability. As the playscape concept becomes widely understood and accepted, market

37

demand will force more products to become available. However, insuring correct design

is only half the solution. Correct installation must also be assured. The playscape

guideline should provide standards for quality installation.

11) Kid Friendly Plants. The selection of plant materials in and around the playscape should

be carefully chosen for benefits to children. Plants can provide a sense of enclosure,

loose parts for constructive play, flowers for decoration, herbs for smells, and changes

in the patterns of light and shadow.

12) Multi-cultural. The new playgrounds have a post-modern industrial appearance devoid

of any cultural connotations. Resistance to celebrating the cultural heritage of

particular neighbourhoods in park design stems from the political content which has

been included in some of these efforts in the past. A dragon play structure in the

Chinese Community; a ship in the harbour park, or a Spanish-influenced site are all

appropriate expressions in public facilities.

13) Age Appropriate. While the modern multi-functional modular play systems are great

for kids from six to nine years, they are less appropriate for other children who need

more social and constructive play opportunities. Adolescents have been a particularly

forgotten age group. While they do use the ball fields, they are also interested in free

play. One needs only to watch them on their skateboards to confirm this. They are also

interested in just ‘hanging out’ in small groups where boys and girls can ‘check each

other out’. Adults have concerns about such groups of teens; are they going to do

something dangerous to themselves or others? Welcoming in adolescents makes the

playscape a place where they feel they belong and removes it as a target for vandalism.

14) Comfort. It seems obvious that a playground should be a comfortable place for people

to visit. Nevertheless, it is surprising how many parks are built without even a bench

close to the play area. The issue of a clean, safe, and open bathroom is also central to

the comfortable use of the playscape. Shade and shelter from wind should also be

considered.

These fourteen criteria should be the foundation of the planning process for a balanced

design of a playscape. Expanding these preliminary design concepts into specific

guidelines would provide powerful design and planning tools.

38

Younger children are predominantly interested in constructive and social play. Active

play focuses on swings, slides, and climbers. The cost of accessibility features is modest

for play areas for younger children because there is less emphasis on active play and the

structures tend to be lower.

The school age child is primarily interested in active play equipment. While swings,

slides, and climbers continue to be used, a greater variety is required to sustain their

involvement. Upper body building events like horizontal ladders, ring treks, and track

rides are extremely popular with this age group. A large, complex linked structure

provides graduated challenge and insures use by all children.

This approach can solve the seemingly mutually exclusive issues of liability,

accessibility, play value, and cost effective operations, in an integrated fashion.

The hard work of developing design solutions for integration beyond ramps for children

with mobility disabilities needs to be done by experienced designers and park

professionals working closely with accessibility consultants. Practical solutions for

providing social and constructive play need to be explored.31

The separation of children from the adult realms of work and leisure prevents

individuals of different ages from sharing time, space, and experience.

The tradition of separate play spaces even in residential areas has not been successful

and that these play areas are often underused or misused.32 Obviously, child’s play is

not limited to a specific space and research indicates that designated play areas are not

particularly engaging spaces, and fail to encourage play, exploration and discovery.

Although designated play areas have their place, they result in spatial segregation of

children and adults. Urban space that provides support for children, adults and the

community encourages intergenerational interaction, thereby helping to create caring

individuals who have shared values and the satisfying experience of being needed.

However, at present, little attention has been paid to the physical environment in terms

of its influence on intergenerational communication. Design professionals often develop

environments that do not adequately accommodate people across the age continuum or

afford opportunities for intergenerational exchange.

Designing environments to promote intergenerational engagement can lead to all sorts

of “value added” benefits. For example, developing an age-integrated facility that

31 Beckwith, J., "No More Cookie Cutter Parks_part2". Retrieved from http://bpfp.org/PlaygroundDesign/NoMoreCookieCutter.php32 Lennard, H. and Lennard S. "The Forgotten Child: Cities for the Well-Being of Children". International Making Cities Livable Council, California, 2000.

39

incorporates a senior centre and a children’s museum affords numerous opportunities to

involve older adults in the museum-based learning experiences.

Children have a natural affinity for ambiguous objects and undeveloped space, and

prefer these kinds of settings for play. At the same time, children do not want to be

completely separated from adult activity areas. Public space that engages both adults

and children, as well as provides a degree of autonomy to both, is generally successful

in many urban contexts. Hence, urban environments should provide accessible spaces to

retreat and not force interaction among the various user groups.

Admittedly, most successful environments are memorable to both children and adults.

They also possess characteristics that convey a sense of welcome for people of various

age groups.

2.3.3 The necessity of playscapes in urban areas

Open space that provides support for children, adults and the community encourages

intergenerational socialization. Most professionals responsible for shaping the physical

environment tend to dramatically overlook children’s urban concerns and are reluctant

to accept childhood as a crucially distinctive phase of life. Despite the recent emphasis

on children’s issues and education, urban environments have become painfully

inhospitable to the young.

The urban environment has become inhospitable to children and youth through the

primacy of the automobile, which severely limits their independence and mobility while

endangering their safety, not to mention polluting the air. Open spaces which stimulate

a degree of imaginative interpretation and enable spontaneity in interactions, are highly

successful.33

The public playground is an important framework for children's experiences. It is the

stage, where they rehearse different roles and find their own identities through meeting

others. The playground's scenery and properties can therefore have a big influence on

the quality of the playtime.

Public playgrounds are used a lot and the need is enormous. This is shown by the wear

and tear, which is so massive that any one playground can only function for between 5

33 Dudek, M. "Architecture of Schools: The New Learning Environments", Oxford, Boston: Architectural Press, 2000

40

and 10 years, before it needs to be renovated. On the positive side, this gives the

possibility to try out new ideas and ensure that the playgrounds do not become static

and uniform. But the quality of the playgrounds can only be assured with political

backing.

The pre-fabricated playground tries to live 100% up to safety standards. These standards

developed, based on horror stories of real, tragic accidents. Although these are

guidelines and as such are useful, when combined with common sense, they have gone

too far. The child's real need for play and development is set aside with good

intentions.

Standardized playgrounds are dangerous in another way. When the distance between all

the rungs in a climbing net or a ladder is exactly the same, the child has no need to

concentrate on where he puts his feet. Standardization is dangerous because play

becomes simplified and the child does not have to worry about his movements.

This lesson cannot be carried over to all the knobby and asymmetrical forms, with which

one is confronted throughout life. The ability to concentrate on, for example,

estimating distance, height and risk, requires a lot of practice and is necessary for a

person to be able to cope successfully with life. The focus on safety is essential but

must not lead one to forget to care about design and atmosphere and make one buy the

boring play equipment because it is easy and secure.34

We need to be responsive to the way children play in order to provide public spaces that

are safe, manageable, and engaging and take a holistic approach to global issues of

public domain. There is nothing inherent in play itself that would suggest a mono-

generational focus in design; adults also play and have an integral role in the play of

children. Centralizing the notion of play can enhance our perception of design issues,

and inspire the creation of responsive urban environments for children and youth. The

concept of play is not confined to designated playgrounds and is interpreted in a much

broader sense. Age and other social, physical and emotional differences segregate

communities and alienate children and youth from the public realm.

An intergenerational design strategy is indispensable to reclaim urban open space for

the young. 35

34 Keynote, H. 'Excerpts from Helle's Keynote Speech to Designs on Play'. Retrieved from http://www.sansehaver.dk/asp/side/foredrag/Portmouth.htm35 Haider, J. and Kaplan, M. Article "Reclaiming open space for the young: an intergenerational perspective on design". Edinburgh, 2004. Retrieved from http://www.claimingpublicspace.net/modules.php?name=News&file=article&sid=11

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chapter 3 CHILDREN PLAYGROUNDS AS PUBLIC SPACES

3.1 Public spaces

3.1.1 Defining a public space

One question that occurs to me is the boundary between public city space and private

space. Public space is space that is accessible to anyone who obeys its rules. In Europe,

we often define public space as space without any social order, where differences

meet.

Today, we see theme parks and shopping centres coexisting in the vicinity of public

spaces. Despite their private status, these places are often seen as public spaces, and

some people even see shopping centres as the new cathedrals of the 20th century. In

modern cities, what conditions must be met for a space to be considered as public? Can

we use the term "public space" for those new places of assembly such as stations,

airports, shopping centres, which have become very important components of urban

planning, but where the commercial element clearly takes priority over public life? Is

the quality of public space finally a matter of how it is used, or can the purpose be

imposed by the developer?

These days, there are "streets" in shopping centres from which you can be removed by

private security guards. I think that there is no longer any strong distinction between

public and private. It seems to me that we can now talk about shared spaces, the

common use of spaces.36

It seems to me that people no longer separate private and public space. In fact, there is

nothing all that new about this. The separation between square and street already

existed in the past. There have always been transitional spaces. In addition, you find

that shopping centres are privately financed and managed, whilst the access to the

street has systems deliberately designed to attract people into the shopping centre.

This shift began in the USA and then spread to Europe. This extension of public into

private space is a form of enrichment for the city.

What can a private individual do in public space if it is accessible? If people have a right

to grow plants in a public space, it means that a private activity can increase the value

of the space. 36 Nizic, I. Debate: open space, new public spaces. Retrieved from http://www.europan-europe.com/e9/gb/topics/t2.php

42

I would like to go back to the question of the financing of public spaces. There are often

deficits arising out of management problem. In a former industrial zone, you can either

speculate on land being given a new identity, or alternatively establish parks to make

the site more attractive. But how do you finance the maintenance of these public

spaces? How do you use the legacy value of these former rural or industrial spaces by

making them more attractive for local people?37

3.1.2 Changing identity in public spaces

The face of a city is presented through the grandeur and the scale of its public spaces.

These spaces also serve to allow gathering and interaction of people under a collective

identity. The manner in which they are used, they respond to the idea of a city being

an expression and celebration of collective existence. The measure of a truly successful

public space is in its ability to accommodate varying functions for varying user groups

over the omnipresent variables of time, season, numbers, usage, pattern, frequency,

duration and so on. The evolution of the urban pattern results into public spaces being

misused and degenerated.

With an inevitable morphing in the connotations and meanings of public spaces, the

value of this commodity is not realized and we are losing them to the pressures of

urbanization and development. Public spaces have been historically 'created' by the

monarchs who had the where withal to do so and have traditionally been an integral

part of our lives. As urban life becomes more complex, engagement with public spaces

becomes more isolated and polarized and our connection with them becomes very

tenuous or gets severed. The onus is on us, to protect and revitalize the inherited

spaces, which are facing neglect and deterioration, and also to set into motion a

positive cycle of creating effective public spaces38

This is the abstract of the Asia Pacific Regional Conference, Pune, India, February, 9-10,

2007, under the organisation of Indian Society of Landscape Architects (ISOLA).

The topic was «Public spaces: experiences and expressions», where the role of public

spaces, especially the open spaces in the city was being examinated and the focus was

on the values of public spaces.

37 Hjelmberg, I. Debate: open space, new public spaces. Retrieved from http://www.europan-europe.com/e9/gb/topics/t2.php38 Retrieved from http://www.indianlandscape.net/public_spaces.htm

43

We see the public space as a subtle, but above all vital eco system. This eco system

must not be seen as a representation of nature, but as an abstract network of

components that influence and react on one another. To enable such a variable

implementation in time, flexibility is required. Unlimited flexibility in design and use

however can lead to nondescript spaces without character. A sustainable plan should

therefore couple flexibility to a robust identity.

The landscape of public life in the European city is changing. The great projects of

Berlin, Lille, London, Strasbourg, Vienna, Lyon, Lisbon, Leipzig, Bilbao, Rotterdam, and

Barcelona have crystallized an idea of public space, which is sufficiently identifiable to

guarantee the formation of a ‘genre’. The public space of contemporary Europe has its

own icons: it is ample, sharply defined, with raw, precious, sparkling materials,

fashioned in diverse ways, with a sophisticated composition of green spaces and trees,

‘hard’ and ‘soft’ spaces. The successful articulation of this genre is found in the great,

hyper-defined open spaces of the new European plazas, where distinctive first-class

business move in.

Alongside such spaces are other ‘public spaces’ that punctuate the urban territory. In

the city centre or on the edges, at the heart of the nineteenth-century tissue or in the

great external zones, they compose an infinite catalogue of informal spaces, with

innumerable articulations. 39

In the second half of the 20th century, public urban space is undergoing a significant

change. The functionalistic planning approach has contributed to a gradual loss and

neglect of the most important values of urban space: the street, the square and the

park; actually new terms, such as 'pedestrian areas' and 'green areas' are emerging.

These surround 'singularly' placed buildings in the form of 'dots' or 'sticks' that define

neither the street, or the square or the park. These are areas that are basically

undetermined in terms of organization and utility. In these inarticulate areas resting

places and fragments of children playgrounds are discretely hidden. The city has

gradually lost its basic functional and structural elements, as well as places intended for

meetings and events. However, not for long. A new approach to reconstruction and new

development of the city strives to revive and re-establish traditional structural elements

(the street, the square and the park), while at the same time making distinction

between public and private spaces. These elements are of the most importance for

further development of our cities.

39 Koolhaas, R., Boeri, S., Kwinter, S. and Tazi, N. 'Mutations'. ACTAR, Bordeaux, (s.a.)

44

Developing urban space consists of numerous rules, it is difficult to find the method,

and means to do it ‘the best possible way’ and to find the particularities that will

define a certain space.

The aesthetic and visual quality of city space is to be found in the details of its

structure. Two basic elements of this structure, namely the street and the square,

differ only in the dimensions of their developed covers, the character of their functions

and movement.40

Being the predominant human habitat in the 21st century, cities will be in the focal

point of action to achieve a sustainable development. The collective meaning of the

public domain is changing in this age of digital networking, cyberspace and the

electronic highway. The physical public space, although continuously defined towards a

specific group, will remain the only real meeting place for people. Therefore, it is

important that these places adjust to the ever-changing habits, wishes and demands of

the user.

Children and young people have been neglected, but also their right to participate in

the forming of their immediate environments.

A hope for change lies within the rediscovery of communitarian concepts in city

planning, awareness of the very importance of versatile playscapes and with local

initiatives. Due to their integration of intercultural, ecological and community work,

playscapes have an important part in the strategy to translate the global agenda 21 into

local action.

It is even more important to sharpen public awareness of the value and potentials of

these land based community projects. It is also necessary to spread information on

concepts and design of playscapes.

I have selected this article because it gives us a clear description of public spaces and

the ongoing changes. It is important to talk about public spaces because playgrounds

fall into this category as well.

How can innovative enquiries develop and improve landscapes, public spaces, and their

utilisation? To earn new cognitions and learn about contextual interrelations is one of

them. Experimentation requires the courage for innovation as well as for failure (which

then can instigate new insights). The search for answers opens an experimental ground

on which novel approaches can be tested. Innovation and creativity are necessary not

40 Horvat, Jasenko. Urbanistički parametri u projektiranju javnih gradskih prostora. Doktorska disertacija, Sveučilište u Zagrebu, Arhitektonski fakultet, Zagreb, 2002.

45

only to deliver high-grade design; it is also inalienable for the theoretical progression in

the field.41

3.1.3 Teenagers in public spaces

Over the last twenty years, there has been a developing research interest in young people

and their relationship with the urban environment. Various researchers from different

countries and academic backgrounds as Kevin Lynch (1977), Colin Ward (1977) and

Roger Hart (1979) were pioneering in their approach of observing the experiences of

young people in the city. First, Lynch (1977) in his research ‘Growing Up in Cities’, studied

small groups of young people in diverse cities (Melbourne, Warsaw, Salta and Mexico

City), in an attempt to discover how they used and valued their environment, and identified

the importance of urban space as a vital resource in development from adolescence to

adulthood. Then, Hart’s (1979) major study ‘Children’s Experience of Place’ aimed to

discover the landscape as it exists for children. His arguments were based on the findings

of a case study he carried out in a small town in New England, US. The core conclusion of

his research was that within each child lies a primary urge and desire to explore and come

to know the larger environment. Meanwhile, at the same time as the above studies, the

British anarchist and education reformist, Colin Ward (1977) carried out research in the

UK to produce a qualitative record of children’s experiences and explorations in the urban

environment through education and play. His radical study advocated children’s rights in

participation in urban planning and design and suggested that they should be included in

the public participation process through strategies based on the recognition of their

independent capacity to hold and exercise rights.

The above studies proved to be very influential in inspiring future research on young

people and their local environment – both, urban and rural - worldwide. A new era of

social science research, environmental planning and design dawned in the late seventies

with these researchers. Most studies have focused on young people’s perceptions and

experiences of their local environment and their participatory role in planning and

decision-making of environmental projects. However, since the mid-nineties, researchers

have shifted their interest towards more radical studies questioning governmental policies

and strategies which lead to the exclusion of young people from public space through the

criminalisation of certain activities (i.e. skateboarding, graffiti) and policing of their

movement (i.e. juvenile curfews).42

41 Landscape X-periments. Retrieved from http://www.rali.boku.ac.at/6912.html42 Travlou, P. ‘Teenagers and Public Space’. OPENspace: the research centre for inclusive access to outdoor environments. Edinburgh College of Art and Heriot-Watt University. July, 2003.

46

3.2 Playgrounds today

Current state of children playgrounds is unsatisfactory. Conclusions that often derive

out of ordinary daily conversations and numeral meetings:

space that children can use is decreasing

apartment is too tight for child’s play

there is not enough space in children institutions

streets are getting more and more crowded with traffic

it is not allowed to stamp the green public spaces

garages are sprouting on locations provided for children playgrounds

remaining meadows are being transformed into new building sites

children playgrounds are ‘no one’s problem’! In fact, there is no complete

consideration of problem, there is no municipal organ that would permanently

focus on this issue. There are many different subjects that cover only a specific

aspect of the issue, and there is no coordination, agreement and collaboration

among them.

no one leads systematic evidence on the number of types of children

playgrounds so the exact number in the city, district, state is not known

according to general impression and some indicators it can only be claimed that

there is not enough children playgrounds in the relation with the number of

children

most of the existing playgrounds only have few items of classic playground

equipment

many current playgrounds are uncared for, even abandoned because of the lack

of maintenance43

Those are the reasons that even on these few playground spaces, children are rarely

seen and they spend more time on the streets then on playgrounds.

The consequences of that are harmful in various ways.

The only correct conclusion could be: no one that truly love children and take care of

them can act indifferent or passive to the unsatisfactory condition of children

playgrounds in Zagreb.

The play structures in most playgrounds around the world look very similar. Fear of

liability and the mass production of play equipment have turned most of the public

43 Paravina, Emil. Dječje igralište – pravo I potreba svakog djeteta (Children playground – aright and need of every child), Savez društava ‘Naša djeca’ (organization 'Our children'), Zagreb, 1996.

47

places children play into environments filled with standardized metal, plastic, and

rubber parts. Although generally useful and enjoyable, these types of play areas seem

to lack the ‘personality’ and creativity that comes with site-specific design, and rarely

reflect their neighbourhood surroundings.

Some schools and parks around the world are building play environments that do not

depend on mass produced parts. Such playgrounds are often whimsical and inspiring in

many ways. They frequently reflect the history or culture of their surrounding

communities, and fit into their natural environments to a greater degree than

standardized play systems.44

3.2.1 Changing identity in children playgrounds

Just as society's ideas about nature can be read in the character of its parks, the

attitudes toward children's play can be traced in the changing face of public

playgrounds. They can be seen now in what some landscape architects see as

contemporary playgrounds' uniformness. The style is present everywhere: primary-

coloured, pipe-rail play units moored in a moat of rubber matting, the number of

moving parts held to a minimum, sand often banished, safety and low maintenance

elevated to pre-eminent concerns.

In addition to physical activities like running, jumping, climbing and swinging, they

include such things as fantasy play, social-dramatic play, sensory and exploratory play,

and construction play, building with materials like sand, gravel, water and dirt. Asked

to describe a good playground, they describe a playground whose diversity supports a

wide range of activities, with such things as holes to hide in, material and tools to build

with, wagons for hauling, flowing water for damming, opportunities for gardening, a

supervisor to consult for help. Children need playgrounds that help them develop a

sense of beauty.45

‘Better a broken bone than a broken spirit’

Lady Allen of Hurtwood, a leader of the movement in Britain

44 Creative Play Environments. Retrieved from http://www.ecoschools.com/CreativePlay/CreativePlay_wSidebar.html45 Scott, J. ‘When Child's Play Is Too Simple; Experts Criticize Safety-Conscious Recreation as Boring’. July, 2000. retrieved from http://www.naturalplaygrounds.com/resources.php

48

Custom-designed playgrounds have dwindled in favour of playgrounds with equipment

selected from catalogues. Municipalities with limited maintenance budgets have cut

back on sand and moving parts, which present a safety risk if not kept up. But while it

may be difficult these days to build a challenging playground that meets the safety

guidelines, it is not impossible.

We are all creatures of our experience, and our common experiences usually shape the

conventional wisdom, or paradigms, by which we operate. When most adults were

children, playgrounds were asphalt areas with gross motor play equipment such as

swings, jungle gyms and slides where they went for recess. Most adults see this as their

model for a children's playground.

So when it comes time to plan and design a playground, the paradigm is to search

through the catalogues of playground equipment, pick a piece or two that looks good to

the adult and place it in an outdoor space which resembles their childhood memories of

playgrounds. Today, fortunately, most playground equipment is becoming much safer.

National standards encourage the installation of safety fall surfaces and the equipment

is becoming more accessible. However, limiting outdoor playgrounds to gross motor

activities and manufactured equipment falls way short of the potential of outdoor areas

to be rich play and learning environments for children. This playground design paradigm

paralysis also denies children their birthright to experience the entire natural outdoors,

which includes vegetation, animals, insects, water and sand, not just the sun and air

that manufactured playgrounds offer.

It is a well accepted principal in early childhood education that children learn best

through free play and discovery. Children's free play is a complex concept that eludes

precise definition, but children's play typically is pleasurable, self-motivated,

imaginative, non-goal directed, spontaneous, active, and free of adult-imposed rules.

Quality play involves the whole child: gross motor, fine motor, senses, emotion,

intellect, individual growth and social interaction.

The world once offered thousands of delights of free play to children. Children used to

have access to the world at large, whether it was the sidewalks, streets, alleys, vacant

lots and parks of the inner city or the fields, forests, streams and yards of suburbia and

the rural countryside. Children could play, explore and interact with the natural world

with little or no restriction or supervision.

The lives of children today are much more structured and supervised, with few

opportunities for free play. Their physical boundaries have shrunk. A number of factors

have led to this. Parents are afraid for their children's safety when they leave the house

49

alone; many children are no longer free to roam their neighbourhoods or even their own

yards unless accompanied by adults. Some working families cannot supervise their

children after school, giving rise to children who stay indoors or attend supervised after

school activities. Furthermore, children's lives have become structured and scheduled

by adults, who hold the mistaken belief that this sport or that lesson will make their

children more successful as adults.

Children have little time for free play any more. Moreover, when children do have free

time, it is often spent inside in front of the television or computers. For some children,

that is because their neighbourhood, apartment complex or house has no outdoor play

spaces.

With budgets for city and state governments slashed, public parks and outdoor

playgrounds have deteriorated and been abandoned. Children's opportunities to interact

in a naturalized outdoor setting are greatly diminished today. Childhood and outdoor

play are no longer synonymous. Today, many children live what one play authority has

referred to as a childhood of imprisonment.46

Children now are fundamentally and profoundly different than children of even a

decade ago. If we are to invest in the creation of recreation spaces that are relevant

now and have a chance of some utility into the future we must better understand what

today’s children need and why our own childhood prevents us from seeing those needs

clearly.

As a ‘grown up’ you have a point of view that effectively puts on blinders that prevents

you from fully understanding the present needs of children. Let us look, for example, at

how these attitudes colour our feelings about skateboarding. While recently

skateboarding has come into the mainstream, it is not very long ago that most adults

perceived skateboarders as losers and malcontents and their activities were seen as

vandalism. Support for rock climbing as a leisure activity in recreation programming

suffers not only from some of this historical bias but also of the nature of the sport

itself. Unlike, skateboarders who are ‘in your face’, climbers disappear. Not only do

they vanish but they also will not tell you where they go or what they do. Both climbing

and skateboarding have gain popularity, due mainly to exposure in the X-Games. It is

amazing how often riders and climbers are shown in advertisements when the product

wants to associate with what is ‘now’ and ‘hot’. For decades proposals for skating and

climbing facilities where ignored or declined because these were thought to be fad

46 Stoecklin, V. and White,R. ‘Children's Outdoor Play & Learning Environments: Returning to Nature’. Retrieved from http://www.naturalplaygrounds.com/resources.php

50

pursuits. We must stop thinking of these as children hung up on a temporary fad and see

them for what they are, legitimate athletes engaged in very interesting and demanding

sports.

Consider this; today’s ten year old has never known a time without a personal

computer, the Internet or 150 TV channels. They have never even seen a black and

white TV or computer screen. They have always lived in prosperity and without war.

Moreover, most importantly for those concerned with recreation, every playground they

have ever played on has had essentially the same play structure.

Today’s children grow up faster and stay young longer. The play structures that used to

attract children in the 70’s from five to preteens are now used only a little by the 8

year olds. A 10-year-old plays there only when there is no other option.

For adults the ‘Information Age’ is still largely external. We think of it mainly as

computers. These children swim in a sea of information like dolphins in a warm ocean.

And because of this immersion their very cognitive processes are fundamentally

different.

While Baseball and Basketball are still popular, the real growth in leisure pursuits has

been in what are loosely called ‘alternative’ sports, rollerblading, skateboarding,

kayaking, snowboarding, BMX, and climbing.

The pattern of family leisure time has changed as well. The neighbourhood park has

been largely abandoned in favour of the large ‘destination’ park that has facilities for

fitness activities like biking and well as something different and unique on the

playground.

It is not that ball fields and play structures won’t be part of playgrounds for decades to

come. But they are not the be all and end all. Designs that are limited to these features

will be less successful and popular than those also include well-designed trails and have

BMX options or even ramps and other tricks along the route. Up to date parks will have

skate parks as well but these will tend to be smaller and less expensive and the events

will be changeable so that the activities can be constantly refreshed. And they will have

bouldering walls. These walls will not be lame plastic add-ons to play structures but

valid climbing challenges that will engage the whole family.

51

These are exciting times. The way families spend their leisure time is undergoing a

tremendous transformation. I hope you are as excited about adapting to these new

opportunities and the new concepts.47

3.2.2 Creating identity in children playgrounds

Some basic rules can help to fulfil the identity of playgrounds.

Place

Is the local ‘Genius Loci’ still a productive category in today’s global culture? Do our

cities become more and more generic, places less and less discernible?

Ecology

Does ecology provide us with safe, almost normative prescriptions, or, in contrary, is it

an open challenge for our creativity?

Form

How can forms be justified? Why do some forms fit better than others do?

Simplicity

Should Landscape Architecture create simple, calm places as a compensation for an

accelerated, superficial modernity?

Complexity

What kind of strategies could Landscape Architecture use to deal with an ever-

increasing complexity?

Artificiality

How can we think the relation of natural-artificial today, when each wilderness is a

product of human will, which has to be managed, or every evolutionary manipulation

seems to be conceivable?48

So, according to the ongoing changes in the lives of children today, it could be helpful

to start incorporating computers and information age into playground concepts as well.

That would keep playgrounds interesting and ‘up to date’ to children.

47 Beckwith, J. ‘Why Our Playgrounds are Boring to Today’s Wired Child’. Minnesota Recreation and Parks Association, 63rd Annual Conference – 11/5/00. Retrieved from http://www.naturalplaygrounds.com/resources.php 48 Landscape X-periments. Retrieved from http://www.rali.boku.ac.at/6912.html

52

Therefore, playgrounds could be:

Layered (multifunctional)

Linked (one thing leads to another, the network)

Non-linear (child exploring space not in a straight line but as interest dictates)

Configurable (being able to make changes in the space, to create)

Virtual (imagination)

Interactive (unlimited behaviours)

Recordable (memories and repetitions)

Real-time (as oppose to virtual)

High tech, high touch (experiencing senses.)

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chapter 4 TYPES OF CHILDREN PLAYGROUNDS

4.1 Types of playgrounds

What kind of playground is going to be built, designed and maintained depends on the

correlation between these elements:

age group

expected number of children – users

location and the surroundings

shape and size of the location

sorts of equipment

main function

organization of activities

The result of different way of looking on the role and function of playground results

with constructing and equipping various types of children playgrounds.

According to children’s age group:

for preschool children (0-2 years and 3-6 years)

for school children (7-10 years and 11-14 years)

combined playgrounds where each age group has its own adequate and specific

place for play and other activities

According to function:

for free and spontaneous play (meadows)

for amusement on playground equipment (swing, see-saw, spring rocker, slide

and so on)

for diverse constructive, working and creative activities

for sport games, matches and competitions

combined playgrounds that comprise all listed activities or some of them

According to location:

next to the house

in the backyard, between buildings

54

on a meadow, green surface

on unfledged parcel (temporary solution)

in the neighbourhood, between housings

in the park

in the set-up of children’s institution (kindergarten, school)

besides sport centre, club

on the excursion site, seaside resort, resting place

dislocated – parts of playground on more locations, in the cases when not

everything can be uniquely arranged

If the leading criterion for the existence of playground is its main function, i.e. what is

the playground’s purpose, then playgrounds could be divided into three basic types and

a variety of combinations.

Basic types of children playgrounds according to function:

1. playground with fixed equipments (so called classical playground)

2. playground-building site with mobile equipments for constructive play

3. free green area for play and other activities, with help of props that are brought

or made by children, parents and team leaders

Combinations of basic types of children playgrounds:

playground only with equipments

playground with equipments and building site

playground with equipments, building site and free green area

only the building site

building site and free green area

only free green area

In the cases of combinations, the relation between each type can be different, but

desirable relation would be 50% of free green area, 25% of building site and 25% for

classical playground equipment.

Playgrounds with equipment. For most of the people, term children playground

associates on swing, seesaw, slide and maybe something else as well. This is how

children playgrounds looked like in former days, but also today.

55

Analysis and experience show that these kinds of playgrounds keep children amused

very briefly. They are static and monotone. Children come to these playgrounds to

swing, climb and slide a bit, and then, relatively quickly, move to another place where

they can actually play. Besides being short lived, it is also unilateral orientation of child

because classical playground equipment does not satisfy all physical needs and

characteristics of a child, nor mental needs.

That does not mean that there should not exist playgrounds with classical equipment.

Children find those attractive as well, and they need them. That only means that there

should not be playgrounds where classical equipments are the only elements.

Playground-building site. It is a playground with elements for constructive games and

activities. Those are big and small, fixed and mobile, various elements for constructing

and building. Those elements bring dynamics and uncertainty; raise the working habits,

combinatorics, fantasy and creativity.

It is a substantial type of play that usually lasts long. Children have a goal, desired

target, some kind of vision that they plan to accomplish in collectiveness with other

children and peers or in a work team. Children’s interest lasts during construction and

demolishing time as well. On this kind of playground, there should be diverse materials:

wood, plywood, wood chips, carton, iron, metal sheets and so on. These materials can

already be shaped, or children can make shapes on their own.

Building site is appealing to children, but also very demanding for adults. There has to

be insured the presence of an adult and full care for arrangement and management of

materials.

Free green area for play and other attractions. Starting condition is minimal: all

needed is plain meadow, green area, lea, free space that has no objects and no props

on until children appear there. From that moment, great joys and surprises start to

happen. Children themselves or their team leader pick content of games and other

activities and everything lasts as long as children want.

There are two main principles that enable functioning of this type of playground:

1. 'We arrange playground space on our own'

2. 'We create props for play on our own'

These principles, at the same time create working habits and entertain, fulfil the

children with enthusiasm and pride; and when props are made by children on their own,

they appreciate, love and take care of it.

56

The only condition that is not easy to fulfil, although it is possible, is that for this kind

of playground to survive, coordinator who is ready to play with children, who knows how

to animate them, who is imaginative, but also qualified for this role, is essential. 49

Playgrounds can be observed in different way. The result is another typology. Frost and

Klein (1979) developed a typology of four dominant contemporary playgrounds. The four

types of playground are outlined below.

Traditional. A model where play is seen as synonymous with physical exercise and

recreation. Typified by 'mass produced' gym equipment, grey tarmac and a high

percentage of green, which is the recreation field or sports field. Traditional

playgrounds promote gross motor skills.

Designer. Aesthetics is introduced alongside exercise in a structured, architecturally

designed manner. A variety of materials and textures led to play environments that had

predetermined play activities, for example: 'red wooden fire engines, blue horses on

springs.' They permit a wider range of experiences of play than traditional playgrounds

but view the child as a passive recipient rather than an active playmaker.

Adventure. The adventure playground, which emerged from Scandinavian countries,

utilizes the natural environment of hills, scrub, grass, water and trees, and loose

materials, wood, mud, and tires. It typically has very limited pre-designed aspects and

is often constructed with and through the child's play. The focus is on flexibility- a place

with minimal structure and permanency. Often adventure means risk, as children are

encouraged to climb trees, build cubbies and construct water channels. Adventure

playgrounds encourage creative, imaginative and constructive play. They require

trained pedagogical personnel. Nordic countries are the only countries where they have

been successfully maintained because pedagogical personnel are held in the same

esteem as educators in formal settings (Brett, Moore and Provenzo 1993).

Creative/comprehensive. The comprehensive playground is a synthesis of all other

types. It incorporates a sports field, jungle gyms and slides in amongst natural pathways

of ponds, rock features, hills and wild spaces. It is the most diverse type and

accommodates the greatest variety of opportunities for informal and formal play and

49 Paravina, Emil. Dječje igralište – pravo I potreba svakog djeteta (Children playground – aright and need of every child), Savez društava ‘Naša djeca’ (organization 'Our children'), Zagreb, 1996.

57

learning. It is a micro-universe of play settings, which encourages all types of play

experiences. 50

A majority of playgrounds in Croatia fall in the category of traditional playgrounds (ball

courts, swing sets, seesaws).

4.1.1 Choice of location for playground

While searching for the appropriate location for children playground it is advisable to

follow these conditions:

that a playground is near housing area of children – users

that the area is sunny during most of the day, but that there is also shaded areas

(greenery, trees with big tree top or light

that the soil is not moist so that quick drainage is possible

that there is water supply and the canalization

that space is protected against strong wind

that space is protected against pollution (smoke, dust, industrial gases)

that the access is easy and safe

that the area is far from heavy traffic

that there is no public communications directly through the playground

that children’s play is not total opposite to other functions in that space

that the place is visually enclosed (light fence, low shrubs)

4.1.2 Desired size of the playground

The sizes vary a lot. Nevertheless, it is possible approximately, to assign how much

space a child needs for play:

for a preschool child 4-6 m²

for a school child 6-8 m²

however, in cases with very little space opportunities, 3 m² per child would

satisfy

50 Malone, K. and Tranter, P. "Children's Environmental Learning and the Use, Design and Management of Schoolgrounds." Children, Youth and Environments 13(2), 2003. Retrieved from http://www.colorado.edu/journals/cye/13_2/Malone_Tranter/ChildrensEnvLearning.htm

58

It is considered that number of children that will be using the playground is actually 1/3

of the total number of children from that area. Namely, it is usually calculated that 1/3

of children will not appear on the playground during one day, and other 2/3 equally

allocate during two parts of the day (morning and afternoon).

The average size for one playground should be:

50-150 m² for 0-3 years old children

300-500 m² for 4-6 years old children

1500 m² and more for 7-14 years old children

These indicators are only relative. The size has to be estimated for every environment

independently.

4.1.3 Procedures for technical construction of playground

The way from the idea and wishes to the construction and opening of the playground is

quite long and complicated, but that should not be a disappointing factor. Procedure is

extensive and capacious in the cases of constructing playgrounds, than in the cases of

only arranging and equipping.

Main phases in the procedure of making a playground:

1. location from the town-planning scheme – inquire where are the estimated

locations for children playgrounds and ask for the decision about it, or at least a

temporary permit; ask for the certificate from cadastre and geodetic snap as

well

2. conceptual design of children playground – main ideas and concepts for future

appearance and functioning of playground

3. investment program – shows the rough amount of required money and work that

needs to be done

4. main and executive project for construction works – document is done by a

project team, registered for these services

5. construction permit – delivered by competent governing board on the base of

approval of the main project

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6. competition for constructing the playground – public competition is announced or

the assignment is consigned to competent company; work is being done with

professional supervision of designers

7. order of equipping elements for playground – on the base of catalogues, choosing

the most convenient provider, the playground equipment is delivered and fitted

8. technical takeover of finished object – so called taking-over of works, via

commission formed by investor

In cases of small playgrounds, the procedure, in accordance with competent agency,

can be shortened and simplified.

For all listed phases, it is important that there is responsible and competent person or

team who will take care that all the ideas and solutions are realized in the fastest and

most rational way.

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chapter 5 COLOURS ON PLAYGROUND EQUIPMENT

5.1 Conventional playground equipment

Two swings, one slide and one sand pit in a lot of settlements, kindergartens and

schoolyards are a standard that is being often used.

The topics like swinging, climbing, sliding, seesawing are constantly being improved by

manufacturers, and even more colourful and creative playground equipment is being

implemented into playscapes.

Typical construction set is built-up from individual elements. A final product is

imaginative play world that often carries the names like pirates, the universe, vehicles,

animals.

These kinds of playgrounds have a lot of advantages. Mostly they are consisted of high

quality, long lasting, freestanding products which are assembled in a very short period

of time. They appear in various sizes and are available in different materials (wood,

metal, plastics), and need barely no maintenance.

Their eye catching design immediately reveals them as a children playground. Thereby

can people recognize them and allocate them very easily and noise and activities can be

concentrated on small areas.

They provide the distraction of child's attention from dangerous places like streets and

railroad embankments. Playgrounds also function as meeting points for different groups

of adults. Modern playground equipment considers the current requirements.

Most of the playground equipment is supplied with safety certificates and come

together with fall protection information. The risk of injury is minimized with careful

treatment in the process of manufacturing, major inputs of planners and used materials

which are sanitarily acceptable. Also children are much cleaner after one hour of

playing on a conventional playground, than after rolling in dirt in the forest. But maybe

this would be more amusing for children than the sterile up-and-down playground

equipment?

Industrially manufactured playground equipment is compatible to the urban

environment but they can often cover only certain childish needs. Sometimes they have

to be supplemented with additional attractions and structures, or otherwise they could

be considered forgotten or boring.

61

Maybe we should start observing the playground topic in broadened scope.51

List of conventional playground equipment:

Climbing/Sliding Circuits. Climbers are in close proximity to the bottom of the slide to

support a child’s repetitive looping behaviour. Points of transfer are at the top of each

slide so that all children can benefit from the fun.

Balancing Circuits. Balancing devices linked together to imply a path. There are a

variety of balancing activities.

Cosy Spots. Many child-sized spots for autonomous play – defined by spaces with three

sides.

Tunnels. With windows and different shapes – great for exploring.

Swinging. High back swings with armrests and unitary rubber surfacing below.

Sling Swings. Full-enclosure swings for infants

Things to Gather. Natural materials for children to use during play like rocks, leaves,

sticks, pinecones and so on.

Accessible pathways. To find ‘stuff for play’.

Raised sand tables.

Water play tables or water mist.

Toys in the playground for everyone to use.

Child-Sized Places.

Ground level activities.

Sand. Lots of loose material like sand for play.

Platforms. Accessible elevated play platforms are large and obstacle-free so that a child

or adult who uses a wheelchair can turn around.

Gathering Spaces. Natural gathering places like a rock formation or a wall with shade.

5.1.1 Playgrounds without playground equipment

'Ideally a child's play space should never be finished, it should be in a constant state of

change,' says Susan Goltsman, a principal in the Berkeley, California, based firm Moore

Iacofano Goltsman (MIG), who planned and designed the play space.

51 Dallafior, J. ‘Spielplaetze ohne Apielgeraete?’ (‘Playgrounds without playground equipment?). Hsr Hochschule Rapperswil, January, 2004Retrieved from http://www.l.hsr.ch/skripte/wwwtechnikseiten/bautechnik/materialberichte/materialberichte03/Spielplaetze-ohne-spielgeraete.pdf

62

Forget about swings and teeter-totters, to be a real success, playgrounds need a few

good mud holes. But the landscape of childhood has changed dramatically. Those vacant

lots and open fields have given way to the push of progress; have been paved into

parking lots or built into shopping malls and subdivisions. Those back alleys and secret

cul de sacs have become truly frightening, places not of mystery but of danger. Rather

than flattening the landscape into submission and smothering it with asphalt, designers

should incorporate as many features of the native topology and local culture as

possible. The places designed should be subtle but complex, as intriguing as a child's

imagination can make them.

‘The idea is to use the landscape as a playground and nature as the play element’, says

Mark Francis, a landscape architect on the faculty of the University of California at

Davis. ‘Most playgrounds are so tame; what we're trying to do is recapture a bit of the

wild side.’

Many architects and designers think of playgrounds as a necessary evil, something to

tack on reluctantly, budget permitting, after the real work of creating buildings is done.

This helps to explain why so many inner city housing developments offer so little for

children, typically a trio of swings set in four globs of cement adrift in an asphalt sea.

Usually the swings have no seats. Often the asphalt is strewn with broken glass.

A model for atypical playground was first described by Danish landscape architect D.T.

Sorensen 51 years ago. Sorensen knew that children preferred construction sites to most

organized spaces, and this observation inspired the creation of his ‘junk playground’,

the precursor of the Adventure Playground.

These are basically empty lots stocked with building materials: wood, nails, rope,

water, sand and other found objects, as well as the wheelbarrows, hammers, saws and

other tools necessary to transform the junk into any number of useful things- under the

watchful eye of trained play leaders.52

52 Ruppel Shell, E. 'Kids Don't Need Equipment, They Need Opportunity'. From Smithsonian Magazine, July 1994. Reprinted by permission of the Smithsonian and Ellen Ruppel Shell. Retrieved from http://www.naturalplaygrounds.com/resources.php

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5.1.2 The correlation of playground equipment and art

Art objects do not always have to stand on foundations. Iron, plastic or wood sculptures

do not only have to have visual overvalue. In landscape architecture, it often happens

that artists are involved in the design process. Why don’t we once try to follow the

functionality and aesthetics of Bauhaus style and convert a sculpture into a playable

object? It would be possible to combine art and landscape architecture and create

playable objects. However, it would not be possible without good collaboration

between artists, landscape architects, and sometimes civil engineers. In any case, this

is an interesting topic, but it calls for a deeper research. This research is not the case of

this thesis work.

Nevertheless, one example for artistic playable object could be seen on BUGA 2005 in

Munich. It was the art installation ‘The Nest’ from Nils Udo. It is not meant to be a

playable object, but still, it is not too far from it as well.

Picture 5.1.2.1. – 5.1.2.2. ‘The Nest’ from Nils Udo on the BUGA 2005, Munich. Photos by Kaja

Bušić.

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5.2 Colours

5.2.1 Theory of colours

Colour can be defined as a subjective experience that occurs as the impact of certain

wavelengths of solar light on the human eye. Because colours are subjective

impressions, it was necessary to create a special logical system for their description.

The result is the theoretical explanation of colours, the colour wheel, and other

systematizations and methods of division.

Yellow, red, and blue are defined as primary colours because the mixing of any other

colours cannot create these three. If red is mixed with blue, the result will be purple; if

blue is mixed with yellow, result will be green; and a mixture of red and yellow will

produce orange. In a mixture where yellow, red and blue are in balance, the result will

be neutral grey or near black.

According to the theory of colours, white and black, along with grey are not considered

to be colours, but are placed in a separate group known as achromatic colours.

Depending on one’s point of view, both white and black could be treated as synthesis or

absence of all colour. This basic contradiction has given rise to many different

interpretations; these, however, are not the point of interest here. Although it is more

accurate to avoid the term colour when referring to white or black, this word is

frequently present.

Every colour is in fact a hue with its own special character. The origin of hues can be

visually explained with the aid of a colour wheel.

Colours in nature are the result of combinations of pigments. Therefore, nature’s

colours are never absolutely pure, however much they seem to be. It is still impossible

to achieve, for example, pure blue, orange, purple, or even green by the combination

of pigments. The same is true of the achromatic colours white and black.53

5.2.2 Influence of colour on human beings and space

Colour power in the environment was planned in order to encourage the study of a

relatively new approach to the centuries-old relationship between human beings and

nature, with special emphasis on the interaction of people and colour in open space.

This relationship has aroused considerable interest since ancient times. The need for

detailed research, however, was not fulfilled by early attempts, which were sporadic

and partial. For example, the earliest attempts are found in the records of ancient

53 Crnetic, Thea. Color power in the garden. Zrinjevac, Zagreb, 1996.

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Chinese medicine, which used colours in order to attain stimulative physiological

effects. Later, in ancient Greece and Roman Empire, colours were used for their

stimulative effects in numerous wars and conquests. During the Renaissance, the great

Leonardo da Vinci applied the aspect of colour to the art of painting. However, a true

science of colours needed more time to develop.

The systematic study of colours is relatively young, and as a typical multidisciplinary

science, it is based on extensive research from a wide range of fields including physics,

chemistry, physiology, psychology, and more recently, ecology and sociology. This

scientific approach has proven that colours have a great influence on all living beings,

and particularly on humans. This is an absolutely logical conclusion, because humans are

extremely visual beings, receiving almost 90% of all their sensory perception through

sight.

Scientists have proved that by using colours it is quite possible to regulate various bodily

functions such as heartbeat, breathing and blood pressure. In addition, colours can also

influence the functions of the different endocrine glands, aid certain nervous

conditions, tire or relax a person and so on. Today, many of these effects are applied in

the arrangement and adaptation of interiors, especially in places of work, such as

offices and factories.

It is evident that the influence of colour is equally strong in open space, and children

playgrounds as well. With colours, it is possible to create specific outdoor environments

that enable colours to have a strong influence in open space.

Through the employment of flowering plants, there are possibilities of creating special

monochromatic effects outdoors.

Creating these special environments, it is important to respect the basic principles of

landscape architecture and design: propositions, balance, structure, and principle of

magnitude – all of which lead to the pleasant and harmonious composition of open

space. All of these principles are coordinated with the basic characteristics of plant

material in terms of satisfying growing conditions, and other important elements.

The possible influence of colours on human health is probably the most important

effect, but not the only one. The others are impression of larger and smaller space, or

the feeling of warmth or coolness.

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Physical effects of colours

The physical effects of colour on human beings have been found to be mainly a question

of the impact of three dimensions of colour: hue, brightness and saturation.

Observing the natural environment, we never perceive one colour in total isolation.

Every colour in its hue, brightness, and saturation is under the influence of the colours

of its environment, i.e. the colours that create its background. This fact is of great

importance in the harmonization of all the component parts of a garden – furniture,

pergolas, playground equipment etc.

This is a question of the mutual influence of colours in the field of view, which was

observed long ago by Leonardo da Vinci. It was M.E.Chevreuil, however, who first

described this phenomenon in detail, calling it simultaneous contrast.

It is well known that, when colours are in contrast, each colour tends to change its

environment into its complementary, i.e. opposite colour. In the case of simultaneous

contrast, each of the three dimensions mentioned above separately affects the overall

result. When a hue is set against a contrasting background, its appearance is dependent

upon the colour of the background. For example, if a blue-green bench is positioned in

front of a green lawn area, it seems more blue, but if it has a blue background, it looks

greener.

Brightness, the second-most important dimension of colour that has a physical effect on

human beings, is similarly affected by its environment. The same colour on a light

background semms to be darker than placed against a dark background.

Saturation, the third dimension of colour can be defined as ‘clearness of chromatic

colour’, or as ‘the distance of a chromatic colour from the black-white axis’. Each

colour placed on a greyish background, seem more pure, but on a clear background, it

will look more greyish.

Here it is useful to mention two effects of the physical influence of colours. First, the

same colour over a large area initiates a different experience than on the small surface.

The selection of planting material is always made on the basis of a small quantity of

samples, so it is very important to take into consideration this effect, especially when

larger areas are in question.

Second, the same colour will initiate various impressions when positioned in different

environments. These effects are very important in determining the general impression

of open space, especially when talking a monochromatic approach to landscape design.

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Physiological effects of colours

Humans, as explicitly visual beings, are directly dependent on dispersed sunshine, i.e.,

the world of colours.

The

German poet J.W.Goethe wrote in his theory of colours that where there is no

atmosphere, there is no spectrum of colours, and thus there is no life. Thinking in a

similar way, Heinrich Frieling wrote: ‘We experience nature in colours as something

normally understandable. But if we were able to travel by rocket to the moon, we

would experience that in the universe there exists only a white-hot sun producing black

shadows all around, and that there is no blue sky or crimson light emerging out of a

golden-yellow sun, because where there is no atmosphere, no spirit of life exists, nor

atmospheric colours. The atmosphere that surrounds the globe makes life possible and

is the bearer of colours. Colours symbolize life.’

Scientific experiments have proven that colours intensively affect all living beings, thus

experts who use the term ‘colour power’ bring colours and life into inseparable

relation.

Psychological effects of colours

In addition to its physical and physiological influence on human beings, colour has

considerable effects on the human psyche as well. Within the human psyche the

observation of colours is integrated with all other visual observations, so that by means

of the senses a person associates colours with different experiences and perceptions,

forming a new experience of colour.

When we take this psychological influence into consideration, it becomes possible to

talk about the colours of anxiety or emancipation then we may discuss colours as being

obtrusive and smothering, heavy and light, hard and soft, cheerful and melancholy.

The psychological foundations of this understanding of colours are caused by

experiences of colours in nature, since our observations of space and motion are

strongly related to our sense of colours. For example, observing a landscape, the closest

colours are the darkest ones, and when we increase their distance they become lighter

and lighter. Lighter colours extend the perception of space, while darker ones make a

space seem narrower. Lighter colours appear to move a space away and provide a sense

of breadth and freedom. Darker colours, on the other hand, have an obtrusive effect

and cause a feeling of anxiety. In addition, light colours move and elevate a space, for

in the nature dark colours are generally closer to the ground, while light ones are

higher. Consequently, dark colours press downwards while light ones rise upwards.

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Dark colours also seem to be heavier then light ones, so that a colour containing some

blackness or redness will be perceived as a heavy one. The heavy pole on the colour

wheel is located in the colour purple, and the light pole in the colour yellow. This is

why the colour rose, for example, seems to be somewhat heavier than light blue.

All colours between purple and yellow, if they do not contain redness, seem to be

heavier if blended with black, but if blended with white, they seem lighter. Generally,

heavy colours have horizontal lines, and light ones vertical lines.

The observation of colours is related to the perception of warmth as well. From the

association of experiences in nature derives the division of colours into warm and cool

ones. Yellow, orange and red are considered to be warm colours, while green, blue and

purple are thought to be cool. For instance, a flame is red-yellow, but cold water and

ice are blue-green. These examples are related to the fact that warm colours are closer

to infrared rays, and cool ones to ultra-violet rays.

In relation to our emotional life we distinguish cheerful colours from colours of

melancholy. By their physical characteristics and by their physiological effects on the

human psyche, colours can create different frames in mind.

Some basic psychological characteristics of some of the most frequent colours:

Yellow is the most brilliant and the warmest of all colours. It is the colour of the

sun, it expresses vividness and brightness, and psychologically it is the most

joyful of all colours.

Orange is a mixture of red and yellow, so it incorporates the vividness of yellow

with the strength of red, but as this balance is fragile, psychologically it can

prevail in either of the two directions.

Red is the colour of fire and blood, the expression of life, strength and love. It is

thus closely related to passion, heat and fighting.

Purple is a mixture of red and blue, and psychologically, the balance between

passion and intellect, love and wisdom. It is therefore a colour of moderation

and caution.

Blue, the colour of the sky, sea and deep ice, is psychologically related to cool

distance and the infinity of space, the emptiness of air, or the transparency of

water. It is the deepest and coolest of all colours, so blueness affects the

intellect in the same way that the colour red affects the senses.

Green is a mixture of blue and yellow. It is the basic colour of the flora that

comes to life each spring. Green therefore represents peace, joy and the

awakening of life. Psychologically, it is a colour of hope.

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Brown is a mixture of chromatic and achromatic colours. It is the colour of earth,

of faded leaves, and psychologically, it reinforces feelings of safety, stableness

and firm material reality.

Grey is situated between black and white. It is the colour of ashes, of fog, of

dusk and emphasizes neutrality, immovability, and indecisiveness. It therefore

initiates a sense of indifference and melancholy.

White as the absolute colour represents either the presence or the absence of all

colours. Psychologically, it is clean and clear, but at the same time it is cool and

distant. It is therefore associated with innocence, virtue, worthiness, etc.

Black, just as white, expresses the synthesis or absence of all colours. It

designates physical darkness and psychologically acts non-transparently, densely

and heavily. It is therefore associated with the feeling of sadness, anxiety, evil

and death.54

5.2.2 The importance of colour in child's life

One special part of the planning of outdoor areas for children concerns the use or non-

use of colours in a playground. Colours should be used carefully and in small splashes.

I think it is an adult idea, created by misunderstanding, that everything to do with

children must be openly amusing and painted in bright colours. A child's day is already

full to bursting with colours and moving images from the colourful interior of the day

care centre, from hours in front of the television and computer screen at home and out

shopping in the supermarket. Children need to be able to relax their eyes and their

minds when they come outside. Nature's own colours are perfect for the playground,

maybe spiced up here and there with a few artistic colour splashes.55

Let us imagine a colourful playground and its influence on the surroundings. We can

consider the playground as an open field impregnated with water jets, game boards,

colourful play equipment, abstract colourful markings, and vivid materials borrowed

from highways and subway platforms. Those features allow for both organized and free

play. The playground and the coloured surrounding fence emphasize bright colours and

vivid textures, as for example yellow chain link, blue reflectors, red equipment poles,

54 Crnetic, Thea. Color power in the garden. Zrinjevac, Zagreb, 1996. 55 Keynote, H. Excerpts from Helle's Keynote Speech to Designs on Play. Retrieved from http://www.sansehaver.dk/asp/side/foredrag/Portmouth.htm

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grey pavers, yellow tiles, and a surface of red, black, white, and yellow asphalt, paint

and poured-in-place rubber in various colours.

5.2.3 Colours as part of the play environment

Colours and children are inseparable. Colours carry a great potential that can be used in

the composition of playgrounds.

Sense and symbolism through colours. Children learn the meanings of colours in their

culture.

Visual and overall composition. With colours, it is very easy to change or simply

represent the environment.

Sensual perception and imagination. Colours simulate the impressions and feelings that

appear in the environment or in people’s minds – the pleasure of rich environment.

Aesthetic perception. All senses have a connection to colours.

Aesthetic and worldly wisdom. The colours tell something about oneself and the world

around us.

What can actually be coloured on a playground?

The surfaces of playground equipment can be coloured – entirely or partly patterned.

Flower colours and plant colours in general are means of design, dependable on the

season of the year. Water surfaces reflect the colours of the sky or landscape. Floor

coverings of various kinds, sometimes also extra coloured (mulch) offer diversities in

colours. Ground varies in tones from natural colours, painted colours, drawings with

chalk or graffiti.

Through the control of light, it is possible to impact on the colours in the environment

(shadows or glittering rays as the focal point of design). The dark edges/caves/’black

holes’ are always interesting and mysterious for children. Mirrors have also high value

because of the play of light is fascinated. Items for experimenting are also colour

screens that have the possibility to change colour while turning and moving.

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Using the symbolic meanings and associations of colours as means of design:

colour Symbol warmth+emotion ambient ideas for design

yellow Sun, light,

summer,

cheeriness,

optimism,

enlightment,

bitterness,

danger,

discrimination,

brightness

warm Increasing,

heightening,

illuminative,

illustrative,

warming,

powerful

Flower, floor

covering

orange Sociability,

cheeriness,

energy, fire,

alteration,

sensuality,

holiness, bravery,

liberty,

courtliness,

desire,

friendship,

maturity

warm Increasing,

heightening,

illuminative,

illustrative,

warming,

powerful

Timber-frame

construction,

playground

equipment,

banners, displays

red Blood, fire, war,

aggression,

shame, love,

power,

communism,

self-confidence,

dominance,

danger,

revolution,

obligation

very warm Reducing,

minimizing,

demonstrative,

expressive,

warming,

bordering

Roofs, focal

points,

vegetation, fruits

violet Transmigration,

unconsciousness,

secret,

religiousness,

melancolie,

depression,

feminism, ruler,

neutral Reducing,

minimizing,

expressive,

bordering

Flowers, simple

play equipment,

banners, displays

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leisure,

humbleness,

asceticism,

creativity,

spirituality

blue Popularity,

sympathy,

faithfulness,

aspiration,

freedom,

perspective, air,

distance, sea,

heavenly energy,

activity, labour,

nobleness,

calmness,

satisfaction,

spirit

cold Increasing,

heightening,

cooling,

refreshing,

realistic,

soothing

Water surfaces,

mirrors, flowers

green Life, nature,

Islam, usefulness,

beginning,

resurrection,

hope, gift,

Hoffnung, Gift,

virtue, healing,

sensuality,

creation

cool Increasing,

heightening,

cooling,

refreshing,

realistic,

soothing

Plants, shrubs,

meadows, grass

brawn Cosiness,

security,

dirtiness,

perishable,

poverty, aroma,

connection with

earth,

degradation,

humiliation

warm Darkening,

warming,

depressant,

soothing,

homelike

Wooden pillars,

cottages, roofs,

wood, vegetation

black Primary colour,

challenge,

darkness,

dolefulness,

Neutral-warm Darkening,

Restricting,

depressing,

mysterious

Edges, tablets

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mourning,

intellectualism,

pessimism,

obscurity,

accidence,

misfortune,

festivity,

conservatism,

death,

unconsciousness,

repression

white Perfection,

virginity,

enlightment,

piece, innocence,

immortality,

protection against

evil, good, light,

wedding dress,

feminine yin-

principle,

healthcare,

calmness

cool Increasing,

heightening,

illuminative,

highlighting,

timeless

Blossoming of

trees

grey Pessimism,

subordination,

seniority, age,

poverty, fear,

indifference,

casualness,

everyday life,

unattractiveness,

bureaucracy,

unfriendliness,

unkindness, low

self-esteem,

worries, problems

neutral Taking back,

timeless,

reduced strength

It is better to

avoid grey colour.

Silver grey

vegetation, grey

tones of

wood/timber

(greying with

time), climbing

rocks

Table 5.2.3.1. Symbolic meanings and associations of colours. 56

56 Weigart, P. With the support of dissertation ‘Children and colours’, 2001. Related to Johann Wolfgang v. Goethe, Heinrich Frieling, 1981, and Marielle and Rudolf Seitz, 1998.

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chapter 6 EXPERIENCING MATERIALS

6.1 Types of materials

'Most people who care about child development know nothing about design, and most

people who design know nothing about child development,' Hart says. 'We all know that

children need water, sand and loose parts to build with, as tools of communication and

interaction. Yet most playgrounds have little beyond pieces of manufactured exercise

equipment selected from catalogues. Kids don't need equipment, they need

opportunity.'

Hart, is director of the Children's Environments Research group at the City University of

New York Graduate Centre.57

The following text describes a choice of materials and scope for design that tries to

incorporate playscape within a neighbourhood with a minimum of complexity.

Also in the cases when a lot of materials in preferable un-machined condition are

recommended, it is not explicitly about nature-orientated composition or children-

habitat. As opposed to conventional playgrounds, this kind of playground lays simply

more requirements to used materials as merely wish for durability, lastingness and

hygiene. The bottom line is that more should be achieved with materials, textures,

structures and forms.58

Not every game is possible on each flooring. Standard floorings already do enable a

great scope of activities.

Asphalt – concrete. Asphalt and site-mixed concrete are excellent surfaces for kickboards,

three wheelers, bicycles, skates and roller blades. A normal road and path network

should already contain plentiful tours for small children. However, we should be careful

57 Ruppel Shell, E. 'Kids Don't Need Equipment, They Need Opportunity'. From Smithsonian Magazine, July 1994. Reprinted by permission of the Smithsonian and Ellen Ruppel Shell. Retrieved from http://www.naturalplaygrounds.com/resources.php58 Dallafior, J. ‘Spielplaetze ohne Apielgeraete?’ (‘Playgrounds without playground equipment?). Hsr Hochschule Rapperswil, January, 2004Retrieved from http://www.l.hsr.ch/skripte/wwwtechnikseiten/bautechnik/materialberichte/materialberichte03/Spielplaetze-ohne-spielgeraete.pdf

75

that children do not injure themselves by skating and cycling, therefore, paths should

be at least marked with chalk.

Alongside described uses, asphalt and concrete are appropriate for bigger areas for ball

games, trapping, catching and similar. In these circumstances, the areas can be

coloured or marked with field markings.

Bricks and concrete panels are not so suitable for listed activities. On the one side,

because there is no good reason for those to be placed on a playground and on the other

side because noise exposure is higher while skating on them.

In any case, it is very important that current and used surfaces are easily recognizable

and different from public streets so that child does not surprisingly slide out on the

street.

Gravel – humus - soil. Unsealed surfaces of all kind call for leaving space for smaller or

larger holes so that children can play by mumbling and shouting, or in larger scale, to

imitate a caveman.

Unevenness are filled with water during the rain so small ponds are created. These

ponds are on a playground source for enjoying oneself, while on the streets the areas

with water rarely encourage enjoyment.

This kind of flooring surfaces slow down gross motorical activities, in so far with small-

wheeled vehicles that can only be driven with an effort. After knowing that, it is

recommendable to create zones where too wild movements would not be allowed.

Lawn – meadow. Lawn is appropriate for calm activities, as well as for wild activities. A

flower field simply calls for observing the nature, or feeding in the outdoor small

animals as guinea pig or rabbit.

Sand – boulder – rock. Sand is one of the few manipulative that truly allows children to

explore their imaginations. Unfortunately, in most play settings, sand is treated as just

one more controlled play item: it is kept in containers until it is used in a plastic ‘sand

table’.

The beauty of sand, is that it’s a material found almost everywhere on earth, so it’s

unsettling that children see it stored in table or in a bucket on a shelf along with

crayons and toys, totally disconnected from its natural setting.

Not much of it fits in a sand table, and there’s no room to build anything complex, such

as road systems or mountains. Children stand at the table, rather than play on their

hands and knees, and many are required to wear aprons so they do not get dirty.

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Children also find sand boxes limiting. They are always in the free-form area, playing

with abandonment. When sand is where it is supposed to be, children love playing in it.

They can dig to China, find “fossils,” hunt for gems, make roadways, build mountains,

create waterways, build sand castles, dig tunnels, and discover hidden treasures. If they

mix sand with water, they can make shapes of almost any kind.

There is barely any playground without sand pit. But does it always has to be a pit?

During design process, the fantasy has no limits and sand does not always have to have

the quality of the sand for the aquarium. It should sometimes be consisted of smaller

and bigger bricks. Cohesive sand (miner's sand) stays humid longer and therefore it is

more shapeable. With this kind of sand bigger and more stable constructions can be

accomplished. Besides that, it is also less attractive to cats.

Wherever it is possible, sand should be connected with water. On the one hand sand

remains, as mentioned before, humid and shapeable, and on the other hand, wet sand

offers the experience of playing in a real mud.

Gravel and boulder can also be attractive. Flat stones can be installed like building

blocks, and they can be painted as well. Instead of a sand pit, a gravel bed with stones

painted in various colours can be made. This kind of structure can be left to natural

succession. A water tank filled with gravel where the whole island world could exist can

also be arranged. However, small children up to 3 years old should be looked after in

the vicinity of these kinds of structures (as the case may be that they could swallow the

stones). Besides that we should take into consideration that stones would probably be

widespread around the site.

Unusual and big stones can be used as sitting blocks or climbing structures. It is also

possible to create mountain landscapes and hills out of their combination, or also to

combine them with wood. Sand is a good material that can also be used as a material

for the safety area. Different materials as sand stone or gneiss are durable but also

changeable according to weather influences so the results are various tactile

characteristics. Choosing the right material, the desired impression can be achieved.

Finally, from stone to sculpture is not always a long way. Dry sand under an active play

structure may provide a good fall surface, but it does not provide for constructive play.

Sand must be moist if it is to be used in the building of sand castles.

Playing in the sand:

Sand has what is called a ‘slump’ characteristic, so when poured, sand will form

a mound, the slopes of which vary in angle depending on the size of its granules

and the dampness of the sand.

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On a sunny day, the surface of the sand will be hot, but when children dig down,

they find coolness.

When sand is wet, it changes colour. In addition, when wet sand gets very cold,

it freezes solid.

When sand is wet, it can be shaped, and the finer the sand, the more intricate

the shapes can be.

When water evaporates from a structure made with sand, it collapses.

When too much water is added, structures do not hold their shape.

Sand is comprised of many tiny particles of various sizes and colours that

children can sort and collect.

Sand, like other fine materials, slips through the small cracks in their hands, so

children learn to clasp them together more tightly when trying to contain fine

materials.

Sand is portable, so children find many ways to move it by pushing it, pulling it,

putting it in and pouring it out of containers, carrying it by hand, shovelling it,

moving it by dump truck, and pouring it out of funnels.

Sand can be portioned and divided, added and subtracted. More is heavier, less

is lighter, and to get more, you take more, and keep adding until you have just

the right amount, a decision in itself.

Sand can bury or “hide” things, like treasures, which can be found later.

Sand particles get into everything: pockets, fingernails, sneakers, hair,

lunchboxes, and classrooms. Sand makes a floor very slippery.

In the wintertime, sand on ice makes it less slippery.

When it rains, rivulets can move sand, and make beautiful, smooth patterns.

If children try making a sand dam, they soon realize it will not hold water.

Dig deep enough on a beach and children find water; deeper still, they will

discover that their holes collapse.

Children learn to control their bodies in different ways when they are kneeling

on the sand, sitting and twisting, or turning and reaching.

When children are barefoot, their feet and bodies have to adjust in surprising

ways to accommodate the ever-changing surface of sand59

Wood. It is not necessary that logs of wood are always boiler-pressure-impregnated.

Dead wood and rootstock can be used for climbing or balancing. Smaller logs are ideal

59 King, R. ‘Playing in the sand – naturally’. Retrieved from http://www.naturalplaygrounds.com/resources.php

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projection screens for children’s fantasy. One piece of wood can in child’s hand become

absolutely anything, from a sword, a tent to a microphone. Shelves, roof battens,

timber beams, boxes and formwork panels can be rebuilt and transformed into other

objects. Small children do it without tools, and bigger children with the help of tools.

Slides and seesaws certainly offer an easy way to play, but on the other hand, building a

tree house offers a special experience that a person will never forget.

I will always remember a big walnut tree in the backyard of the kindergarten in my

neighbourhood when I went to primary school. That single tree was at the same time my

house, my neighbour’s house and a weekend house, and on some other occasions, it was

an apartment with bedroom, living room, kitchen, and bathroom. My friends and I never

experienced any injuries.

Bigger structures, designed to be climbing elements, should be well positioned, firmly

fixed and drained, so that wood can endure and have a certain guarantee on its

durability. For those structures, it is recommendable to be placed on sand or wood

chips. Naturally, there is always the danger that children come home with small remains

of wood in their fingers, but no one really had severe damages from that.

Vegetation. Natural open space and green spaces have the potential to make a positive

and wide-ranging contribution to the physical, mental and social aspects of people's

health. In addition, trees and green spaces can aid economic regeneration by making

areas more attractive. Trees and green spaces filter air pollution, stabilise ground

surfaces, intercept rainfall, create visual and sound barriers, provide temporary cover

for derelict sites, sustain wildlife habitats by enabling urban bio-diversity, contribute to

sheltering, shading and water protection, and decreased local air temperatures. Urban

green spaces are major contributors to the quality of the environment and human

health and well-being in inner city and suburban areas.

Vegetation has multifaceted functions on the space compositions of playgrounds.

Vegetation shadows the area and articulates the space, offers possibilities for hiding

places, provides intensive experiences of different year seasons and a lot more.

To simplify matters, it is important to exclude poisonous plants. Instead, it is

recommendable to insert berry and fruit grooves and plantations. Especially interesting

for children are grooves that tolerate when rods and staves are resistant to cutting (ex.

Hazel, elder, willow trees).

Trees are convenient for climbing and swinging inasmuch as the congestion is not too

big and the tree is robust and tough. These kinds of trees are particularly suitable on

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playgrounds. Trees convenient for climbing should be pruned up to one height level so

that small children cannot climb on it.

Plants, together with soil, sand, and water, provide settings that can be manipulated.

You can build a trench in the sand and dirt or a rock dam over a stream, but there's not

much you can do to a jungle gym except climb, hang, or fall off. Natural elements

provide for open-ended play creative exploration with diverse materials.

The high level of complexity and variety nature offers invites longer and more complex

play. Because of their interactive properties, plants stimulate discovery, dramatic

pretend play, and imagination. Plants speak to all of the senses, so it is not surprising

that children are closely attuned to environments with vegetation. Plants, in a pleasant

environment with a mix of sun, shade, colour, texture, fragrance, and softness of

enclosure also encourage a sense of peacefulness.

Interaction with plants and earth enables sensory stimulation, provides an opportunity

to keep warm through activity, and exposes the body to fresh air. It can also help

people gain basic and social skills, obtain qualifications, rebuild their lives, and

maintain or improve quality of life.

It provides something to talk about, a chance for enthusiasts to impart knowledge, it

'humanises' institutions, provides motivation, induces aesthetic satisfaction, status and

self-esteem.

Concrete. Prefabricated concrete units of all kinds are inexpensive, creative and artistic

natural play elements. Canalisation elements are, from children’s point of view,

transformed into tunnels and labyrinths. Canalisation is, of course, unpleasantly moist

and dirty if it is not maintained regularly.

Wall panels and concrete half shelves can be used as labyrinths, concrete blocks as

jumping support. Concrete shelves, when positioned in different directions and angles,

can perform as perfect hiding places.

Concrete balls, available in various diameter sizes (from 12 to 80 cm), have a sculptural

character, but can also represent an alternative to standard slides. Concrete half

shelves, placed in a corresponding way so that they create an extensive hilly landscape,

can be used in summer as water ponds, and during the rest of the year as Skate Park.

Various concrete objects can also be used, without any special preposition as balancing

elements.

Compared to other materials, concrete is very static material and children cannot and

should not move concrete objects. Under the given circumstances, it could also be a bit

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problematic that there is an indistinct border between play objects and environmental

artefacts or art objects that are not primarily meant to be used by children.

Metal. Stainless metal (chrome steel) in the form of bars can create an unconventional

climbing object that actually looks good in the space. Profiles and beams can be firmly

fixed into installations that enable diverse play forms.

Except stainless metal, it is possible to use scrap and old metal as play elements as

well. Bicycle wheel rims can be used on the one side as hula-hoop, or on the other side,

if connected with wires or laces they can create insane combinations and constructions.

As far as possible, an old destroyed auto could be used as an interesting play structure,

as long as all sharp edges are carefully removed.

It is necessary that immobile metal parts are corrosion-resistant, and at least hot-dip

galvanised. Finally, spikes and sharp edges should not appear anywhere at all.

Plastics – rubber. Plastic pipes and tubes are all-purpose applicable. They can be used,

among other things, as acoustic installations as well. A hosepipe can be a skipping rope,

a swing or a chain. Those kinds of structures can, in the combination with water, be

modifiable and create interesting features. From the standpoint of waste disposal,

plastic tubes should have an advantage in opposite to PVC.

Old tyres are frequently found on ‘Robinson-playgrounds’. Towers or swings can be built

out of them. Freestanding lorry tyres can be used by small children as sitting elements

and for scrabbling and moving step by step.

As for all mobile elements, for plastic items is important to define a depositary place in

the space, on the one hand, that the environment does not get an appearance of a

waste dump, and on the other hand, that the particular objects are protected from

rain.

Textiles – ropes – wires. Ropes of different strength provide countless possibilities for

play. Nets are beloved for climbing and swinging, but they require a lot of maintenance.

Ropes and wires are unbeatable for temporarily usages. Bigger children are able, as long

as the right knots are shown to them, to build ropeways and swings. Textiles of all kinds

are also very convenient for creating tents and housings.

Water. Liquid elements in all forms are of great attraction to children. Therefore, it is

important to provide a clear access to existing water surfaces, like streams and pools in

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the neighbourhood. Water tanks, ponds, pools and creeks are very interesting as man-

made creations as well.

However, in the cases where water is used on playgrounds, appropriate security and

hygiene regulations should be strictly followed.

A water tap, a flexible tube and a grass sprinkler are already sufficient on the meadows

or near sand playgrounds. However, in association with water, it is necessary to

sensitize children on problems with consumption.

Just because it is difficult to design a low maintenance water feature does not mean

that the function should be abandoned. Water features within the total play

environment are extremely important. The wet sand provides unlimited creativity and

it’s safe, simple, and fun.

6.1.1 Playgrounds for free: utilization of used and surplus materials on playgrounds

Would it be possible and would it make sense to set up playgrounds from junk materials:

used tires, cable reels, inner tubes, and railroad ties, among others that are child-

oriented rather than created primarily for the convenience of adult superintendents.

That is the topic that is going to be described in this chapter. The importance of

community commitment through active involvement in the planning, physical building,

and maintenance of the playground is emphasized. This commitment should involve

children as well as their parents and those corporations that can be persuaded to

contribute used or excess materials or space. These playgrounds are not maintenance-

free and the care taken is part of a community's commitment to ‘do something for

itself’; to build a playground rather than buy one.

Conventional playground equipment is in the first line designed for active games. They

contribute to motorical abilities like balancing and climbing, but they can often only be

used in one way which leaves no space for invention, discovery and fantasy. One log of

wood can for one child represent an auto, a dog, an elephant. One climbing tower that

looks like a space station can hardly be transformed into a research ship. And exactly

this kind of role-playing games is important for child's development.

There is also one more doubt. Do children really feel the best surrounded with the

screaming colours? Eye-catching colours act as a focus to child's attention and that fact

is actually a good selling argument.

In any case, playing is not really connected to equipped safekeeping zone. A playable

space where the whole environment is accessible to children would be desirable.

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Instead of keeping children in an easy to clean ‘play-ghetto’, playscape should be

appealing to adults and children and it should encourage children's independence.

Eventually and finally, conscious design of the playscape means accepting the progress,

not only the development of children, but also the development of space through

children. The goal of design is free space in the true sense of words, which firstly

develop out of children's interpretation and interaction. Children should occupy the

space, take it into their ownership and be allowed to transform it.

For that purpose they do not need expensive equipment, but rather diversified

structures and our respect to their innovation, curiosity, spontaneity, desire for risk and

maybe also their disrespectfulness.60

6.2 Encouragement of sensory perception

Anticipation interest openness readiness expectation curiosity desire exuberance wonderment

Surprise appreciation awakening stimulation excitement discovery arousal thrill astonishment

Pleasure satisfaction buoyancy gratification joy happiness delight glee fun

Understanding tolerance empathy knowledge skill insight mutuality sensitivity mastery

Strength stamina vitality devotion ingenuity wit drive passion creativity

Poise dignity grace composure ease contentment fulfilment spontaneity balance

How do you feel when you play? You start with anticipation. Anticipation leads to

surprise. Surprise triggers pleasure. Pleasure keeps you playing, helping you to learn and

to understand. Understanding leads to strength of mind, body and character. Strength

helps you feel more poised, and then you are ready to experience play even more.61

Minor changes to the play environment and the introduction of various materials into

play that is changed regularly, introduce novelty into a play setting. A play environment

that is rich with sensations leaves important tracks in user’s minds. This is essential for

a lifelong healthy development.

Sensory experience is, besides motor activity, a very important factor in developing

process of children. This fact does not stand only for therapeutic field, but also for

overall education. The significance of sensory education and advancement in exercises

always increases in pedagogic concepts.62

60 Hogan, P. ‘Playgrounds for Free: The Utilization of Used and Surplus Materials in Playground Construction’. The MIT Press, Cambridge, Massachusetts 61 Retrieved from http://www.strongmuseum.org/play/playingis.html62 Spanjer, J. ‘Entwicklung eines Freiraumkonzeptes für einen heilpädagogischen Sonderkindergarten in Holzminden’. Universität Paderborn, 1996.

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The reasons for the development should not be searched in changes in the living

conditions of children nowadays. Public education institutes must intercede that

children today should take advantage of all the opportunities to use their body and

move and then to work further on gained impressions.

Developing perception and senses is especially important for children in kindergartens,

because those are the times in their lives when they take the biggest steps in their

development. Through play and exercises is that achieved. The important thing is that

these acts are amusing and interesting to children, and not a pressure.

Exercises like turning, rolling, creeping, crawling, running, bouncing, jumping, shifting,

pulling, pushing, carrying, kicking, bumping, hitting, grabbing and so on are developed

as basic movement pattern through play and moves. In time, learned movement pattern

is being improved with control and certain skills are gained.

Important role by the advancement of coordination play other senses, mainly visual. So-

called eye-hand-coordination can be achieved with the help of various materials and

objects.

In all movements, sense of balance takes the central place. For the training of balance,

movements that are especially useful are:

Swinging

Balancing games

Climbing

Vehicles like roller, velocipede, and bicycle

Spring-loaded equipment, like trampoline

Possibilities for visual experiencing of gravity, for example in form of oscillation63

6.2.1 Sense of touch (tactile system)

Sense of touch responds to every contact. It is eminently delicate when the eyes are

closed. Tactile system can be experienced through different magnitudes, forms and

ways. To that come the characteristics of different materials:

Weight (light – heavy)

Firmness (hard – flabby – soft)

Humidity (wet – slippery – dry)

Temperature (warm – lukewarm – cold)

63 Bischof, K. Beratung – Projekte. Retrieved from http://www.spielumwelt.de/erlebnis.html

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Surface texture (smooth – serrated – punctured – wavy – sticky)

Sense of touch does not come only with direct touching, but also when receiving touch,

embrace, and contact. Most commonly, that comes from other people, but also from

materials, for example sprinkling the body with various materials.

To encourage the tactile senses:

handle as different materials as possible, with various structures, hardiness,

form and temperature

provide objects that cannot be seen, but only touched

a path for barefoot sensory experience consisted of various materials

bathing and sprinkling with water or other materials

deformable materials like clay, mud, sand, sludge, gum and plumes

feeling the material through play, for example sliding on metal, wood or plastic

foil in connection with water

touching different plants with various leaf structures, barks and fruits64

Sensory Perception pertains to the quality and intensity of stimulation experienced by

the different senses. Sight is obviously an important sense, but the other senses are just

as crucial. It is not enough for children, or even adults, to just look at well-designed

spaces and objects—they need to feel, touch, and explore the surfaces and their forms.

It is necessary to stress that the design of open spaces should engage the users’ multiple

senses. Sensory exploration is a healthy part of growing up, as natural curiosity leads to

imaginative thinking and creativity. The ability to experience a variety of activities,

people, and places is an essential part of childhood. Open spaces that do not offer

variety and challenge multiple senses often deprive the users of an invigorating and

successful experience.

Lynch (1960) described the characteristics of a legible environment as well formed,

distinct, remarkable, engaging the senses and inviting participation.65

64 Retrieved from http://www.a4a.info/viza/html/v-018-03.html65 Haider, J. and Kaplan, M. Article ‘Reclaiming open space for the young: an intergenerational perspective on design’. Edinburgh, 2004. Retrieved from http://www.claimingpublicspace.net/modules.php?name=News&file=article&sid=11

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6.2.2 Sense of smell and taste (olfactory and gustatory system)

The senses of smell and taste should also be experienced by children. This can be

achieved by tasting of various smells and tastes or by already knowing special smells

and tastes. Memories and emotions are always connected with sense of smell. Scenting

is of all senses the most effective. Smells, in a way lead the person’s roots in very early

memories.

The sense of taste can be well experienced through plants. Fruit, vegetables or herbs

offer special experiences which contribute to the sensory development of children.

Plants have a great impact on the sense of smell as well. The possibility for learning

different smells is airy organ which can show or simulate primary smells (flowery,

musky, minty, ethereally, camphorated, penetrative, rotten).

6.2.3 Sense of hearing (auditory system)

The experience of sense of hearing begins with the skill to differentiate firstly the

nonverbal sounds. For that, it is necessary that certain sounds or tones are released into

the environment. Hereupon, differences, localisations and memories of certain signals

can be developed. Noticing the differences in sounds and tones like understanding of

words comes with development through time. At first, person experiences the rhythm,

vibrations and one’s own sounds.

What is important for the sense of hearing is the combination with other fields, like

movements of head when a certain sound is perceived. In the other way, sound can be

sensory experienced when we feel the vibrations of deep bass oscillations.

To encourage the sense of hearing:

vibrations, when deep tones are used

tubes

different sound games

mobile play equipment with materials that provoke sounds

wholes in spaces

very still and quiet places

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6.2.4 Sense of sight (visual system)

Eye-body-coordination is possible with visual experiencing of light, colours, forms,

movements and space in general. The orientation in space also depends on the visual

experience, although it is also connected with acoustic and tactile experiences.

To encourage the sense of sight:

vibrating, swinging or turning objects

various colours, tones and graduations of objects

various forms and sizes of objects

three dimensionality of objects

experiencing colours and light

mirrors

prisms, lenses, spyglasses and kaleidoscopes

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6.3 Experiencing movement

Movement is important! Children should have fun while moving and practicing.

Every playground should offer a great variety for moving, exercising because only

through movements are experiences and cognitions possible, especially for agility,

coordination of body, reflexes, sight, recognition of colours, hearing, satisfaction,

pleasure, cooperativeness, social awareness, contact, communication and so on.66

What types of activities should one playground have?

1. Horizontal motion (crawling, rolling, walking, running, jumping, clawing)

2. Vertical motion (jumping, climbing, hanging, springing)

3. Leaning motion (sliding, crawling, rolling, walking, running, jumping, clawing,

climbing, hanging, springing)

4. Axes motion (swinging, seesawing, turning, rocking)

5. Motion on wheels (wheelchair, kett-car, tricycle, roller)

6. Balance (upper described motions, but on lower base, with variety of materials, sizes

and heights)

7. Variations (rolling-springing, sliding on a swinging background)

8. Constructive play activities using different materials (supporting, building, forming,

knocking, tapping, pulling, bumping, moving, relocating, turning, pushing, digging,

lifting, throwing, splashing, pumping).67

66 Bischof, K. Beratung – Projekte. Retrieved from http://www.spielumwelt.de/erlebnis.html67 Günther Opp. ‘Ein Spielplatz für alle - zur Gestaltung barrierefreier Spielbereiche’. 1992

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6.4 Interlocking impact protection – poured in place rubber surfacing

A playground can become a pleasure garden utilizing a range of safety products turned

or stretched to new ends.

If we utilize readily available commercial products designed for potentially dangerous

conditions and situations, yet turned to playful uses, poured-in-place rubber surfacing,

plastic warning strips, traction mats, goal post bumpers, materials of everyday

landscapes (subway platforms, sidewalks, playgrounds, sport fields) isolated and

enforced become a provocative and interactive garden installation.

A poured-in-place rubber surfacing is typically only installed in playground environments

to cushion falls, but it can also be the playground's main feature. The material is

amazingly tactile-soft, squishy, destabilizing and it is amazingly forgiving-poured as a

liquid and moulded by hand into place. It could be manipulated and exploited three

dimensionally to create an exterior rubber room protective, comforting yet somehow

physically alienating, somewhat akin to climbing aboard a small boat, or jumping on a

mattress. Intriguingly, what is often stripped away by codes and regulations,

uncertainty, danger or falling is retained and amplified via rubber's inherent physical,

material qualities.68

68 ‘Safe zone’. STOSS LandscapeUrbanism. Retrieved from http://www.stoss.net/metis.html.

89

The procedure of creating poured in place rubber on the example of patching a small

part of sport field:

01. surface (whole) that needs to be patched

02. fixing the primer

03. weighting the quantity of rubber granulates

04. mixing with 16-20 % of binder (glue)

05. patching with red hot kind of iron

06. patched whole before drying

Picture 6.4.1. – 6.4.6. The procedure of making poured in place rubber on the example of

patching. Photos by Kaja Bušić.

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chapter 7 DESIGNING CHILDREN PLAYGROUNDS

7.1 Is a playground the domain of a landscape architect? What is the reality?

As a landscape architect you are in control of your design up to the moment it has been

built. After that specific moment the direction will be taken over by the users of this

public space. Over the years the design will start to live its own life; be used and

adjusted in other, unexpected, ways. Everyday use will continue to evolve the design in

its own perspective.69

The decisions of people with no design background are influencing, and, ultimately

shaping the built environment. Should planners and designers be prepared to address

the consequences of this fact? While architectural discourse has been developing its own

language and concerns within the discipline, the built environment has been largely

shaped by the decisions of people who are not planners or designers.

The working definition of public space is essentially the margins of the architecture,

such as sidewalks, parking lots, and front and side yards. Often managed by city

agencies with tight budgets, decisions about these spaces are governed by concerns

about maintenance, security, safety, and liability.70

During the ‘golden age’, landscape architects were required to be creative, work with

the neighbourhoods, and design environments that would be a source of community

pride and identity. Today they are frequently being told not to experiment, and are told

exactly what play equipment to specify. Sometimes they are limited to a particular

vendor or product model.

Play area design and renovation is under the control of maintenance directors and risk

managers rather than of landscape architects working with the community. Is it any

wonder that the results are stale? Ask any landscape architect. They will tell you that

playground design just is not fun any more. After you have visited any one of the new

playgrounds, going to any other is not as much fun either. Considered on a site-by-site

basis, we may be providing good playgrounds, but overall, we are failing the public.71

69 Retrieved from http://www.rali.boku.ac.at/6912.html70 Centuori, J. and Rock, R. 'Margins'. Retrieved from http://www.claimingpublicspace.net/modules.php?name=News&file=article&sid=30 71 Beckwith , J. ‘No More Cookie Cutter Parks_part1’. Retrieved from http://bpfp.org/PlaygroundDesign/NoMoreCookieCutter.php

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7.1.2 From a child's point of view

It is unfortunate that children cannot design their outdoor play environments. Research

on children's preferences shows that if children had the design skills to do so, their

creations would be completely different from the areas called playgrounds that most

adults design for them. Outdoor spaces designed by children would not only be fully

naturalized with plants, trees, flowers, water, dirt, sand, mud, animals and insects, but

also would be rich with a wide variety of play opportunities of every imaginable type. If

children could design their outdoor play spaces, they would be rich developmentally

appropriate learning environments where children would want to stay all day.72

72 White, R. and Stoecklin, V. 'Children's Outdoor Play & Learning Environments: Returning to Nature'. Retrieved from http://www.naturalplaygrounds.com/resources.php

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7.2 Design tips and rules

It is important that a playground is child-centred. It is designed to bring attention to the

value and purpose of play in the lives of children. With a fuller understanding of how

children's play behaviours change over the course of their childhood, we are able to

focus on the details of how play environments can be designed and facilitated to

provide developmental advantage to children of all abilities. Children require many

opportunities to discover the connections between things and concepts - this is best

achieved during play because it is a self-directed and independent activity.

The goal of designing children's outdoor environments is to use the landscape and

vegetation as the play setting and nature as much as possible as the play materials. The

natural environment needs to read as a children's place; as a world separate from adults

that responds to a child's own sense of place and time.

Conventional play design focuses on manufactured and tightly designed play equipment.

Conversely in a discovery playscape; although there may be some conventional play

equipment, many of the spaces are informal and naturalistic so they will stimulate high

quality free play and discovery learning.

Children's idea of beauty is wild rather than ordered. A discovery playscape that plans

for wildness, and provides openness, diversity, and opportunities for manipulation,

exploration and experimentation, allows children to become totally immersed in play.

Playscapes are very different from landscaped areas designed for adults, who prefer

manicured lawns and tidy, neat, orderly uncluttered landscapes.

Playscapes should be much looser in design because children value unmanicured places

and the adventure and mystery of hiding places and wild, spacious, uneven areas broken

by clusters of plants.

Physical attractiveness and innovativeness are not what is important for quality outdoor

play space design. Children need tools, open space, challenge and opportunities to

control and manipulate the environment.

Outdoor play requires a lot of gear to make a go of it. Loose parts, sand, water,

manipulatives, props and naturally found objects are essential tools for children's play.

Loose parts have infinite play possibilities, and their total lack of structure allows

children to make of them whatever their imaginations desire.

Through children's handling, manipulation and physical interaction with materials and

the natural environment, they learn the rules and principles that make the world

operate. Outdoor play areas should flow from one area to the next, be as open-ended

and simple as possible, and encourage children to use their imaginations, have

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continuity and be perceived by the children as children's, not adult, spaces. They should

be designed to stimulate children's senses and to nurture the child's curiosity, allow for

interaction with other children, with adults and with the resources in the play space.

It is also desirable to integrate the outdoors with the indoor classroom with one sense of

place and identity, so the transition between the two will be almost seamless. Design

that allows children to go freely back and forth between inside and outside encourages

children to experiment with autonomy from adults, both physically and symbolically. It

also allows the outdoor space to become part of the classroom, rather than just a

retreat from it.

Things children like in their outdoor environments include:

water

vegetation, including trees, bushes, flowers and long grasses

animals, creatures in ponds, and other living things

sand

natural colour, diversity and change

places and features to sit in, on, under, lean against, and provide shelter and

shade

different levels, places that offer privacy and views

structures, equipment and materials that can be changed, actually or in their

imaginations

The structures and equipment do not all need to be manufactured. As much as possible,

they should be made of natural materials such as logs, stumps and boulders and use the

landscape in natural ways.

Outdoor areas lend themselves to meeting children's individual needs. Natural

environments allow for investigation and discovery by children with different learning

styles. Using universal design principals, play areas and events can be designed as

accessible to children with special needs without accessibility features being obvious.

Plants are vital. In fact, the identity of many of the play areas can be created through

ecological theming with vegetation. It is also important to incorporate ecological areas

that utilize indigenous vegetation and settings so children can experience, learn about

and develop an appreciation of their local environment.

Naturalized outdoor play spaces are rich learning environments for all age children.

They contain a hidden curriculum that speaks to children through their special way of

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knowing nature. Specialized areas can even be designed to meet the developmental

needs of infants and toddlers.73

7.2.1 Checklist for designing experiential spaces

What is characteristic for experiential place?

What diversifies it from other places?

What are the characteristic signs for these places?

What makes it a place with distinctive and unmistakable identity?

Does an experiential place offer enough possibilities for encounter and

communication?

Are the possibilities for experiencing accessible for all user groups without

differences in buying power or generational belonging?

Are the needs of persons who are not primal users of the space (parents,

grandparents and teachers) also fulfilled?

Is the experiential place also accessible to people without their own mean of

transport or with a type of handicap?

Does the visitor find it meaningful that experiential place is used in everyday life

or at least as everyday routine?

What might the visitor gain on a playground? Conversation / amusement /

knowledge / aesthetics?

Are typical figures, themes and historical events present?

Does the experiential place appear always as new, clear and actual?

Is the place optimistically coloured also on a cloudy day?

Is it a good background for photographers?

Does the visitor get the impression of high quantity and quality of experiences?74

73 White, R. and Stoecklin, V. ‘Children's Outdoor Play & Learning Environments: Returning to Nature’. Retrieved from http://www.naturalplaygrounds.com/resources.php 74 Fritz Franz Vogel, F.F. ‘Erleb mich! 10 Charakteristika von Wildlife und Co.', Internet, 2005

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7.2.2 Action for new and better children playgrounds

Goal

construction of new playgrounds

reconstruction of existing playgrounds

innovation of playground equipment

organisation of types of play on playgrounds – educational procedures

maintenance of playgrounds

Construction of new playgrounds implies

preview into current network of playgrounds in the city and the standard of

current playgrounds

evaluation of realistic children’s needs

suggestions for possible locations and types of playgrounds

familiarizing with authorities, potential sponsors and the public with

argumentative demand for constructing a playground

persisting on this demand, and monitoring the construction up to its complete

realisation

Reconstruction of existing playgrounds implies

determining the condition of playground

consideration of needs on a playground

engagement of professionals

following the construction process of playground

Innovation of playground equipment implies

broadening the horizons and looking for solutions from other countries

choosing modern and multifunctional equipment (one or more elements)

finding the solution how to get the chosen equipment

organizing the complete installing of equipment

Organisation of types of play on playgrounds implies

offering choices for children, to play spontaneously, or to join some kind of

organized activity

choice of the team leader who will perform organized type of games

supply of additional and non-durable goods for those kind of games

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Maintenance of playgrounds implies

development of plan so that constructed playground is being guarded,

maintained and renovated

care and supervision in order to repair eventual damages

involving parents to supervise children on playgrounds

prompt reaction and intervention in the interest of complete functioning of

playground. 75

7.2.3 Sense of ‘Placeness’

When designing play spaces for children there is one thing apart from economics, which

is essential and that is genius loci, the spirit of the place, in other words the qualities

and the atmosphere already present. This can be a part of a building, a tree with

character, something that happened at the place, an old sculpture or something else.

Genius loci are an important starting point and can be the approach to decide the

design of a new space.

It is often the quite simple things, which awaken a child's curiosity. If everything is not

the same and predictable, a child's fantasy is sharpened and if the challenges are there,

he will practice climbing up into complicated, twisted trees, throwing small stones at

targets and jumping from one big stone to another; children experience and are in a

small way getting a little better at everything all the time. This naturally gives self-

confidence and courage. One grows and dares to meet new challenges. It is important

that children are allowed to find out the nature of things by themselves. Everything

should not be explained, demystified, beforehand. There must be time for the child to

linger mentally over things and to develop at his own speed. The child's being must be

stimulated qualitatively by good materials and a superior, cohesive structure.76

For a place to be magical there needs to be a certain denseness of atmosphere, a

degree of containment that serves to cut off the rest of the world. Don’t children often

feel more at home in corner places than they do in the middle of an open, exposed

location? There is a certain specialness that only boundaries can create. A garden

75 Paravina, E. ‘Dječje igralište – pravo i potreba svakog djeteta’ (Children playground – aright and need of every child), Savez društava ‘Naša djeca’ (organization 'Our children'), Zagreb, 1996. 76 Keynote, H. ‘Excerpts from Helle's Keynote Speech to Designs on Play’. Retrieved from http://www.sansehaver.dk/asp/side/foredrag/Portmouth.htm

97

surrounded by a low picket fence will have a different feeling than that same garden

with no fence at all. The very term ‘outdoor room’, co-notates entirely different images

than simply ‘the outdoors’. These places need not be completely enclosed since

children like to be aware of what is happening around them.

Placeness might also be enhanced by having a mood-setting device, a heart of some

kind. Consider such things as a statue, sundial, birdbath, Japanese lantern, ornate wind

chime, stone or hewn-log bench, fireplace, hammock or pool. Anything having meaning

or usefulness, that fills the surroundings with ambience and creates an atmosphere

apart, can make a special place little ones can just enjoy being in. Try involving

children in the creation of an amphitheatre surrounded by plants and covered with

trellising.

Open-endedness

Forms that are over-defined tend to dictate meaning, and this is the antithesis of the

magical state of mind we are seeking. Shapes whose meanings are not so clearly defined

or measurable to the eye, on the other hand, lend themselves to more than one

interpretation—they can become more than one thing.

When an object or environment is open to many interpretations and uses, the child

holds the power to tell it what it is to be or do, rather than it giving the child some

preconceived ‘correct’ way to perceive or act.

Open-ended spaces and forms often have associative qualities that remind the child of

various areas of meaning. A conical peak can become a castle, a mountain peak or a

rocket; an unknown rounded shape might become a lizard, a dinosaur or a dragon.

Line Quality and Shape

For a child, there is more intrigue in a circle than in a square, in a curved line than in a

straight one, in a multifaceted crystal than in a cube. Why this is so doesn’t matter so

much as taking advantage of the fact and acting on it when we are creating places for

children.

Why make a rectangular door when you can have an arched one? Why make a square-

shapes platform when it could be cloud-shaped? Why have cylindrically shaped tunnels

when with a little more effort you can have biomorphically shaped interior reminiscent

of Jonah’s whale? Why build a straight bridge when you can make it topsy-turvy, arched

or hanging? Why have beeline walkways when it can meander?

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Children relate more easily to softened edges and curves, to anthropomorphic shapes,

to eccentricity and whimsicality. What can we do to playgrounds to improve their line

quality?

Sensuality Places that engage the senses are more enchanting and remain more

profoundly in our memories than those with little sensual stimulation. Rich colour,

fragrances, pleasant sounds, engaging textures, varied light qualities, all of these give

heightened significance to any experience.

Create a sensory walk for children, with textures, sounds and fragrant blossoms, even

impregnated smells, or simple vegetation and other natural elements. Fluid or viscous

materials like sand, dirt, clay, water also engage the senses while enhancing the

construction and symbolic play schemes of children.

Layering

Another aspect of magical ambience is layering, a term we use loosely. One of its

meanings involves looking through things at other things. Objects or views in the

background are ‘framed’ by layers of foreground objects or massing (such as walls, hills

or vegetation). The sense of depth is heightened and a feeling of richness is obtained.

Discovery and mystery are also enhanced because things are often hidden by other

things, and movement by the child is required to see all the parts of the environment.

Thus a sequential revelation or a fragmented perception takes place which intrigues the

imagination and requires effort to fully penetrate the environment, and then find and

fit all the pieces into a whole. This opens the door to mystical thinking, transforming

the environment to fit the child’s fancies.

The concept of layering may also pertain to levels of meaning. An object may have

several levels of interpretation or degrees of complexity. These are discovered, and

perhaps enhanced, by the child over time. For instance, imagine a large sculpture set in

a playscape that is approached from the rear and appears to be, at first viewing, a large

mammal of some kind with splayed legs. As it is approached, however, the front legs

turn out to be wings. Upon further examination, the wings turn out to be slides and yet

another set of legs come into view, which turn out to double as sitting benches.

Furthermore, it is discovered that when the nose is pressed, water comes out of the

mouth. A simpler example would be those large, open-mouthed lion or hippo sculptures

that are also trash receptacles.

A ‘not only / but also’ rather that a merely ‘either / or’ situation is thereby created.

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Novelty

Rarity, unusualness, specialness, unpredictability and incongruity—these are all things

that intrigue youngsters. To come upon something that cannot be immediately

categorized stretches the limits of a child, again opening the way for a multitude of

interpretations. A playground having something not found anywhere else in town is

unique. A sense of pride and specialness is endowed to those using it; an elevated state

that a mere catalogue playscape will never provide.

Mystery

What is it about fog or a snow storm that can so transform any landscape into a

wonderland? And what is it about twilight that can render the most mundane and known

places into magical realms? Children love surprises and discovery. The game of hide-

and-seek is a popular as ever; and we know how intrigued kids are by the unfamiliar, if

only by the popularity of spook houses and scary stories.

The mysterious is an integral part of life. Allow a few areas in children’s world to

remain a bit secret and obscure. Keep the playground such that it can’t be

comprehended at once at the child’s eye-level. Leave a few nooks, crannies and hidey-

holes; or consider how the play yard might be softly lit and used in the evenings. Create

an ‘enchanted forest’ with vines, bushes, tall grass, hills, bridges, tunnels and other

features children love so much; then add some appropriate music or sounds to complete

the mood.

Brilliance

The transporting qualities of things that sparkle, glitter and shine are as old as history.

‘Every paradise abounds in gems’ (Huxley, 1954, p. 101). In earlier times there were

ancient bonfires, the stained glass of gothic churches, the fireworks of the Chinese,

Christmas tree decorations and the rich pageantry of the Olympic Games. In recent

times, we have experienced the full, transporting power of modern stage lighting,

outdoor floodlighting, neon, and the colourful, stroboscopic light shows and fireworks

spectaculars. Probably our all-time favourite light spectacle throughout the millennia

has remained the glowing, colourful sunset. Children who have not yet been exposed to

these various entrancing art forms are especially delighted by them.

There are countless ways to make sure that play spaces offer these kinds of

experiences. Surface mosaics of tile, polished stone, marbles, mirrors and even shells

are not only attractive to children, but are also something they can create themselves.

What about the use of gold, silver and copper enamel to paint a door? Or embedding

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quartz crystals into a wall or tunnel? Or perhaps one could impregnate clear

polyurethane resin with colour, glitter and other shiny objects. Could prisms be hung to

liven up a wall at a certain time of day? Could we fit a play yard with low-voltage

coloured night lights having dimmer switches simple enough for children to safely use at

night? Even a mural of rich saturated colours or a densely planted bed of brilliant

flowers with a mirror ball could create an extra-special effect that would open up new

vistas.

Richness and Abundance

So many yards and play spaces remind us more of sensory-deprivation chambers of post-

holocaust deserts than anything else. There is no magic in them because very little can

be created in a vacuum. We prefer an environment rich in possibilities, abounding with

stuff, with no sense of scarcity.

A child feels freer, more powerful and confident when not constantly scraping the

bottom of the junk barrel, reusing the same old toys or having to ration whatever is

available.

Whether it is in terms of details, things, building supplies and tools, vegetation, events,

colour and other sensual experiences or merely time, the play environment should have

endless possibilities. Yet, more is not always better when it comes to play environments

for children.

Loose Parts and Simple Tools

Places built by children themselves, even children with special needs, using scrap or

natural materials are often more magical to them than those designed and built by

adults. Many children in industrialized countries have no toughness, so weak you expect

them to break. Their fearful parents won’t allow them to use tools for fear they might

injure themselves, so ready-made plastic kits have supplanted the need.

The Illusion of Risk

There’s no magic in avoiding challenge. The peak experience that occurs during a

moment of risk is a potent one: the mind is in a state of alertness, resourcefulness and

expectancy; the body is ready and open to change. Risk is necessary in play, and

children will instinctively seek it out in unsafe and life-threatening places if it is not

offered in safe ones. Growth simply demands the making and overcoming of mistakes.

Play experiences can include heights without actual exposure to long falls, speed (such

as zip lines, long slides, tall swings, bikes, sleds, skateboards), motion of all kinds

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(especially spinning), darkness, adventure hikes in the wilderness, diving, supervised

play with fire, use of tools (scissors, saws, hammers), difficult balancing and climbing

events (with resilient surfaces below). A common error of adults is assuming that ‘safe’

on playgrounds means less challenging. With skilful planning we can have it both ways.

Doing Nothing

When Christopher Robin (Milne 1928) told Pooh, ‘What I like doing best is nothing’, he

was living in a world that allowed daydreaming, reflecting and playing or not playing.

Few contemporary children enjoy such luxuries.

Rather, theirs is a tightly structured world of lessons, practices and schedules; a world

that no longer values recess, free time, leisure and fun for fun’s sake. Adults

unwittingly assume that television fills the need for privacy and reflection or reading;

but in reality television structures time, distorts reality, channels thought and robs

children of their own reflection and dreams.

The wise play leader understands that children must have time and places for truly free

play. They must have opportunities for selecting their own playthings and themes,

freedom from adult rules and restrictions, opportunities for messing around with valued

friends in enchanting places, and time to just be children and have fun.77

Playground Features

Accessible parking spaces

Accessible restroom nearby

Shade from trees or structures

Comfortable seating for adults

Hard surface sidewalk from parking to playground

System of walkways throughout the playground connecting all play features

Bright colours, textures or interesting features on walkways

Some play features have unitary rubber surfacing that maximizes accessibility

Others have loose fill materials to minimize the severity of the impact of a fall

from climbing play equipment

Edges between different surfaces are level or have curbs when direct access

would pose a fall hazard from a sidewalk into a sandbox

77 Frost, J. and Talbot, J. ‘Magical Playscapes’. First published in Childhood Education, Fall 1989. Retrieved from http://www.naturalplaygrounds.com/resources.php

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The power to visualize, create and risk in a safe setting - these are the elements of

childhood enchantment. They are important steps in the development cycle and a sound

basis for developing children who are thinkers, wonderers, builders and who at the

same time are confident, resilient and tough.

7.2.4 Natural playgrounds, playgrounds worth to focus on

When we renovate public playgrounds and ask the local residents what they want for

their play area the answer today is equipment from nature. I think this is a reaction to

decades of use of standardized and unimaginative playground equipment. When using

materials from nature, themes are introduced, but it is the children, with their own

imagination, who give colour to their play and bring things to life. It is not just a trend.

Children are healthier when they go outside and play in natural surroundings. It

sharpens their concentration, it is a necessary development in the maturing process in

preparation for school, where they must be able to sit still and listen and learn. Their

muscular development is strengthened and the children are ill less often and more

socially developed.78

Gardens, woods, jungles, groves and orchards have always been potential sources of

enchantment. An increase in greenery of any kind will help to increase the probability

of mystical thinking and enchanting experiences in our playscapes.

Things that are not human or machine made offer a level of meaning and support far

beyond what is artificially available.

Tradition has it that the world is made up of four main elements: earth, air, fire and

water. As children learn concrete operations and learn to interact with the physical

world, it is important that they gain knowledge of its major components. Make sure that

the playground offers opportunity to interact safely in many ways with earth, air, fire,

and water. Gardening, for example, is an excellent way of learning how to balance the

four elements to create life. What could be more magical than the growth process?

Observing raw materials blossom into a beautiful flower or an ear of corn is a spiritual

experience indeed.

78 Keynote, H. 'Excerpts from Helle's Keynote Speech to Designs on Play'. Retrieved from http://www.sansehaver.dk/asp/side/foredrag/Portmouth.htm

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Make sure that playgrounds offer sand and water play. Have an ecology pond, a digging

place, giant boulders or even some mud puddles.79

The essence of nature-oriented playgrounds is organized structure. In this manner,

paths, terrain modelling and play arrangements can follow the lines and forms from

nature. The composition of various play areas should be multifaceted so that the place

is already open for play. A great variety of possibilities can be found on a natural

playground, especially because the elements are adaptable. With this kind of games

children can wander off to the fantasy world. Every playground should have water.

Ideally, it should have a drinking fountain and water playground.

Wind should be accented, visible and noticeable. It can be achieved through grass, trees

with strong loose-hanging branches, windmills, weathercocks, wind games, flags and

signs. What belongs to dealing with wind on a playground is also protective wall or

hedge.

To a natural playground, the material for play equipment and sitting features, that fits

is wood. The designer should have the knowledge about the types of wood, durability

and other characteristics. Wood of Robinia tree is, for example, very durable and

convenient for handling.80

Elements, that are at the same time paths and places for play

Bigger stone

Lower pillars used for balancing

Jumping plates

Wicker tunnel

Red currant bushes

Asphalt surfaces convenient for chalk drawings

Jumping plates placed in paving

Sensory pathways - for barefoot walking with loose materials

Straws

Wood chips

Bark mulch

Sand

Gravel with various granulation 79 Frost, J. and Talbot, J. ‘Magical Playscapes’. First published in Childhood Education, Fall 1989. Retrieved from http://www.naturalplaygrounds.com/resources.php 80 Witt, R. ‘Initiative Tirol: Naturnahe Freiräume und neue Spielplätze’. Retrieved from www.agenda-tirol.at

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Chestnuts, beechnuts

Pine cones, fir cones, alder cones, larch cones, fresh spruce cones

Terrain modelling makes a playground more natural

Steeper and flatter hills, with tunnels

Troughs, depressions, gorges, ditches

Terraces

Layers

Earth walls

Dry walls

Hedges

Hills are the best places for the construction of slides because there is no falling danger

and children easily climb on top.

Depressions and ditches are structures with high stimulating nature. Corresponding

planting on the sides can create play islands full of mystery and surprises.

Dry wall with appropriate planting is a habitat for a variety of animals. It is also an

element with high value of sensory experience.

7.2.5 Plants as a part of the play environment

It is essential to be conscious of the value of designed and spontaneous vegetation (wild

herbs, wild perennials). Colourfulness and biodiversity assure high play values for

children and valuable regeneration place for adults. Different seasons offer true

experiences. Microclimate improves and becomes pleasant for the whole organism.

The choice of plants should follow certain criteria

Adaptation to the site

Resistant

Rapidly growing

Without thorns and barbs

No poisonous species

Many possibilities for play and experience

Maintenance should be considered, for example, wild areas hold the prettiest secret

places, and a meadow with wild flowers needs more time for complete development.

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Studies show that maintenance costs for natural types of playgrounds are considerably

lower then for conventional playgrounds.

Shaded areas on natural playgrounds can be found under treetops. Other possibilities

are pavilions and trellises with different climbing plants.

Great pleasure offer labyrinths made of natural materials (willow) or plants (corn,

sunflowers, hedgy bushes). Sensory experience can be achieved on a small place as

well, with a spiral made of herbs.

Glamorous formations can be created with willows

Fences

Tunnels

Tents

Igloos

Pavilions

Sculptures

Plants that emphasize the wonders of nature

Early blooming plants, like Tussilago farfara

Bulb plants

Nourishing plants, like Sambucus nigra

Plants with special flowers, like Verbascum thapsus and dandelions

Plants with colours in autumn

Plants, good for play and adaptable for handicrafts

Horse chestnut, maple, elder, hazelnut

various types of grass, clematis

Plants, adaptable for building and constructing

Willows

Plants, good for climbing

Hazelnut tree

apple tree

Plants, appropriate for eating

Fruit, nuts, vegetables, salad, herbs

The best are non-sensitive, native, directly consumable species

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Wild herbs and wild vegetables: dandelion, dock, nettle, thymine, marjoram

Plants, convenient for preparation of drinks

Tee plants: Mint, Melissa, yarrow, Camille

Plants with special smell

Lavender, valerian, violet

Children must be kept away from poisonous plants, but they should also be aware not to

consume any unknown types of plants.81

There is a lot more that can be said about vegetation on children playgrounds, but it

was difficult to find more literature. In any case, vegetation is very important on

playgrounds, especially for the learning opportunity.

81 Broschüre ‘Kinderfreundliches Rheinland-Pfalz’ Kownacka, M. ‘Hinter der Hecke’ Nordqvist, S. ‘Mit Petterson und Findus durchs ganze Jahr’

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chapter 8 CASE-STUDIES

8.1 Children playgrounds in Germany

In this chapter, I want to write about successful examples of children playgrounds in

Germany. I have chosen Germany for the simple reason that there are very good examples

of playgrounds, as well as for the fact that I have lived in Germany for a period of time so I

have had the opportunity to visit those parks and make my own judgements.

For each case, I will write about:

01. Location

02. Size

03. Time of realization

04. Designed by

05. Background

06. Project description

07. Contribution

08. Evaluation of project

8.1.1 Children playgrounds in Munich

I have lived nearby Munich for a period of time, so I have had a chance to explore

playgrounds there. That is why I am focusing on Munich playgrounds while talking about

playgrounds in Germany. There are also case-studies from other parts of Germany, but the

majority is from Munich: Georg-Freundorfer-Platz, Petuelpark, BUGA, Munich, 2005, Green

corridor and Pocket park axis 13 and Arnulfpark.

Munich is child- and family-friendly city. This overall concept is not so easy to enhance and

maintain. Big cities are pressed with traffic, limited number of green areas and open

spaces and disagreements of usages on available open spaces.

Within over 2000 hectares of open green spaces, city of Munich offers diverse playing

proposals. Variety of play opportunities for girls and boys of all ages is enormous: there are

about 630 children playgrounds with playhouses, crawling meadows, play elements for

sliding, swinging, climbing and a couple of water playgrounds.

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For the juveniles and teenagers the city also has attractive offers: there are around 180

sport fields, 19 skate parks, over 100 street ball fields and 7 volleyball fields. Above all, in

big parks are play centres specially equipped for all the age groups.

Currently, for maintaining open green spaces and playgrounds, Munich invests around 20

million Euros per year. Around 1 million Euros per year goes for new development and

reconstruction of playgrounds.

The city of Munich relies on the interests of children and young for the development of

playgrounds: active involvement of citizens, safety measures, sanitary measures,

sponsorships and questioning of playground users about their satisfaction. In spite of a big

number of playgrounds in Munich, the distribution in urban area is not consistent; in some

neighbourhoods are articulate deficiencies.

Citizens of Munich are involved in planning of open spaces for already 10 years. Children

and youngsters particularly have the right to say in the matter of playgrounds. In this way,

bad planning can be avoided and a personal note can be added to places. All this leads to

more acceptances and less vandalism.

Hygienic and structural securities on playgrounds are very significant to the city of Munich.

The frequency of cleaning process depends on the intensity of usage, and consequently on

factors like the exposure to weather conditions and season of the year. In the season

convenient for playing, it is enough to do it 1-2 per month on playgrounds in suburbs, and

on frequently used playgrounds in the city centre, almost every day. Sand in open spaces

should be profoundly cleaned. Sand in sandboxes should be completely changed every

year.

As a step further in developing conditions of playgrounds on open spaces, from 1992 the

sponsorships are being awarded in collaboration with ‘Spiellandschaft Stadt e.V.’

(Playscape city e.V.). This project finds approval and shows achievement: identification

with place is raised, the scope of vandalism and garbage reduced. More then 40, from 630,

open playgrounds are being sponsored.

How satisfied are the users in general with accessible playgrounds in Munich? Does the

municipality have some suggestions and advices? These kinds of questions were the base

for the survey on children playgrounds.

The inquiry was executed in early summer of 2004. The inquiry came up with some

practicable cognition: advices for planning, constructing, maintaining playgrounds and

suggestions for public participation.

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The results of the overall picture of playgrounds were exceedingly good. The satisfaction is

lower by young people because for this age group there are no many playgrounds because

of the noise issue.

The security is very significant. What is very satisfactory is that overall users are satisfied

and that problems are negligible.

At the question about the particular importance is clearly obvious that hygienic conditions

are on the first place. The interviewees demand often cleaning, regular changes of sand

and needed measurements taken against dogs. At least the horticultural maintenance and

complete redesign seems important.

On the open question about overall improvement suggestions, all sorts of various play

equipments are suggested, with the disapproval of the most frequently used one, classical

swing. Besides, the supply with toilettes is desired as well.

Munich has approximately 630 open playgrounds for small children, schoolchildren and

youngsters. Those are meeting points where people from different nationalities, age

groups, from crawling groups, through youth clubs till senior meetings meet, communicate

and play.

Playing and exercising are very important premises for the health in the formation of

children. Therefore, the local building board demands for playgrounds with high play and

experience values. Attractive playgrounds consist of, besides interesting play equipment,

also special terrain modelling and exemplar planting.

Playgrounds are not just places where children can play, run and turn freely. Just as

important is the social contact with other children and that can be learned and

experienced on playgrounds. Playground should be a place where people help each other,

take into consideration the presence of other people, adjust differences with other people

without quarrels, notice and respect the wishes of others.1

1 'München. Die Stadt zum Spielen' (Munich. A city for playing). Retrieved from http://www.muenchen.de/Rathaus/bau/dienstleist/spielen/135047/index.html

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8.1.2 Georg-Freundorfer-Platz, Munich, chosen as the best playground and leisure park in Germany

01. Location

Munich

02. Size

1,8 ha

03. Time of realization

2001-2002

04. Designed by

Levin Monsigny Landschaftsarchitekten

05. Background

the square Georg-Freundorfer–Platz lies in Munich’s Westend district, a working-class area

dating from the second half of the 19th century, built on the ribbon block principle. Built in

the 60’s as a green space, high earthen embankments, overgrown with plants and shrubs,

form a barrier between the area and the square. In 2006, Munich has won the prize for

Georg-Freundorfer-Platz as the best playground and leisure park in Germany.

06. Project description

Picture 8.1.2.1. - 8.1.2.2. Design plan showing the clarity of conception. Alternation between light

and dark materials is the main feature of the square.2

2 Baumeister N. Neue Landschaftarchitektur – Deutschland, Oesterreich, Schweiz (New landscape architecture – Germany, Austria, Switzerland). Verlagshaus Braun. Berlin, 2006.

111

Integrated bands of light follow the rhythm of the moulding and make the size of the

regained place able to be experienced in the evening. Modelled vegetation hills lie on the

frames. Dominant in the north, they leave individual entrance passages. Becoming

increasingly smaller and flatter to the south, they are merely green swabs on the dark

natural stone of the framework to Theresienhoehe. Under the protective leafy roof of the

trees, and the dense planting from the shadow-loving grasses and ferns welcome residents

and passer-by as they enter the square.

Children playground is situated in one corner of the square and is formed by interesting

wooden features with play elements as connections between them. Those wooden pillars

with play elements form perfect climbing features and create a place that reminds me on

urban zoo.

07. Contribution

meeting place for the residents

venue for events

multi-functional area for games and for dwelling

re-establishing the lost relationship with the urban context

organisation of the circulation of the area is defined

08. Evaluation of project

The framework of the development creatively combines the different functional areas into

a unity. The spatial concentration of all installations leaves large open spaces free. The

individual design levels emphasize the clarity of the conception. Alternation between light

and dark materials is the main feature of the square. The unity of children playground is

an installation itself, functioning perfectly as a playground, but also creating an artistic

feature that fits into surroundings. Except that major ‘play forest’, there are play areas for

young people and older as well. The rectangular asphalt ground serves as skating and

rolling, there is basketball field for basketball and other sports and there is an area with

giant chess field for older people to play. All those playing area are situated in zones

according to specific age groups.

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Picture 8.1.2.3. - 8.1.2.7. Impressions from the park: chess field for elder people, skating and

rolling zone for teenagers, tables and benches for adults, basketball field, playing zone for children.

Photos by Kaja Bušić.

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8.1.3 Petuelpark, Munich

01. Location

Munich

02. Size

8 ha

03. Time of realization

2002-2004

04. Designed by

Juehling und Bertram, Munich

05. Background

In 1996 Munich took the decision to upgrade the central ring road Mittlerer Ring,

converting by under-tunnelling into three junction-free sections without crossings. In the

area of Petuelring, because there were few link roads, it was possible to establish a park

on the tunnel, which once again links the two city districts of Schwabing and Milbertshofen

– an example of urban repair using the resources of landscape architecture. The Petuelpark

in the north of Munich originates on the newly built Petueltunnel as the joint between the

districts of Schwabing and Milbertshofen. The change in level of three meters between the

top of the tunnel and the surroundings offers the chance to create a park on several levels

with a south-facing garden and orchards.

06. Project description

Picture 8.1.3.1. General plan of Petuelpark.3

3 Baumeister N. Neue Landschaftarchitektur – Deutschland, Oesterreich, Schweiz (New landscape architecture – Germany, Austria, Switzerland). Verlagshaus Braun. Berlin, 2006.

114

The tunnel-wall is partially exposed, it reminds on the transformation of a traffic-corridor

to a leisure-landscape. Linearly lead ways, promenades with rows of trees, large meadows,

central places, long stretched grass-steps, play area, gently inclined ramps, a café with

art-pavillion and the Nymphenburg-Biedersteiner canal are the main elements of the park.

The park is 900 metres long, on average no more than 90 metres wide, featuring a quite

particular topography. It is divided longitudinally into two levels. The plateau on the

tunnel, with its play areas and recreation lawns, promenades and squares, forms the

active, networking zone.

07. Contribution

repair of a previously disconnected area

links the two city districts of Schwabing and Milbertshofen

a major component in the green networking of the Olympic Village and Englischer

Garten in an east-west direction, and of the nort-south link formed by the

Spielmeile and Luitpoldpark

ecological effect of the park on the urban climate

08. Evaluation of project

Instead of a sealed area over the tunnel construction, Petuelpark is particularly significant

for the urban climate. Its flowerbeds, groves of fruit trees and naturally restored canal,

offer a broad range of facilities for recreation. The play environment is part of the pocket

gardens that appear in the park and gives the area new function important for children and

their parents.

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Picture 8.1.3.2. - 8.1.3.5. Impressions from the park: seesaw on the playground, wooden platform

on central square, sandy part of playground, climbing part of playground. Photos by Kaja Bušić.

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8.1.4 Example of various experiences on cell playscapes at the BUGA, Munich, 2005

01. Location

Munich

02. Size

130 ha (the whole Federal Garden Exhibition)

03. Time of realization:

2003-2004

04. Designed by

Reiner Schmidt Landschaftsarchitekten

05. Background

North of the site of the former airport Riem where today lies Riem landscape park,

designed by Latitude Nord Paysagistes, is the ground for the BUGA 2005 fair and exhibition

with interesting play areas among other landscape architecture experiments.

06. Project description

Picture 8.1.4.1. General plan of BUGA 2005.

Picture 8.1.4.2. Individual design of pocket gardens. The right one is children playground made of

poured in place rubber.1

1 Landschaftsarchitekten III – Landschaftsarchitektur in Deutschland – Landscape architecture in Germany. New designs from selected German landscape architect. Publ. Nelte, H. M. Wiesbaden, 2003.

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BUGA 2005 site was designed by German landscape architect Rainer Schmidt, who used

different sensual stimulations to attract different and unusual experiences for the visitors.

The typical materials of the area in Riem are used as a design element: heaps of pebbles

define the cellulat gardens, and frame the leaf garden. A relaxed grid of fruit trees forms

the spine of the plantation which stretches to the south.

07. Contribution

green lungs for the future dense district

new dimensions for the flat eastern edge of the city

part of the green corridor of Munich

better conditions for the new growing district

revitalization of the former airport ground

stimulating the human sensations

understanding natural things and processes

combining the trends of nearby farm

08. Evaluation of project

Interesting examples of playscapes, mainly situated in cells, what was the topic of the

garden show, giving a microscopic experience by using natural elements, which relate to

gardening. Soft elements are used to emphasize the beauty of nature. Small details are

transformed to design elements providing new perspectives on understanding of nature.

Use of poured in place rubber in large scale which was a great inspiration for my idea of

interesting and qualitative playscape.

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Picture 8.1.4.3. – 8.1.4.6. Impressions from BUGA 2005: play element, poured in place

rubber creating special place for children, small football field in one cell of exhibition part, art

piece attractive for children. Photos by Kaja Bušić.

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8.1.5 Green corridor and Pocket park axis 13, Munich

01. Location

Munich

02. Size

0,7 ha

03. Time of realization

2004-2006

04. Designed by

Burger Landscaftsarchitekten

05. Background

The green swathe in axis 13 of Riem Fair and Exhibition city provides those who live there

with public recreational and play areas. It provides a link between the residential district

and the open countryside, opening as it does towards the landscape park nearby to the

south. Along the western edge of the area, which is divided by streets into two sections,

runs a broad walking surface, shaded casually by plane trees and bounded by water. It

ends in a strip of hedging, 1.5 metres in height.

06. Project description

A strip of asphalt long individual seat walls accompanies the paths in the north-south

direction, which are connected by cross-links to the residential complexes on the adjoining

construction area. A counterpart to the well-defined paths is a wide open meadow, on the

southern section of which ‘transversal games’ area is situated. To the east of the green

swathe, a hedge of shrubs growing in pillar shape marks the area’s edge. This strip of

hedge smoothes over the differences between residential complex, building development,

private gardens and green swathe.

07. Contribution

link between residential district and open countryside

recreational and play area for residents

attraction of the area (colour, shape and function)

artistic value

08. Evaluation of project

Transverse games like a drop falling into water, games for jumping, hopping and swinging

are set at the centre of the red and orange circular transversal waves. The waves are

concrete, thickened with soft covering, to protect people when falling, modelled in various

different radii. A ring-shaped roof affords protection from the sun. The idea of circular

transversal waves is very interesting and appealing to all age groups.

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Picture 8.1.5.1. – 8.1.5.2. Images of Green corridor and Pocket park axis 13.1

1 Baumeister N. Neue Landschaftarchitektur – Deutschland, Oesterreich, Schweiz (New landscape architecture – Germany, Austria, Switzerland). Verlagshaus Braun. Berlin, 2006.

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8.1.6 Arnulfpark, Munich

Picture 8.1.6.1. Impression from Arnulfpark.

01. Location

Munich

02. Size

3,9 ha

03. Time of realization

2004-2005

04. Designed by

Realgruen Landschaftsarchitekten

05. Background

The revitalisation of a former railway container station between the Donnersberger

Bruecke and the Hackerbruecke has created a new city district, close to the centre in an

exposed position, with 850 residential units, plus office and commercial premises. A

central element in this urban design is a large inner park, measuring 80 by 500 metres,

which runs through new district, making a permanent effect on the quality of life there.

06. Project description

Picture 8.1.6.2. Site plan.

The new park is being built at an aggregation point of so-called ‘fluxes’, which relate to

the lines of movement in the surroundings – both actual and potential – thus integrating

them into the park. The streams of traffic for the railway are bundled towards the station.

The model of a bright park, flooded with light, determined the selection of trees and the

materials used for surfacing and installations.

07. Contribution

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revitalisation of a former railway container station

visual significance of the fact that it is a bright park, flooded with light

ecological corridor

dynamic appearance

holistic appearance

special kind of playscape, different in colours and shapes

08. Evaluation of project

To the west of the park, in the garden flux, is a play area fro children, featuring sand pits,

a large umbrella for shade, seats and play accessories. The play hill, covered with a light

beige fall cushioning surface, becomes a steep mountain face. Bubble seats of white

concrete and a climbing rope complete the playground. The play flux lies at the centre of

the park, a spacious play and adventure area, equipped in a wide variety of ways. The

ecologically valuable edges to the railway ballast lines, with their spontaneous vegetation

of beeches and robinias, are compressed into an ecological corridor. The basic theme of

the design – an interpretation of the site as an aggregation of different movements,

streams and relationships vis-à-vis the inner city – is well expressed in the transformation

of the typical ‘wild’ vegetation accompanying the railway into a self-aggregating,

‘cultivated’ grid plantation of an inner-city kind. Interruptions and anomalies in this

largely urban texture are created by nuanced topographical elevations to the lawns. The

dynamic appearance of the park is characterised by flowing sectional areas, which come

together to form a holistic appearance.

Picture 8.1.6.3. – 8.1.6.4. The play flux lies at the centre of the park. The play hill, covered with a

light beige poured in place rubber surface with bubble seats of white concrete and climbing ropes.2

2 Baumeister N. Neue Landschaftarchitektur – Deutschland, Oesterreich, Schweiz (New landscape architecture – Germany, Austria, Switzerland). Verlagshaus Braun. Berlin, 2006.

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8.1.7 Spielwall – water playground at the BUGA, Potsdam, 2001

01. Location

Potsdam

02. Size

0,95 ha

03. Time of realization

2001

04. Designed by

Schirmer-Partner

05. Background

Enclosed by embankments on three sides – the visible heritage of former military use is the

water-playground ‘Spielwall’ in the Volkspark in Bornstedter Feld.

06. Project description

Picture 8.1.7.1. Design plan.1

The water level reflects in the sun, wrinkles-up in the wind, freezes to ice in the winter.

Children slide on the ice, wade in shallow water, sit at the water, sail boats. On the beach

terrace, place is for movement and game at the water. Boats lie up dry, and also become

play things like a stretched fishing net. The dense willow groove offers space for a calm,

sensual approach to the element of water. Narrow walkways lead through rustling reeds to

1 Landschaftsarchitekten III – Landschaftsarchitektur in Deutschland – Landscape architecture in Germany. New designs from selected German landscape architect. Publ. Nelte, H. M. Wiesbaden, 2003.

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islands between land and water. Large wooden decks lie in front of a long high wall. Fish

heads spew water from the wall. It meanders, streams, bubbles and flows over wood,

concrete and stone into the sand – the beach.

07. Contribution

ecological effect of water on the landscape

learning about waterscape habitat

cooling in summer

functioning all over the year (wading in the water, sliding on ice)

calm area

08. Evaluation of project

This water playground is a part of the large landscape park Volkspark. Its simple modern

design with clear straight lines fits into surroundings and use of various natural materials

(water, wood, sand, grass) contributes to children and youth getting closer to natural

elements and learning about them.

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Picture 8.1.7.2. – 8.1.7.7. Impressions from Watergarden: sandy area and wooden platform

‘the beach’, view towards the park, wooden easychairs, empty pool, play element ‘the boat’,

play element fro climbing and relaxing. Photos by Kaja Bušić.

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8.1.8 South City Park Fuerth

01. Location

Fuerth

02. Size

9,5 ha

03. Time of realization

2001-2004

04. Designed by

Werkgemeinschaft Freiraum

05. Background

The South City Park in Fuerth is situated on the site of former barracks with existing

buildings from different periods and a stock of old trees. The main objectives when

considering future use of the site were reorganisation and integration into the city – along

with developing a residential and mixed area. This involved laying out a park close to the

inner city, to serve as a linking element with the adjacent areas.

06. Project description

Picture 8.1.8.1. Siteplan.1

1 Baumeister N. Neue Landschaftarchitektur – Deutschland, Oesterreich, Schweiz (New landscape architecture – Germany, Austria, Switzerland). Verlagshaus Braun. Berlin, 2006.

127

Geometrical areas divide the site clearly into three parts. Broad, lowered lawns are

framed by a promenade, which is crossed by a three row avenue – this compact framework

of 350 lime trees forms the backbone of the park, creating a spatial border. The area is

linked on all sides with its neighbouring areas, and the promenade is linked via the two

playgrounds to west and east with the adjoining residential districts, integrating it with the

urban environment. In contrast to the severe geometry of the lime tree promenade,

flowering cherries are distributed across the open squares in a loose arrangement. The

paving there is of shaped natural stone, taken from the former barrack roadways. Two

transverse fountains emphasize the links with the surrounding city. Beneath its well

designed surface, the park conceals a particular technical feature: all lawny, trees and

hedges are equipped with automatic watering devices, supplied from a cistern which is

filled by ground water.

07. Contribution

integration of the area into the city

link to the neighbouring areas

development of multifunctional area

08. Evaluation of project

With its simple rectangular shape, the park picks up the original, austere organisation of

the former barracks location. Playhill landscape is a part of the promenade and with its

forms and rainbow colours, it contrasts the geometry of the promenade. It is the highlight

of the park and the most appealing part to children.

Picture 8.1.8.2. – 8.1.8.4. Characteristical impressions from playground in Fuerth: poured in place

rubber in various colours as play hills with play elements.

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8.1.9 PlayGroundParkLandscape Moonfish, Berlin

Picture 8.1.9.1. Moonfish logo.

01. Location

Berlin

02. Size

0,32 ha

03. Time of realization

1995-2001

04. Designed by

Bobsien Landscaftsarchitekten

05. Background

The design of the play area is inspired by the story ‘Nicos and the moonfish’ by Nicolaou.

The literary theme, in which a young fisherman saves the king of the fishes, the moonfish,

and together they defeat an evil octopus, provides the imagery. The narrative outline is

integrated into the play landscape. The location, a gap in the buildings in the heart of

Prenzlauer Berg, is the district in Berlin with the most children.

06. Project description

The moonfish area is connected to the path, it is designed as a play and waiting area with

a hedge garden, sand pit and swings. The facilities are loosely grouped and interlinked.

The linking element is a moonfish silhouette made from blue concrete elements and wood.

If one follows the path on, the octopus tentacle area is reached: they surround the visitor

and lead him towards the two black eyes which pear out from the tick body of the octopus.

The octopus area is designed as a water play area; children can play here with water and

sand. As in the story, the octopus is buried under erratic boulders.

07. Contribution

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playful concept

exploring the imagination

importance to the neighbourhood

use of natural elements

08. Evaluation of project

Picture 8.1.9.2. Preliminary design.2

Using simple constructions and with a limited budget, a landscape, which is divided into

three sections, has been created. The area is designed with wavy beds as a beach, across

which the visitors reach the moonfish land. The path ends behind willow bushes and should

make people become curious to explore.3

2 Baumeister N. Neue Landschaftarchitektur – Deutschland, Oesterreich, Schweiz (New landscape architecture – Germany, Austria, Switzerland). Verlagshaus Braun. Berlin, 2006. 3 The source of textual part of the whole chapter are mainly two books: Landschaftsarchitekten III – Landschaftsarchitektur in Deutschland – Landscape architecture in Germany. New designs from selected German landscape architect. Publ. Nelte, H. M. Wiesbaden, 2003. Baumeister N. Neue Landschaftarchitektur – Deutschland, Oesterreich, Schweiz (New landscape architecture – Germany, Austria, Switzerland). Verlagshaus Braun. Berlin, 2006.

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8.2 Children playgrounds in Croatia

After showing some of very successful and important cases of playscapes, I should mention

the playgrounds in Croatia, in particular Zagreb, as well. The existing condition of

playgrounds in Croatia is more or less he same, so it is enough to focus only on playgrounds

in Zagreb.

Picture 8.2.1. – 8.2.2. Children playground in park Ciglenica, Zagreb. Photos by Kaja Bušić.

Picture 8.2.3. – 8.2.4. Children playground in neighbourhood Ferenscica, Zagreb. Photos by Kaja

Bušić.

Picture 8.2.5. – 8.2.6. Children playground in neighbourhood Dubrava, Zagreb. Photos by Kaja Bušić.

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Picture 8.2.7. – 8.2.8. Children playground in the neighbourhood Trnsko, Zagreb. Photos by Kaja

Bušić.

Picture 8.2.9. – 8.2.10. Children playground in Otokar Kersovani park, Zagreb. Photos by Kaja Bušić.

Picture 8.2.11. - 8.2.12. Children playground near Francuska revolucija square, Zagreb. Photos by

Kaja Bušić.

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Picture 8.2.13. – 8.2.14. Children playground in the neighbourhood Podsused. Photos by Kaja Bušić.

Picture 8.2.15. – 8.2.16. Children playground in the neighbourhood Spansko. Photos by Kaja Bušić.

Picture 8.2.17. – 8.2.18. Children playground in the neighbourhood Vrbik. Photos by Kaja Bušić.

I think that pictures speak for themselves and that my conclusion on why there should be more focus on playground design is obvious. The playgrounds in Croatia are actually repetitions of the same matrix. There are no differences between them and there are no connections to their environments. There are no genius loci. The reason for that is that they are probably realised by the same company at the same time, that they are old and not up to dated and, of course, financial reasons. All those reasons are reasonable, but not justifiable. Something should be done regardless the situation until now. This thesis can be a small step.

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chapter 9 MARKETING THROUGH LANDSCAPE ARCHITECTURE

9.1 Brand and branding

Brand (noun): a trade mark, goods of a particular make: a mark of identification made

with a hot iron, the iron used for this: a piece of burning or charred wood, (verb): to

mark with a hot iron, or to label with a trade mark.1

Brand. 1. n. Piece of burning or smouldering wood, torch, (literary); sword (poet.); iron

stamp used red-hot to leave an indelible mark, mark left by it, stigma, trade-mark,

particular kind of goods (all of the best bb.). 2. v.t. Stamp (mark, object, skin), with b.,

impress indelibly (is branded on my memory).2

These two entries, in the order in which they list the definitions and in the definitions

themselves, illustrate how, over 50 years, the primary use of the word 'brand' now has a

commercial application. However, the definitions also underline a common origin.

Almost irrespective of how the word is used today, it has always meant, in its passive

form, the object by which an impression is formed, and in its active form the process of

forming this impression.

The word brand comes from the Old Norse brandr, meaning to burn, and from these

origins made its way into Anglo-Saxon. It was of course by burning that early man

stamped ownership on his livestock, and with the development of trade buyers would

use brands as a means of distinguishing between the cattle of one farmer and another.

A farmer with a particularly good reputation for the quality of his animals would find his

brand much sought after, while the brands of farmers with a lesser reputation were to

be avoided or treated with caution. Thus the utility of brands as a guide to choice was

established, a role that has remained unchanged to the present day. The wide scale use

of brands is essentially a phenomenon of the late 19th and early 20th centuries.

'In the twenty-first century, branding ultimately will be the only unique differentiator

between companies. Brand equity is now a key asset.'

Fortune magazine, 1997

1 The Oxford American Dictionary. 1980. 2 The Pocket Oxford Dictionary of Current English. 1934.

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Every brand needs a strong creative idea to bring it to life through visual and verbal

identity. This creative process needs not only innovation and imagination, but also the

courage and conviction to carry it through.3

According to Oxford dictionary, the brand represents 'trademark of every product,

regardless of the way it is produced'. Perhaps Walter Landor, the pioneer in the field of

branding, who said that ‘products are produced in the factories, and brands are created

in thoughts’, gave the best ‘unofficial’ definition.

Most commonly, it is being said that brand is a connection of all palpable and

impalpable characteristics of a product – from the name, through a logo and design to

all possible ‘associations’ that producer and consumer connect with the certain

product. The phenomenon of product as a brand and related branding of products is

clearly explained and demonstrated through ‘the case of Coca Cola’. It is estimated that

from the total value of the company, 112, 5 billions of dollars, 90 percent applies to the

immaterial property. The largest percent of mentioned immaterial property is actually

the value of brand under the name of ‘Coca Cola’.

Dr.Leif Hem, Scandinavian expert for brand management, claims that the main

components of a brand are primarily consciousness of brand, associations related to

brand, perceived qualities of brand and loyalty to the brand.

The concept of branding consists of architecture, positioning, image, name,

harmonisation, extension, identity and brand equity. Positioning of brand, for example,

consists of three parts: the essence of brand (one sentence only is the essence that

cannot be copied or attacked by competition, because it is unique for the specific brand

only), promises of brand (promise that is given to target groups) and personality of

brand (variety of attributes that describe that brand as a person; in other words,

personalization of brand which is the precondition for creating emotional link with

consumers).

Exactly this last part, creating an emotional link with consumers, represents,

historically observed, period in marketing when the product started to upgrade as a

brand. Therefore, the more precise definition of brand, than the one from Walter

Landor, would be that brand is created in emotions, or even more precise, in thoughts

and emotions.

3 A Chapter from ‘Brands and Branding’, An Economist Book, New York, 2004. Retrieved from http://www.interbrand.com/books_papers.asp?pageno=4

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That is why, during the branding process, the product is getting more abstract in

contrary to its application value (Coca Cola as refreshment drink), and the focus is on

its emotional and world view value (Coca Cola as life style). According to some analysis,

the expenses of branding amounts around 70 percent of total value of brand, what, in

many cases, diminishes the real value of certain brand.

World corporations have realized that there are some cases when consumers get tired of

brands, despite of their strong emotional contact with consumers. In those cases,

producers start investing in new brand. The latest case is the decision of Toyota’s board

of directors that they stop with production of currently the most selling car in the world

– Toyota Corolla. Namely, they estimated that investment in a new automobile brand

will bring more profit, than Corolla, because the expenses of Corolla’s promotion and

branding are disturbing high standards of profitability. So, brands, those giant ‘kings of

marketing’ are not the sanctums of capitalism, while their lifetime is limited. And the

lifetime is determined exclusively and only by profit that brand brings to the company.

In a global economy subject to changing market dynamics and heightened competition,

the role of brands has never been greater. They serve as a route map for purchasing

behaviour and, when managed properly, generally accrue significant value to their

owners. But how do you evaluate a brand and evaluate what makes it special? For years,

most brand owners relied on marketing-oriented measures such as awareness and

esteem. Today they use more innovative and financially driven techniques to better

quantify the value that brands represent.

Behind every brand is a compelling idea, which captures customers’ attention and

loyalty by filling an unmet or unsatisfied need.

Leading brands constantly maintain their relevance to a targeted set of customers,

ensuring ownership of clear points of difference compared with the competition.

Jim Collins, a business author, says in his book 'Good to be Great' that to build a great

company you ‘have to have a strong set of core values' that you never compromise. ‘If

you are not willing to sacrifice your profits, if you’re not willing to endure the pain for

those values, then you will not build a great company.' 4

4 Laušić, F. and Šešo, M. Article ‘Brands are being created in thoughts’. Newspaper ‘Metro express’, n.214, ISSN 1846-0941, Zagreb, march, 14, 2007

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9.2 How can the profession of landscape architecture contribute to marketing and branding of a

corporative company? Subtle way of marketing through space.

Brand leaders capture what is special about their offering, convey it to the desired

audience and allow customers to experience it. Ikea has opened up the furniture

showroom to touch like no other retailer. Chairs are pounded with machinery to

demonstrate durability, displays are elaborate and constantly changing, and customers

are invited to stay by means of a restaurant, events and product-knowledge sessions.

Unlike many retailers, Ikea has developed an emotional connection with its customers.

The offering is elevated above the mundane and functional while being competitive on

price and selection. The shopping experience is highly customer-centric and personal.

Most large retail environments are confusing, noisy and impersonal, yet Ikea has

managed to customize the experience even though the product is mass-produced.

Ikea is the example of successful branding. The question here is whether it is possible to

spread branding out of the virtual space and to promote products through space. If we

use products that represent a specific company and place them outdoors, we should

definitely be careful and subtle.

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chapter 10 THE PROJECT OF CHILDREN PLAYGROUND

Location: Factory Kraš, Zagreb, Croatia

The area: 2 ha

Task: creating a children playground which would become one of the symbols of the factory

10.1 Zagreb in the frames of the metropolis

Zagreb is a metropolis, the capital of a new state in crossways of Central Europe,

Mediterranean and the East, burdened with consequences of recently finished war. The

topic of the city becoming metropolis, in this moment becomes an inevitable problem of

a new urban strategy. Zagreb has all the characteristics of Central-European cities, fast-

growing during the last period of the nineteenth century, thanks to building and

developing the European railroad system. The city has been growing on the intersection

of the two main railway directions: former Orient Express line London / Athens /

Istanbul and Budapest / Rijeka; between the Baltic and Adriatic in one direction, and

West Europe and Middle East.

The idea for new urban strategy, Zagreb has focused two main traffic directions – the

railway and the city highway which passes through the city reaching the city centre

itself. Among the large infrastructure potential and insufficient usage of the se

corridors, containing many urban holes, interspaces and used industries, Zagreb sees

the chance for a new encouragement for city development in the end of the 20th

century.5

During the last fifty years, urban development planning has gone through several

periods of considerable differing criteria and value. These periods are traceable in ten-

year segments and reflect both the planning and development of Zagreb.6

5 Okviri metropole – međunarodni urbanistički seminar. Urbana pravila (Frames of the metropolis – international urban planning seminar. Urban rules). Gradski ured za planiranje razvoja I zaštitu čovjekova okoliša in collaboration with The Berlage Institute Amsterdam. Zagreb, 1996. 6 Vukić, F. Zagreb / govor o gradu (Zagreb / discourse about the city). Zagreb in a sustainable development system. Gradski ured za planiranje razvoja i zaštitu čovjekova okoliša (Urban office for planing and conservation of human environment), Zagreb, 1995.

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10.2 Background of the location for children playground – city, industry, periphery

After the Second World War, the continuity of Zagreb development was not preserved.

Construction was generally oriented towards the lots on the existing city periphery.

Thus, a complete town, the one between the centre and the new settlements, was

overlooked. These parts, particularly the eastern and the western suburbs stretching to

the south of the railway remained half-built, housing various industrial facilities, small

workshops, service shops, and miscellaneous residential buildings.

It is only logical that the city should start gaining interest in these zones to bridge the

gap between the old and the new. The conventional planning and urban development

procedures should not be applied as the morphological and typological forms are

different from the ones encountered downtown and in the new settlements.

The work advocates the approach based on development ensuing from the existing state

and respects the main characteristics of these zones, namely street, road stretches and

large lots. Other parts should be preserved as a private heaven for the people living

there.

These former urban industrial zones are today parts of the city, although not by

intention. According to decisions limiting the city growth they should become a part of

the new Zagreb townscape. These are now the initial ‘fields’ through which the new

city quarters shall be connected with the downtown.

They should be rebuilt so as to enrich their own and general city image thus providing a

new type of urban space.

During this procedure, several basic rules should be obeyed:

Sites with existing services should maintain their basic purpose, and the level and

number of functions may be gradually increased and only converted for predominate

residential purposes in exceptionable cases.

Empty or almost empty sites, which are generally large, should be developed for

projects requiring this type of lot, and should not be subdivided.

New construction on empty sites should be started from the road line. City industrial

zones should be inserted from the centre outwards.

If Zagreb is historical entity, fairly disregarded in the period of intensive industrial

development of town, and if finishing of the city in present extent (‘intra muros’) and

planning based on existing way of using the land, is accepted postulate of urban

strategy, then the goal of this work is trying to figure out, explain, quantify and suggest

the places, roles and ways how the city relates to its industrial zones and contents.

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Image of the city of Zagreb are the Upper and Lower town, areas where pedestrian ways

are being built, facades restored and so on. All the rest belongs to periphery – former

(Trnje), present (Trešnjevka and Peščenica) and new (south part of Zagreb and other

new settlements).

As much as the city is balanced, the more the peripheries are defective, with too less

functions and insufficient layering, but with large potential. Can these peripheries be

‘urbanized’? On which way could they be integrated into the city? What kind of city

place could they accomplish? Could they become interesting and attractive urban

entities?

In 1898, Zagreb had a malt and beer factory, chickory factory, factory for flooring,

factory for soaps, saw-mill, brick-fields, tobacco factory, paper factory, urban seminary

and slaughter house. In 1911, chocolate factory was established.

Today, there is only ‘eastern industrial wing’, between Držićeva, Vukovarska, Donje

Svetice streets and railway, which is just as big as Donji grad; and there is ‘west

industrial wing’, from Brozova to Kustošak, which is twice as big. These parts of the city

were simply skipped in the first post war period of planning, probably because of its

complexity. What Zagreb was left with, is the whole ‘city’ between new settlements

and centres, partly built, but provided with basic infrastructure, streets and public

transport. It became logical that this part plays important role in connecting ‘city’ and

‘non-city’. This jump had its positive effects as well. Zagreb is left with many

interesting places with a lot of potential; chance for the future.

Zagreb is historical entity that needs to be developed out of existing state by increasing

level of layering functions and number of functions on particular locations. After

analysing, the main conclusion is that observed zones are morphologically more diverse

than the urbanized city centre. There lies the opportunity to develop new type of urban

space, instead of attempts of formal insertions of existing urban matrix into these

zones.7

7 Budisavljević, B. Zagreb / govor o gradu (Zagreb / discourse about the city). My private paradise. Gradski ured za planiranje razvoja i zaštitu čovjekova okoliša (Urban office for planing and conservation of human environment), Zagreb, 1995.

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10.3 Case-study: The project of a children playground for the chocolate and sweet factory Kraš

Supervisory and management board of Kraš expressed the wish for a special children

playground in front of the factory. They have planned reconstruction of the main

building, construction of garage, chocolate museum in the basement of the factory, and

children playground, i.e. amusement park in front of the main building. That is how the

story about ‘Krašograd’ (‘Krasland’) began.

At that time, I was employed in the company for children playgrounds, and we got the

task to tell a story about ‘Krašograd’. The ideas that came to me are presented in

chapters below. The story about ‘Krašograd’ is still not finished, but who knows what

will be the result, and when will something actually happen.

10.3.1 Factory Kraš and its history

KRAS d.d. Food Industry, Zagreb has become the largest manufacturer of confectionery

products in the South-Eastern Europe. Kraš produce and offer to the market a wide

range of high-quality products, which includes all three basic groups of confectionery

products: cocoa products, flour products and candy/gum products.

In the course of 1999 and 2000, investments were effected in the modernization of the

production. By introducing new products, reducing prices and increasing sales,

important prerequisites were created for the appearance in the global market. Along

with the development swing in the last few years, Kraš is preparing itself for new,

highly profitable capital investments. In the period 2000-2010, it is planned to construct

an automatic high-bay warehouse, to modernise further the production, to invest in

information system and marketing, in order to strengthen Kraš's position in domestic

and particularly in foreign markets.

Today KRAS is a completely privatised company with the following ownership structure:

97.37% - small shareholders, 0.96% - Croatian Privatisation Fund, while 1.67% is in the

company's treasury. The mother company, the production and all appertaining activities

are located on one site in Zagreb. Kraš is the founder and the full owner of 8

subsidiaries, 6 of which are abroad and two in Croatia. Seven of the subsidiaries deal

with commercial activities, and one with production.

Kraš employs in total 2,100 employees, 1,900 of which work in the mother company and

200 in subsidiaries.

The marketing strategy is oriented towards spreading and conquering of new export

markets, so some 33% of the production is exported, with foreign exchange proceeds of

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about 23 million EUR. KRAS exports to the markets of former Yugoslavia, Central and

Eastern Europe, the U.S.A., Canada, Australia, New Zealand and the Near East.

Within the Product Development Programme, the strategic umbrella brands have been

established: DORINA, NAPOLITANKE, KI-KI, VIC, SUPER-VIC, BAJADERA, GRIOTTE, PETTIT

BEURRE and DIABETIC ASSORTMENT. The world-known brands of Kraš products were

among the first to receive official labels from the Croatian Chamber of Economy:

Bajadera - "Croatian Creation" in 1998 and Griotte - "Croatian Quality" in 1999.

The protection of environment is an integral part of the business policy and

development. Kraš was thus awarded the prestigious "EKO OSKAR" prize in 1998, on the

World's Environmental Protection Day.

The original quality of Kraš products is built on the tradition that has been maintained

for more than 90 years through an outstanding know-how and a many years´ experience

of employees and by nurturing adequately the culture of quality. During 90 years of

existence, Kraš has created a wide range of high-quality products under the

recognizable brand name KRAS and made a market for its products both in domestic

surrounding as the leader of the Croatian confectionery industry and at the world

markets.

1911. KRAŠ's sweet history began. The UNION Factory in Zagreb became the first

chocolate manufacturer in south-eastern Europe.

1923. The BIZJAK Company in Zagreb on Savska Street began manufacturing toast,

cookies and wafers.

1950. UNION merged with BIZJAK and other confectionery manufacturers from Zagreb,

and took the name of KRAS.

1965. A new plant for cookies and wafers began operations in Maksimirske Ravnice.

1974. A new plant for cocoa products began operations in Maksimirske Ravnice.

1992. The government-owned Kraš Company was transformed into a private

shareholding company with capital estimated at 135,769,000 DM.

1997. Kraš received ISO Certificate 9001. A long-term business plan until the year 2005

was adopted.

1999. Manufacture was consolidated at a single location. Over 100 million DM were

invested in modernization.

2001. Kraš received the Zlatna Kuna Award in the category of large companies.8

8 Retrieved from the web page of Kras http://www.kras.hr/index.php?mod=ONAMA&dod=O3&jezik=en

143

10.3.2 Conceptual framework

Picture 10.3.2.1. Aerial view with marked site. Source: internet, http://earth.google.com/

After writing about children playgrounds, children’s needs and wishes, importance of

various materials, colours, senses and showing various case studies, I would like to give

an example of a possibly interesting playground on the location in front of factory Kraš.

Factory Kraš is situated in Zagreb east, near the Faculty of agriculture and Faculty of

forestry, near Zoological garden, near large forest park Maksimir and near football

stadium Maksimir. The site is part of the longitudinal green corridor starting from –

Maksimir stadium, finishing on the end of the Maksimir street, east from the factory

Kraš. The site, on the southern side, borders with buildings of the factory, and on the

northern side, with major street corridor Maksimir street.

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Picture 10.3.2.2. Longitudinal green corridor passing through the potential playground.

Picture 10.3.2.3. Aerial view of the site. Source: internet, http://earth.google.com/

As it was announced in the previous chapter about brands and marketing, the idea of

Kraš playscape is that I use famous brands of Kraš and implement them into the

playground. In that way, we use the specific genius loci of the site, promote factory

Kraš, connect the factory to its surroundings, and finally, satisfy the needs of children

for a playground in that part of Zagreb.

145

Before starting designing the place, I should mention the brands that will be used in the

design.

Picture 10.3.2.4. Overall image of some products of Kraš.

As seen on the picture above, I have used some of Kraš’s most famous brands to make

the playground more interesting, to connect it with the factory and to promote those

brands.

01 Kraš

Logo of the factory.

02

Bananko

A fluffy banana-flavored filling and rich chocolate

coating make Bananko a delicious treat.

03

Krašotice

Kras's palette of fine tea biscuits consists of

KRASULJCI – cookies with chocolate chips,

KRASOTICE – cookies with hazelnut filling and

KRASOPISI – two-coloured fine tea biscuits in four

shapes.

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04

Kiki candies

Enjoy KI-KI everywhere! KI-KI is distinguished

from other caramels on the market by its high

quality, assorted flavors, pocket-size to family-

size packages, attractive design, recognized

logotype and clown mascot.

05

Bajadera

Queen among desserts, with the distinctive

flavour of fine nougat enriched with almonds.

06

Animal

kingdom

For over 70 years, this thin and excellent

children’s chocolate, with animal pictures and

albums, has delighted children and taught them

to animals.

07

Griotte

Juicy Mediterranean sour cherries in a fine

liqueur filling, enrobed in the famous Kras dark

chocolate.

Table 10.3.2.1. Explanation of Kraš brands used on the playground.

So, using Kraš brands as the starting point for the concept of children playground, the

next step was zoning. As one guideline, I used age groups and as the other guideline, I

used Kraš brands to create specific zones on the playground.

Picture 10.3.2.5. Zoning of the playground according to age groups.

147

Picture 10.3.2.6. Kraš brands appearing on the playground form specific zones.

Picture 10.3.2.7. Sign post showing the directions of Kraš brands zones.

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10.3.3 The expected results

What I would like to show in this chapter is how to incorporate brands into children

playground and at the same time, create a playground attractive and interesting to

children and adults.

I want to emphasize that this thesis does not show the entire project, because the

project is not finished yet. However, details that accentuate the basic idea are shown in

the form of images.

As the playground is divided into zones according to brands of Kras, I will show the

project in the same arrangement.

Kraš 01

Picture 10.3.3.1. Kraš logo on different surfaces; poured in place rubber, grass and water.

The main idea for Kraš zone is giant Kraš sign ‘written’ on the ground. It would be made

of poured in place rubber in red colour because red is the colour of Kraš, forming niches

and small hills which present ideal surface for playing and relaxing of children and

adults. The idea came from BUGA exhibition in Munich.

149

Picture 10.3.3.2. – 10.3.3.3. Giant Kraš sign ‘written’ on the ground; poured in place rubber;

idea is from BUGA Munich, 2005.

Other feature that fits into this zone is water in the form of jumping jets between the

poured in place rubber letters Kraš.

Picture 10.3.3.4. – 10.3.3.5. Jumping jets between the letters of Kraš.

150

Bananko 02

Idea for Bananko came from BUGA exhibition in Potsdam, 2001. Bananko is concrete

structure with the purpose of enclosing the space, which can be used for certain games

or sport. Its form imitates the shape of banana and at the same way serves as a place

for relaxation, i.e. amphitheatre. Backside of Bananko offers the possibilities for

climbing.

Picture 10.3.3.6. Top view of Bananko with various surfaces around (rubber, sand, grass).

Picture 10.3.3.7. The area that is enclosed with Bananko can be used as sport field.

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Picture 10.3.3.8. The area that is enclosed with Bananko can be used as amphitheatre as well.

Picture 10.3.3.9. Back of Bananko as climbing element.

152

Krašotice 03

Krašotice are a type of Kraš’s cookies. Their shape is half-circular so I have used the

shape to represent them. Colours are very vivid to attract the children and sizes vary

according to functions. More is shown on images below.

Picture 10.3.3.10. Top view of Krašotice.

Picture 10.3.3.11. Wooden bridge from one Krašotice to another.

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Picture 10.3.3.12. Play elements on Krašotice.

Picture 10.3.3.13. Play elements on Krašotice.

Picture 10.3.3.14. Different type of cookie, metal half-ball as an iceberg.

154

Picture 10.3.3.15. Krašotice with trampoline or rotating table.

155

Kiki candies 04

Kiki candies motto is ‘Anywhere, Kiki everywhere’ (Bilo kuda, Kiki svuda). Following the

principle of that motto, candies I used on the playground are randomly spread in the

zone defined for candies.

Picture 10.3.3.16. Top view of the area with ‘candies’.

Picture 10.3.3.17. – 10.3.3.18. Kiki candies in forms of jumping plates in various colours.

Playground equipment is from Eibe, Germany.

Picture 10.3.3.19. Kiki candies as jumping plates in the groove of birch trees. Playground

equipment is from Eibe, Germany.

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Bajadera 05

Bajadera is possibly the most famous product of Kraš. For that reason, I have given it

the priority in playground design.

Except elements used for the playground, the idea of the whole concept of renovation

of Kraš area is to renovate the façade of the building as well. That was the assignment

of an architectural office from Zagreb ‘Urbane tehnike’.

Picture 10.3.3.20. – 10.3.3.21. Kraš building now and planned appearance. Work done by

architectural office ‘Urbane tehnike’.

Bajadera can be recognized by characteristical lines in shade of brown and gold. Those

lines have used ‘Urbane tehnike’ for the façade of the building, and I have used them

on play elements as well.

Picture 10.3.3.22. Bajadera castle. Play element made of wood and coloured in Bajadera

colours. Playground equipment is from Eibe, Germany; colours are adjusted to Bajadera colours.

157

Picture 10.3.3.23. Bajadera climbing wall with the function of fence as well. It is placed

between the area and the petrol station.

What gives importance to Bajadera except play elements are sitting elements as well. I

have decided to use them as only sitting elements appearing all over the park.

Picture 10.3.3.24. Bajadera sitting blocks appearing all over the playground

158

Picture 10.3.3.25. – 10.3.3.28. Bajadera benches appearing al over the playground. Benches are

from Timberform, United States; colours are adjusted to Bajadera colours.

159

Animal kingdom 06

Animal kingdom is the name of famous series of Kraš chocolates with pictures of animals

for children to collect. Since Zoological garden is in the vicinity of Kraš, I have used the

sign to emphasize the location and distance of Zoo from Kraš.

Except that, I have used poured in place rubber to draw the animals on the surface,

exactly the way they are on the chocolate to be recognizable and attractive to children.

Picture 10.3.3.29. The cover of Animal kingdom chocolate with animals would be drawn on the

ground with poured in place rubber. Playground equipment in this area is from Eibe, Germany.

Sign post is showing the direction of factory Kraš and the direction of Zoo nearby.

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Play elements in forms of animals would be on springs and would represent the football

crew. The idea came from BUGA, Munich, 2005 where I have seen children playing

football game with small football players on springs.

Picture 10.3.3.30. – 10.3.3.31. Animal kingdom playing football; idea is from BUGA Munich, 2005.

Picture 10.3.3.32. Animals on spring rockers between the trees.

161

Griotte 07

Griotte is the second famous brand from Kraš in the rank of Bajadera. Its form is

appropriate for modelling so I have used it to create a giant Griotte-like structure with

lots of tubular metal slides. Near Griotte, or even better, directly from Griotte, would

be a cable car connectiong this zone with other.

Picture 10.3.3.33. – 10.3.3.34. Top view of Griotte play element; giant Griotte with lots of

slides.

Picture 10.3.3.35. Griotte with slides and cable way leading from Griotte to other parts of

playground.

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10.3.4 Playground design

Picture 10.3.4.1. Top view of the whole playground design.

Picture 10.3.4.2. Night view of the whole playground.

163

As it can be seen from the overall design and all images showing parts of Kraš

playground, I have used some ready-made playground equipment adjusted to Kraš

brands, as well as creating completely new ones. The main idea was to create a theme

playground with abstract but recognizable Kraš elements which would be attractive and

interesting to children and adults as well. The priority is given to children, but Kraš

itself could benefit from this playground within the meaning of marketing.

I am aware of colourfulness of the playground, but that was partly the goal because I

believe that children would love it. However, I have tried to stick with play elements

created from natural materials (wood, metal) keeping their basic form and colour.

Colours appearing on playground are carried out through poured in place rubber, the

material that I find very grateful and splendid. One reason of focusing on poured in

place rubber is the positive characteristics of the material, and the other reason is that

it is a completely new, still not discovered material on Croatian playgrounds.

With that thought in mind, I would like to finish this thesis work.

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chapter 11 CONCLUSION

After my thesis research, I stopped working in the company Regoc for the reason that

although a landscape architect is needed in the field, the factors like money and other

people’s wishes do not allow the space for planning and design. And I, as an

unexperienced landscape designer, am not able to fight against those factors because I

still need a back-up from someone more experienced.

The written report arises out of personal memories and memories from friends and

acquaintances, out of observations of parents and children in urban and rural

environments, and particularly out of wishes and dreams of big and already adult child.

Probably not all visualized ideas could exist in the reality. The statement stands as a

slogan and thought for an arrangement of our environment.

Some of the claims in the text are opposite to thinking of a pedagogue that deals with

children playgrounds and of people who work in a company for playground equipment,

but it does not necessarily mean that those professionals are always right.

Sometimes the worry for children and the possession of certificates are only very good

selling arguments. What is the reality?

Children are numerous, but way to less resprected group of users of urban public space.

If we consider that besides children, spatial problems indirectly have an effect on their

parents as well, this becomes quite important and valuable group of users whose

interests should be considered while planning the environment. Their needs and

relaitonship towards the environment are different from the needs of other user groups.

However, environment that is pleasant for children does not mean that it is unpleasant

for other users. The opposite to that statement would be more correct.

Children communicate with their environments through play. It enables a child’s

physical and mental development and enhances its social competence, independence

and emotional stability. In spatial planning, children’s play is considered a spatially

defined activity that could be located in standardized areas. However, a children-play-

environment relationship is far too complex to be restricted to a playground, and play

itself is a spatial and social activity, which by its content and performance concerns the

whole child’s living space. Children use their environments in different ways than the

165

adults; they also use different criteria for their evaluation. Focusing on a child-play-

environment relationship and considering findings about the principles of child’s

perception, evaluation and use of space for play, the thesis presents criteria to be

considered in planning and design of children’s environments that provide good play

opportunities and enable a child’s overall development.

Playscapes are a beautiful topic to deal with so I hope that in the future we, landscape

architecs, will have more possibilities to work on them.

166

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to Nature'. Retrieved from http://www.naturalplaygrounds.com/resources.php

68. Witt, R. ‘Initiative Tirol: Naturnahe Freiräume und neue Spielplätze’. Retrieved from

www.agenda-tirol.at

69. Zagreb / govor o gradu. Gradski ured za planiranje razvoja I zaštitu čovjekova okoliša,

Zagreb, 1995.

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LIST OF TABLES

Table 1.3.1. Starting points and suggestions for planning the environment for children.

Table 1.4.1. Associative meanings of play.

Table 5.2.3.1. Symbolic meanings and associations of colours.

Table 10.3.2.1. Explanation of Kraš brands used on the playground.

LIST OF IMAGES

Picture 5.1.2.1. – 5.1.2.2. ‘The Nest’ from Nils Udo on the BUGA 2005, Munich. Photos by Kaja

Bušić.

Picture 6.4.1. – 6.4.6. The procedure of making poured in place rubber on the example of

patching. Photos by Kaja Bušić.

Picture 8.1.2.1. - 8.1.2.2. Design plan showing the clarity of conception. Alternation between

light and dark materials is the main feature of the square.

Picture 8.1.2.3. - 8.1.2.7. Impressions from the park: chess field for elder people, skating and

rolling zone for teenagers, tables and benches for adults, basketball field, playing zone for

children. Photos by Kaja Bušić.

Picture 8.1.3.1. General plan of Petuelpark.

Picture 8.1.3.2. - 8.1.3.5. Impressions from the park: seesaw on the playground, wooden

platform on central square, sandy part of playground, climbing part of playground. Photos by

Kaja Bušić.

Picture 8.1.4.1. General plan of BUGA 2005.

Picture 8.1.4.2. Individual design of pocket gardens. The right one is children playground made

of poured in place rubber.

Picture 8.1.4.3. – 8.1.4.6. Impressions from BUGA 2005: play element, poured in place rubber

creating special place for children, small football field in one cell of exhibition part, art piece

attractive for children. Photos by Kaja Bušić.

Picture 8.1.6.1. Impression from Arnulfpark.

Picture 8.1.6.2. Site plan.

Picture 8.1.6.3. – 8.1.6.4. The play flux lies at the centre of the park. The play hill, covered with

a light beige poured in place rubber surface with bubble seats of white concrete and climbing

ropes.

Picture 8.1.7.1. Design plan.

Picture 8.1.7.2. – 8.1.7.7. Impressions from Watergarden: sandy area and wooden platform ‘the

beach’, view towards the park, wooden easychairs, empty pool, play element ‘the boat’, play

element fro climbing and relaxing. Photos by Kaja Bušić.

Picture 8.2.1. – 8.2.2. Children playground in park Ciglenica, Zagreb. Photos by Kaja Bušić.

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Picture 8.2.3. – 8.2.4. Children playground in neighbourhood Ferenscica, Zagreb. Photos by Kaja

Bušić.

Picture 8.2.5. – 8.2.6. Children playground in neighbourhood Dubrava, Zagreb. Photos by Kaja

Bušić.

Picture 8.2.7. – 8.2.8. Children playground in the neighbourhood Trnsko, Zagreb. Photos by Kaja

Bušić.

Picture 8.2.9. – 8.2.10. Children playground in Otokar Kersovani park, Zagreb. Photos by Kaja

Bušić.

Picture 8.2.11. - 8.2.12. Children playground near Francuska revolucija square, Zagreb. Photos

by Kaja Bušić.

Picture 8.2.13. – 8.2.14. Children playground in the neighbourhood Podsused. Photos by Kaja

Bušić.

Picture 8.2.15. – 8.2.16. Children playground in the neighbourhood Spansko. Photos by Kaja

Bušić.

Picture 8.2.17. – 8.2.18. Children playground in the neighbourhood Vrbik. Photos by Kaja Bušić.

Picture 10.3.2.1. Aerial view with marked site. Source: internet, http://earth.google.com/

Picture 10.3.2.2. Longitudinal green corridor passing through the potential playground.

Picture 10.3.2.3. Aerial view of the site. Source: internet, http://earth.google.com/

Picture 10.3.2.4. Overall image of some products of Kraš.

Picture 10.3.2.5. Zoning of the playground according to age groups.

Picture 10.3.2.6. Kraš brands appearing on the playground form specific zones.

Picture 10.3.2.7. Sign post showing the directions of Kraš brands zones.

Picture 10.3.3.1. Kraš logo on different surfaces; poured in place rubber, grass and water.

Picture 10.3.3.2. – 10.3.3.3. Giant Kraš sign ‘written’ on the ground; poured in place rubber;

idea is from BUGA Munich, 2005.

Picture 10.3.3.4. – 10.3.3.5. Jumping jets between the letters of Kraš.

Picture 10.3.3.6. Top view of Bananko with various surfaces around (rubber, sand, grass).

Picture 10.3.3.7. The area that is enclosed with Bananko can be used as sport field.

Picture 10.3.3.8. The area that is enclosed with Bananko can be used as amphitheatre as well.

Picture 10.3.3.9. Back of Bananko as climbing element.

Picture 10.3.3.10. Top view of Krašotice.

Picture 10.3.3.11. Wooden bridge from one Krašotice to another.

Picture 10.3.3.12. Play elements on Krašotice.

Picture 10.3.3.13. Play elements on Krašotice.

Picture 10.3.3.14. Different type of cookie, metal half-ball as an iceberg.

Picture 10.3.3.15. Krašotice with trampoline or rotating table.

Picture 10.3.3.16. Top view of the area with ‘candies’.

Picture 10.3.3.17. – 10.3.3.18. Kiki candies in forms of jumping plates in various colours.

Playground equipment is from Eibe, Germany.

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Picture 10.3.3.19. Kiki candies as jumping plates in the groove of birch trees. Playground

equipment is from Eibe, Germany.

Picture 10.3.3.20. – 10.3.3.21. Kraš building now and planned appearance. Work done by

architectural office ‘Urbane tehnike’.

Picture 10.3.3.22. Bajadera castle. Play element made of wood and coloured in Bajadera

colours. Playground equipment is from Eibe, Germany; colours are adjusted to Bajadera colours.

Picture 10.3.3.23. Bajadera climbing wall with the function of fence as well. It is placed

between the area and the petrol station.

Picture 10.3.3.24. Bajadera sitting blocks appearing all over the playground

Picture 10.3.3.25. – 10.3.3.28. Bajadera benches appearing al over the playground. Benches are

from Timberform, United States; colours are adjusted to Bajadera colours.

Picture 10.3.3.29. The cover of Animal kingdom chocolate with animals would be drawn on the

ground with poured in place rubber. Playground equipment in this area is from Eibe, Germany.

Sign post is showing the direction of factory Kraš and the direction of Zoo nearby.

Picture 10.3.3.30. – 10.3.3.31. Animal kingdom playing football; idea is from BUGA Munich, 2005.

Picture 10.3.3.32. Animals on spring rockers between the trees.

Picture 10.3.3.33. – 10.3.3.34. Top view of Griotte play element; giant Griotte with lots of

slides.

Picture 10.3.3.35. Griotte with slides and cable way leading from Griotte to other parts of

playground.

Picture 10.3.4.1. Top view of the whole playground design.

Picture 10.3.4.2. Night view of the whole playground.

Picture 8.1.8.1. Siteplan.

Picture 8.1.8.2. – 8.1.8.4. Characteristical impressions from playground in Fuerth: poured in

place rubber in various colours as play hills with play elements.

Picture 8.1.9.1. Moonfish logo.

Picture 8.1.9.2. Preliminary design.

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