Place, Pedagogy and Play connects landscape architecture with education, psychology, public health and planning. Over the course of thirteen chapters it examines how design and research of places can be looked into from multiple lenses, that of pedagogy and play and how children, as competent social agents, are engaged in the process of designing their own spaces, and brings a global perspective to the debate around child friendly environments.
Despite growing evidence of the benefits of nature for health, well-being, play and learning, children are increasingly spending more time indoors. Indeed, new policy ideas and public campaigns suggest how children can become better-connected with nature, yet linking outdoor space to pedagogy is largely overlooked in research. By focusing on three themes within these debates, place and play; place and pedagogy; and place and participation, this book explores a variety of angles to show that best practice requires dialogue between research disciplines, designers, educationists and psychologists, and a move beyond seeing the spaces children inhabit as the domain only of childhood professionals.
Through illustrated case studies it presents a wider picture of the state of childhood today, and offers practical solutions and further research avenues that promote a more holistic and internationally focused perspective on place, pedagogy and play for built environment professionals.
Robin Moore, North Carolina State University
Catharine Ward Thompson, University of Edinburgh
Matluba Khan, Simon Bell and Jenny Wood
Part 1: Place and Play
Chapter 1: Manufactured Play Equipment or Loose Parts? Examining the relationship between play materials and young children’s creative play
Reyhaneh Mozaffar, Napier University
Chapter 2. No time for play: children’s daily activities during summer holidays in the Beijing central area
Pai Tang and Helen Woolley, University of Sheffield
Chapter 3: An exploration of how playground design affects the play behaviour of kindergarten children in Tartu, Estonia.
Bhavna Mishra, Aalto University, Simon Bell, Estonian University of Life Sciences, Himansu Sekhar Mishra, Estonian University of Life Sciences
Chapter 4: Design of sensory gardens for children with disabilities in the context of the United Kingdom
Hazreena Hussein, University of Malaya
Chapter 5: Can active play encourage physical literacy in children and young people?
Patrizio De Rossi, University of Stirling
Part 2: Place and Pedagogy
Chapter 6: Turning the classroom inside out: learning and teaching experiences in an early childhood setting
Muntazar Monsur, North Carolina State University
Chapter 7: Becoming naturish: ways of coming to know nature in the primary school
Cathy Francis, University of Aberdeen
Chapter 8: Closing the attainment gap in Scottish education: the case for outdoors as a learning environment in early primary school
Jamie McKenzie Hamilton, Heriot-Watt University
Chapter 9: School ground interventions for pedagogy and play: How can we evaluate the design?
Matluba Khan University of Cardiff; Simon Bell, Sarah McGeown, University of Edinburgh
Part 3: Place and Participation
Chapter 10: Children as heterotopians: town planning with and for children
Jenny Wood, Heriot-Watt University
Chapter 11: The Chair Project: co-creation through material play
Simon Beeson, Arts University Bournemouth
Chapter 12: Children's perspectives on green space management in Sweden and
Märit Jansson and Inger Lerstrup, Swedish University of Agricultural Sciences
Chapter 13: A View from China: reflecting on the participation of children and young people in urban planning
Yupeng Ren, Yantai University
Simon Bell, Matluba Khan and Jenny Wood