CHILD-FRIENDLY URBAN DESIGN: NATURALISTIC PLAYGROUNDS AS AN ACTIVE LEARNING CLASSROOM

Blog entry published by Georgina Walker on 10 November 2023

Understanding Child-Friendly Urban Design

Child-friendly urban design is not a new concept, and neither is the variations in the definitions of what signifies ‘child-friendly’ design and how to measure the impact. However, as noted in the lecture by Dr Alkistis Pitsikali, the overarching connection between the diverse approaches ‘is the intention to integrate children into public life through urban space’ (Pitsikali, 2023). Some notable initiatives to promote child-friendly urban design include the successful master-planning of Rotterdam, along with the emergence of Forest Schools in urban the settings of Denmark, Sweden, and the UK.

‘If we build cities that are great for children, we will end up with cities that work for everyone.’

(Peñalosa, 2021, VI)

The Evolution of Playgrounds

The concept of the playground has long been present in the urban environment and can offer meaningful impacts on the children’s well-being. Theorist and urban designers such as Hart, have explored the need for ‘play’ in children’s lives due to the opportunities for development (2002). However, I would argue that most traditional playgrounds only go so far into this potential for development and instead prioritise promoting physical activity in children rather than providing a space for physical, social, and cognitive development. Therefore, concepts that look to re-evaluate the playground, such as naturalistic design concepts, are needed to achieve a more holistic approach to development.

Naturalistic Playgrounds

Naturalistic playgrounds offer a nature-based, often adaptable, and engaging environment for children to participate in play whilst encouraging development in an experiential active learning manner.

[FIG. 1] Playground at Al Ghazali Islamic Elementary School in Spangen, Rotterdam (Gill, 2021)

One case study for the naturalistic playground concept is at the Al Ghazali Islamic Elementary School in Spangen, Rotterdam [see FIG. 1]. As shown in the image below, the redesign of the playground moves away from standardised equipment and uses nature-based objects such as logs, vegetation, and rocks to encourage creativity and imagination in the uses of such objects. The principal of the school noted how ‘children are happier, play together more and are more relaxed and peaceful as a result of the changes’ (Belah cited in Gill, 2021, p.48).

Benefits of Naturalistic Playgrounds as Active Learning Classrooms

Naturalistic playgrounds provide various benefits which have been realised and developed within organisations such as Forest Schools in urban environments. The idea of Forest Schools in the UK was first explored in the 1990s, but prior to was developing in places such as Denmark and Sweden. Overtime this concept has developed and organisations such as the Forest School in Sheffield [see FIG. 2] which provides a case study for arguing that naturalistic playgrounds can be used as a space for an active learning classroom.

Sheffield’s Forest School promotes a holistic development of the children by employing an experiential active learning environment to create the foundation for the following educational benefits:

1. Increased focus and attention skills,
2. Environmental stewardship and understanding,
3. Independence,
4. Healthy risk taking,
5. Balance,
6. Coordination,
7. Motor skills,
8. Ability to obtain new information and skills (Forest School, 2019).

Therefore, there is justification to suggest that by integrating Forest School principles into playground designs the urban areas can offer active learning environments that look to nurture children’s connection to nature and foster lifelong learning.

[FIG. 2] Forest school learning in Sheffield, UK (Forest Schools, 2019)

Naturalist playgrounds also have the potential to promote and facilitate further curriculum-based learning such as science, math and environmental studies alongside well-being and holistic development. This is shown through the growing understanding and appreciation for incorporating nature-based studies into the curriculum in the UK by the Department of Education, where it is acknowledged that these experiences are crucial to helping to tackle the climate crisis and educating students on sustainability (Department of Education, 2022).

Addressing Challenges and Concerns

Naturally, an environment that encourages experiential learning practices comes with potential challenges and concerns. Some of these challenges are a call to designers and policy makers in addressing issues in accessibility, maintenance, and sustainability. Solutions may include adopting emerging policies such as Risk Benefit Assessments (Gill, 2022, p. 121)) for naturalistic playgrounds to avoid bleaching potentially vibrant urban spaces to avoid any and all safety concerns.

Other issues bring into question the practices of the 21^st century child carers, which arguably is a personal challenge to such individuals. However, the understanding and benefits of naturalistic playgrounds and practices could be argued as a tool to reignite and fuel the ‘romantic notions of childhood’ adults have and as such ‘granting some form of ‘freedom’ and, importantly, may loosen regimes of surveillance and curfews in particular circumstances’ (Holloway et al, 2000, p. 37).

Conclusion

To conclude, naturalistic playgrounds have the potential to be inclusive and vibrant active learning classrooms across the urban environment and beyond. By adopting the concepts explored above, this holistic approach to education and child-friendly urban design can help create dynamic and connected communities whilst prioritising global issues such as sustainability and environmental stewardship in children.

FIGURE REFERENCES

[1] Gill, T. (2021) Urban playground: how child-friendly planning and design can save cities. London: RIBA Publishing. pp.48.

[2] Forest Schools. (2019) ‘What is Forest Schools, and how did it change my life?’, Forest Schools, Available at: https://www.forestschools.com/blogs/forest-school-blog/what-is-forest-schools-and-how-did-it-change-my-life [Accessed 10/11/2023)

REFERENCES

Department of Education. (2022) Sustainability and climate change: a strategy for the education and children’s services systems. Available at: https://www.gov.uk/government/publications/sustainability-and-climate-change-strategy/sustainability-and-climate-change-a-strategy-for-the-education-and-childrens-services-systems#action-area-1-climate-education [Accessed 10/11/2023]

Forest Schools. (2019) ‘What is Forest Schools, and how did it change my life?’, Forest Schools, Available at: https://www.forestschools.com/blogs/forest-school-blog/what-is-forest-schools-and-how-did-it-change-my-life [Accessed 10/11/2023)

Gill, T. (2021) Urban playground: how child-friendly planning and design can save cities. London: RIBA Publishing.

Hart, R. (2002) Containing children: Some lessons on planning for play from New York City. Environment and Urbanization, 14(2), 135-148

Holloway, S.L., Valentine, S. & Valentine, Gill (2000) Children’s geographies playing, living, learning. New York, N.Y.: Routledge.

Peñalosa, G. Foreword. In: Gill, T. (2021) Urban playground: how child-friendly planning and design can save cities. London: RIBA Publishing.

Pitsikali, A. (2023) ‘Child-friendly Urban Design’ [lecture], TCP8090: Principles and Practice of Urban Design. Newcastle University. 12 October.