This blog introduces the theme through personal childhood memories, which is emotionally resonant and close to readers, showcasing the connection between improvisation games and urban design, sustainable development, and mental health.
First of all, I would like to say that the logic of this blog is very clear, starting from childhood memories to introduce the theme, followed by theoretical and practical case support, and finally summarizing the inspirations and challenges of urban design. Each part echoes each other and progresses layer by layer.
I really like the points mentioned in the blog, such as advocating the use of recycled materials, which not only contributes to sustainable development, but also increases cultural relevance through community participation. This viewpoint is not only in line with the current trend of sustainable urban design, but also very inspiring. I particularly enjoy the Think Playgrounds project discussed in this blog, which utilizes discarded materials to create amusement parks and demonstrates how waste can be transformed into useful and socially valuable facilities through design. Integrating local communities into the design process to ensure cultural relevance and sustainability of the space (Think Playgrounds, 2021). I think this not only reduces the burden of waste on the environment, but also allows children to feel the meaning of resource reuse through games.
I am particularly interested in the limitations of modern urban design on children’s free play spaces mentioned in this blog, as I have worked on a similar project that focused on reflecting on and addressing children’s issues in urban public spaces. Just like Pitsikali, A. (2024) observes that modern urban spaces often restrict children to adult-designed zones like playgrounds and schools, which limit their ability to explore and shape their environment, rendering them “outsiders in public space.”Pitsikali It is very accurate to point out the phenomenon of children being marginalized. Modern urban design places more emphasis on adult efficiency and order, and children’s needs are considered secondary. The “play area” or “learning area” designed by adults, although providing some degree of safety, also brings significant limitations.
Dodd, H. (2024) notes, risky play, such as climbing or building unstable structures, enhances emotional regulation and reduces anxiety and depression. In my previous projects, I also reflected on this topic. Children’s nature is to climb and drill. They have a natural love for exploration and are curious about everything around them. Therefore, when designing child friendly urban public spaces, designers can consciously incorporate these elements, create more challenging and exploratory environments, stimulate children’s creativity and curiosity, and promote their mental health and comprehensive development.
Generally speaking, this blog successfully combines personal experiences with academic theories and practical cases, demonstrating the importance of improvisational games and reusing space for children’s development, while also proposing reflections and improvement suggestions for urban design. The overall content is deep, emotional, and inspiring, making it an excellent blog post.
Reference：
1.Dodd, H. (2024) “Risky play and mental health”
2.Pitsikali, A. (2024): Child-Friendly Urban Design(Lecture). TCP8090: Principles of Urban Design. Newcastle University.
3.Think Playgrounds. A Case Study of Creating a Playable Hanoi (2021).
Rediscovering Play: The Value of Improvised and Recycled Spaces
Childhood is a magical time of boundless creativity, where even the simplest objects can become tools for adventure. Growing up, my sister, friends, and I spent countless hours constructing “halabudy” (makeshift huts, shops, tree houses), indoors with pillows and blankets, or outdoors using asbestos sheets and street debris. These moments of building, repurposing, and play were not only entertaining but instilled a sense of resourcefulness and imagination. Reflecting on these experiences, it becomes evident that such play is closely tied to concepts of child-friendly urban design, sustainability, and even mental health.
Dodd, H. (2024) states that based on researches in Western Europe context and the UK, the unstructured, hands-on nature of such activities plays a critical role in fostering creativity and well-being in children. For instance, there is evidence that risky play—play that involves elements of uncertainty or physical challenge—can help prevent mental health problems, including anxiety, by teaching children resilience and effective coping mechanisms.
The Value of Improvised Play Spaces
Pitsikali, A. (2024) observes that modern urban spaces often restrict children to adult-designed zones like playgrounds and schools, which limit their ability to explore and shape their environment, rendering them “outsiders in public space.” This echoes Hart’s R. (2002) findings that children prefer appropriated, unstructured spaces for play because such environments promote freedom and creativity.
Simon Nicholson’s “Theory of Loose Parts” (1970s) reinforces this, suggesting that creativity thrives in adaptable environments rich in “loose parts” like materials and variables for hands-on exploration. Nicholson critiques rigid environments designed by the “cultural elite” and champions open, child-driven spaces filled with materials that invite experimentation. These ideas resonate with my own childhood experiences of building dens, where improvised resources like old wooden planks or discarded fabric, inherently invite open-ended play, encourage creativity, collaboration, and problem-solving while promoting sustainability by repurposing waste materials.
Mental Health Benefits of Risky and Creative Play
Research underscores the mental health advantages of risky and creative play. Nicholson’s hands-on experimentation aligns with findings that such activities build resilience and help children manage fear and uncertainty. As Dodd, H. (2024) notes, risky play, such as climbing or building unstable structures, enhances emotional regulation and reduces anxiety and depression. Outdoor play also links to lower psychosomatic symptoms and improved emotional well-being in teenagers. These findings demonstrate the profound benefits of environments that support children’s unstructured exploration and creative play.
Sustainability Meets Play: Case Studies in Recycled Spaces
1. Think Playgrounds, Hanoi
This Vietnam-based initiative repurposes discarded materials to create modular play structures that can be relocated. The project integrates local communities into the design process, ensuring spaces are culturally relevant and sustainable (Think Playgrounds, 2021). The resulting play areas not only stimulate creativity but also demonstrate how waste can be transformed into valuable resources.
2. Timmerdorp: A Village Built by Dutch Kids in Four Days
In Groningen, Netherlands, a group of children aged 10 to 15 built an entire village in just four days as part of a camp called Timmerdorp (“Hammertown”). They created swimming pools, swings, slides, and trading points, showcasing their creativity and teamwork. Over 650 children participated, building in an enclosed, parent-free area with more than 100 volunteers ensuring safety. Timmerdorp highlights how unstructured play with loose parts fosters collaboration, responsibility, and ingenuity (Khoo, 2015).
3. Kilburn Grange Adventure Play Park in London
Kilburn Grange Adventure Play Park is a creatively designed space inspired by the theme of playing among trees, located on a site with roots in a Victorian arboretum. Its timber-framed “tree room” features a central column children can carve into, while natural light and materials mimic a tree canopy. Outside, the park combines climbing structures, recycled materials, and varied landscapes for exploration and creativity. Community engagement played a key role, with programs involving local children before, during, and after construction. These initiatives helped teach skills for evolving the playground, ensuring it remains dynamic and child-led. (Erect Architecture, 2010)
From Childhood Memories to Urban Design Solutions
The joy of constructing forts can inform broader urban design strategies. Urban planners and architects can learn from children’s natural instincts to create spaces that are less rigid and more adaptable. Incorporating recycled materials and fostering community participation ensures that play areas resonate with local contexts while being environmentally responsible.
Jane Jacobs (1969) once described young people’s presence in public spaces as vital to urban culture. However, Pitsikali, A. (2024) states that modern cities often limit children’s independent mobility due to safety concerns and traffic. By introducing accessible, recycled play areas, cities can create intermediate spaces that foster interaction and exploration. Moreover, adopting benefit-risk analyses in designing play areas, rather than focusing solely on minimizing risk, can help balance safety with opportunities for growth and creativity.
Challenges and Opportunities
Despite the benefits, integrating recycled materials into urban play areas poses challenges. Safety and durability concerns must be addressed through proper design and maintenance. Additionally, cultural attitudes toward recycled materials may vary, requiring awareness campaigns to ensure community buy-in.
On the other hand, these spaces offer opportunities to educate children about sustainability. As Hart (2002) noted, play environments are key to shaping social and cultural identities. Introducing recycled materials into play can instill early lessons about waste reduction and environmental stewardship.
Conclusion
Reflecting on childhood halabudy-building, we see a metaphor for urban design that’s unstructured, adaptable, and rooted in community. By using recycled materials and encouraging child-led exploration, cities can foster creativity, mental resilience, and sustainability—empowering children to imagine, take risks, and collaborate for a healthier future.
References
- Hart, R. (2002). “Children’s Participation: The Theory and Practice of Involving Young Citizens in Community Development and Environmental Care”. Earthscan.
- Think Playgrounds. A Case Study of Creating a Playable Hanoi (2021). Available at: https://www.mekongculturalhub.org/wp-content/uploads/2021/05/Art-Social-Action-Think-Playgrounds-VIETNAM.pdf (Accessed: 17/11/2024).
- Khoo, I. (2015) Timmerdorp: These Dutch Kids Built an Entire Village in 4 Days. Available at: https://www.huffpost.com/archive/ca/entry/timmerdorp-these-dutch-kids-built-an-entire-village-in-4-days_n_8894594 (Accessed: 17/11/2024).
- Erect architecture. Kilburn Grange Centre (2010). Available at: https://erectarchitecture.co.uk/projects/kilburn-grange-park/ (Accessed: 05/01/2025).
- Jacobs, J. (1969). “The Death and Life of Great American Cities” Random House.
- Pitsikali, A. (2024): Child-Friendly Urban Design(Lecture). TCP8090: Principles of Urban Design. Newcastle University.
- Dodd, H. (2024) “Risky play and mental health” Available at: https://www.child-encyclopedia.com/outdoor-play/according-experts/risky-play-and-mental-health (Accessed: 16/11/2024).
- Nicholson, S. (1972). “The Theory of Loose Parts: An Important Principle for Design Methodology.” Available at: https://muddyfaces.co.uk/content/files/theory-of-loose-parts.pdf (Accessed: 15/11/2024)
Image References
Image 1. Pinterest (2020) I made a blanket fort of my own! Available at: https://ru.pinterest.com/pin/110901209569561762/ (Accessed: 18 November 2024).
Image 2. Het Kinderparadijs, Netherlands (n.d.) A real adventure playground. Available at: https://www.laagholland.com/speeltuinen-in-noord-holland (Accessed: 18 November 2024).
Image 3. Pinterest, (n.d.) Cardboard play. Available at: https://ru.pinterest.com/pin/211739619964800919/ (Accessed: 16 November 2024).
Image 4. Think Playgrounds (2021) Available at: https://www.airasiafoundation.com/social-enterprise/think-playgrounds/ (Accessed: 17 November 2024).
Image 5. No author (2015) Timmerdorp. Available at: https://imgur.com/a/RJPUP (Accessed: 17 November 2024).
Image 6. David Grandorge (2010) erect architecture Kilburn Grange Park. Available at: https://divisare.com/projects/178950-erect-architecture-david-grandorge-kilburn-grange-park (Accessed: 05/01/2025).
Image 7. Osman, E. (2019) Child Friendly Planning in the UK. Available at: https://www.rtpi.org.uk/media/1568/childfriendlyplanningintheukareview2019.pdf (Accessed: 05/01/2025).
Image 8. mary (2010) Adventure Playground, Huntington Beach, Ca. Available at: https://www.fiftydangerousthings.com/blog/adventure-playground (Accessed: 18 November 2024).
This blog introduces the theme through personal childhood memories, which is emotionally resonant and close to readers, showcasing the connection between improvisation games and urban design, sustainable development, and mental health.
First of all, I would like to say that the logic of this blog is very clear, starting from childhood memories to introduce the theme, followed by theoretical and practical case support, and finally summarizing the inspirations and challenges of urban design. Each part echoes each other and progresses layer by layer.
I really like the points mentioned in the blog, such as advocating the use of recycled materials, which not only contributes to sustainable development, but also increases cultural relevance through community participation. This viewpoint is not only in line with the current trend of sustainable urban design, but also very inspiring. I particularly enjoy the Think Playgrounds project discussed in this blog, which utilizes discarded materials to create amusement parks and demonstrates how waste can be transformed into useful and socially valuable facilities through design. Integrating local communities into the design process to ensure cultural relevance and sustainability of the space (Think Playgrounds, 2021). I think this not only reduces the burden of waste on the environment, but also allows children to feel the meaning of resource reuse through games.
I am particularly interested in the limitations of modern urban design on children’s free play spaces mentioned in this blog, as I have worked on a similar project that focused on reflecting on and addressing children’s issues in urban public spaces. Just like Pitsikali, A. (2024) observes that modern urban spaces often restrict children to adult-designed zones like playgrounds and schools, which limit their ability to explore and shape their environment, rendering them “outsiders in public space.”Pitsikali It is very accurate to point out the phenomenon of children being marginalized. Modern urban design places more emphasis on adult efficiency and order, and children’s needs are considered secondary. The “play area” or “learning area” designed by adults, although providing some degree of safety, also brings significant limitations.
Dodd, H. (2024) notes, risky play, such as climbing or building unstable structures, enhances emotional regulation and reduces anxiety and depression. In my previous projects, I also reflected on this topic. Children’s nature is to climb and drill. They have a natural love for exploration and are curious about everything around them. Therefore, when designing child friendly urban public spaces, designers can consciously incorporate these elements, create more challenging and exploratory environments, stimulate children’s creativity and curiosity, and promote their mental health and comprehensive development.
Generally speaking, this blog successfully combines personal experiences with academic theories and practical cases, demonstrating the importance of improvisational games and reusing space for children’s development, while also proposing reflections and improvement suggestions for urban design. The overall content is deep, emotional, and inspiring, making it an excellent blog post.
Reference：
1.Dodd, H. (2024) “Risky play and mental health”
2.Pitsikali, A. (2024): Child-Friendly Urban Design(Lecture). TCP8090: Principles of Urban Design. Newcastle University.
3.Think Playgrounds. A Case Study of Creating a Playable Hanoi (2021).
Balancing Risk and Safety in Child’s Play Spaces
Addressing safety concerns is certainly a major challenge in designing for child’s play. The critical question of how to balance between safety and risk in play spaces warrants further discussion.
Presently, conventional play equipment and excessive safety measures have rendered outdoor play spaces unchallenging and uninteresting to children (Brussoni et al., 2012); in addition, overprotective parenting and adults’ rigid assumptions in regards injury prevention (Wyver et al., 2010) further worsen the issue. Indeed, as mentioned in the blog, these integrations hinder children’s imaginative and curious nature and limit their creativity. However, in recent years, numerous research and organisations have advocated for risky play, noticing its benefits to a healthy childhood development. The statements “children should be kept as safe as necessary during play, not as safe as possible,” and “it’s important to recognise that a risk is not the same as hazard,” (Canadian Paediatric Society, 2024) further explain the nuanced relationship between safety, risk and play.
The discussion then leads to the question of what makes play risky, which is explained in the paper “Characteristics of risky play” (Sandseter, 2009). In essence, the level of risk in play is determined by environmental characteristics and individual characteristics. For instance, in the context of climbing, the height of the object being climbed and the surface onto which a child might fall (environmental), combined with the child’s physical control and coordination (individual), determine the level of risk.
Risk factor is important in play. Not only does it offer thrill and excitement to children, but it also helps to foster their independence and maturity. Risky outdoor play spaces provide an alternative environment for children to assess risk by themselves in accordance with their own ability; fundamentally different from schools and homes, where they are sheltered and protected. Moreover, eliminating all risks is evidently unhealthy for child growth. Therefore, the design for risk play should be about controlling and managing the risk appropriately (Mitchell, 2006).
The designs for risky play should not prioritise restricting movements, but rather creatively allow children to test and challenge their physical and mental limits. Perhaps to illustrate this point, consider as climbing as the common physical activity in play. While falling onto impact-absorbing surfaces, such as commonly seen rubbered padding, what if children could fall onto large surrounding sand pits? The choice of different materials could suggest spatial zoning of activities, creating diverse playground terrains and landscape, waiting to be interpreted to an alternate imaginative use of space by children to further explore and play. Possibility is endless.
References
Brussoni, M., Olsen, L.L., Pike, I. & Sleet, D.A. (2012) ‘Risky play and children’s safety: Balancing priorities for optimal child development’, International journal of environmental research and public health, 9(9), pp. 3134–3148.
Canadian Paediatric Society. (2024) As safe as necessary: A new approach to play, Canadian Paediatric Society. Available at: https://cps.ca/en/blog-blogue/as-safe-as-necessary.
Mitchell, R., Cavanagh, M. & Eager, D. (2006) ‘Not all risk is bad, playgrounds as a learning environment for children’, International journal of injury control and safety promotion, 13(2), pp. 122–124.
Sandseter, E.B.H. (2009) ‘Characteristics of risky play’, Journal of adventure education and outdoor learning, 9(1), pp. 3–21.
Wyver, S., Tranter, P., Naughton, G., Little, H., Sandseter, E.B.H. & Bundy, A. (2010) ‘Ten ways to restrict children’s freedom to play:the problem of surplus safety’, Contemporary issues in early childhood, 11(3), pp. 263–277.
As anarchist writer Colin Ward states: ‘childhood is one of the few absolutely universal experiences’ (Ward, 1978). This post has been a greatly enjoyable and nostalgic read, bringing me back to a carefree time of similar creativity, play, and wonder. I share your sentiment on the importance of play and how a more interactive and spontaneous approach is beneficial for the development and welfare of children – in this case, through the invention and construction of their own playscapes and play objects. Building as a natural form of play is intriguingly observed to be ubiquitous amongst children. In addition, they demonstrate an intuitive basic idea of space; of shelter and use, through activities such as the building of forts, or the understanding that school is a place for learning (Gadzikowski, 2021).
A consistent theme of self-building within the blog’s case studies is identified and is coincidentally one I have been exploring for about two years now. ‘Architectural play’, which involves learning through a tactile experience, aids in a child’s learning bandwidth and brain growth, building up important toolsets such as spatial skills and decision making (Gadzikowski, 2021). Integrating self-building as an educational play model is certainly another dimension worth exploring. Additionally, self-building, especially when carried out by an amateur, holds an inherent risk factor and hence aligns with the ethos of ‘risky play’ as mentioned in the post.
(EDITED COMMENT by Adel Wahab)
As anarchist writer Colin Ward states: ‘childhood is one of the few absolutely universal experiences’ (Ward, 1979). This post has been a greatly enjoyable and nostalgic read, bringing me back to a carefree time of similar creativity, play, and wonder. Building as a natural form of play is intriguingly observed to be ubiquitous amongst children. In addition, children have been found to already demonstrate an intuitive basic idea of space; of shelter and use, through activities such as the building of forts, or the understanding that school is a place for learning (Gadzikowski, 2021). I share your sentiment on the importance of play and how a more interactive and spontaneous approach is beneficial for the development and welfare of children – in this case, through the invention and construction of their own playscapes and play objects.
A theme of self-building within the case studies is identified and coincidentally, is one I have been exploring for about two years now. ‘Architectural play’, which involves learning through tactile experience, aids in a child’s learning bandwidth and brain growth. Important toolsets such as spatial skills and decision making are built up as a result (Gadzikowski, 2021). As such, the integration of self-building as an educational play model is certainly another dimension worth exploring. In addition, self-building, especially when carried out by an amateur, holds an inherent risk factor that aligns with the ethos of ‘risky play’ that is mentioned in the post. The Yard, a 1940s adventure playground located in Minneapolis (although now closed), is reminiscent of the case studies explored – this project provides insights into some possibilities for mitigating risk factors of ‘risky play’. Perhaps polarising, eager visitors are required to sign a waiver beforehand to acknowledge potential risks. Trained playworkers are also employed with the main job of managing parental intervention first and foremost. Here, children are granted independence in managing fear and their own bodies, as well as agency over their play space through creativity and collaboration with others (Wallace, 2018).
The post mainly deals with the idea of improvisation as play, and by extension the improvisation of playscapes itself as play. Perhaps such improvisation within, and of, existing spaces can be further explored as a dialectical relationship with the former, along with the differentiations between all these concepts. A case study of a formal application worth looking into and analysing would be Aldo van Eyck’s playgrounds – a collection of over 700 located in Amsterdam (although only 17 remain today). Briefly, these play spaces were never fenced despite being in the city and were of simplistic designs to provide an ambiguous landscape for creative affordances amongst children (Withagen & Caljouw, 2017).
The hope for children to have agency in play carries over into where they can have it. As the post points out, our living environments are unfortunately stifling for children and intolerant of them. Too much of the time, where they can or cannot play is dictated. Play anywhere otherwise could be inherently dangerous or considered a nuisance (Pitsikali, 2024; Ward, 1979). Colin Ward aptly articulates that play is constant, and that ‘the ultimate truth is children play anywhere and everywhere’, and also with anything – play does not stop once a child is outside the designated playground. This notion needs to be understood by designers and prioritised so that city and suburb can be equally shared and enjoyed by both adult and child (Ward, 1979).
REFERENCES:
Gadzikowski, A. (2021) ‘Helping Young Children Construct Their Knowledge of the World’, Young Architects at Play: STEM Activities for Young Children [Online] Redleaf Press. Available at: https://www.communityplaythings.com/resources/articles/young-architects-at-play (accessed 6th January 2025)
Pitsikali, A. (2024) Child-Friendly Urban Design [Lecture] Newcastle University: TCP8090 Principles of Urban Design
Wallace, E. (2018) Inside the Rise of “Risky” Playground Design [Online] Architectural Digest. Available at: https://www.architecturaldigest.com/story/risky-play-design (accessed 6th January 2025)
Ward, C. (1979) The Child in the City [Online] Harmondsworth: Penguin. Available at: https://archive.org/details/childincity00wardrich (accessed 6th January 2025)
Withagen, R. & Caljouw, S.R. (2017) ‘Aldo van Eyck’s Playgrounds: Aesthetics, Affordances, and Creativity’, Frontiers in Psychology, Vol. 08, 1130 [Online] Available at: https://doi.org/10.3389/fpsyg.2017.01130 (accessed 6th January 2025)
Thank you for sharing your childhood stories and these interesting cases.The blog begins with your personal story of constructing makeshift huts with sisters, using simple materials. This resonated with me because it reminded me of how children naturally find joy in turning ordinary objects into tools for adventure. It is a reminder of how simplicity often fosters the best memories. By emphasizing the importance of resourcefulness, the blog shows how such activities are about more than just fun. They shape creativity and critical thinking, which stay with children as they grow.
One key point in your blog is the role of risky play. It highlights studies showing how physical challenges, such as climbing or building unstable structures, can help children build resilience and reduce anxiety. I agree that giving children opportunities to take risks teaches them how to manage fear and uncertainty. However, I think it is also important to find a balance between risk and safety. While risky play has its benefits, adults must ensure that children are not exposed to serious dangers.
Your blog also discusses how modern urban spaces often limit children’s freedom by confining them to structured environments like playgrounds. I find this point particularly relevant today. Many children spend their time in overly designed spaces, missing the chance to explore and interact with their surroundings in creative ways. When children can shape their own environments, they learn independence and resourcefulness. This is why urban planners should take children’s needs into account when designing public spaces.
The examples provided, such as Think Playgrounds in Hanoi and Timmerdorp in the Netherlands, are inspiring. These projects demonstrate how recycled materials can transform into creative play areas that engage children and communities. I particularly admire the focus on sustainability in these initiatives. Involving local communities in the design process ensures that the spaces are culturally meaningful and teaches children about environmental responsibility.
However, the blog also points out challenges in integrating recycled materials into urban play areas. Concerns about safety and durability are valid, but they should not stop us from finding solutions.I think that although it is challenging to incorporate recycled materials into urban play areas, we can try to use biodegradable and recyclable materials such as wood, metal biodegradable plastics etc. In this way, we can utilise waste while providing safe, fun and environmentally friendly children’s play spaces that promote environmental awareness and community interaction.
As for me, this concept not only applies to the design of children’s spaces, but also inspires how we face problems in life. Just as children create colourful play spaces out of waste materials, we can also find infinite possibilities in our lives with limited resources. In addition, this idea of promoting adventure and improvisation reminds us that life itself requires a little challenge and experimentation, and that only through exploration and innovation can we grow more resilient and creative. Therefore, this concept of designing children’s play spaces is not only for children, but also a revelation of the way society thinks.I absolutely love your blog! It’s so interesting to read and I learned so much. The topics are always fresh, and I feel like I learn something new every time.