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 risky, 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. Adventure Playground in Berkeley

Adventure Playgrounds allow children to construct and interact with play structures they create themselves, fostering creativity and problem-solving. The Berkeley Adventure Playground is one of only two in the U.S., inspired by Danish architect C. Th. Sørensen’s 1931 vision of “junk playgrounds” where children could shape and imagine their surroundings freely. These staffed playgrounds are paradoxically safer than traditional ones, thanks to close supervision and incentive systems like collecting loose nails for tool access. Activities include building with timber, using tools, and enjoying features like a 100-foot zip line. (Shacker, 2008)

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 

1. Hart, R. (2002). “Children’s Participation: The Theory and Practice of Involving Young Citizens in Community Development and Environmental Care”. Earthscan.
2. 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).
3. 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).
4. Shacker. Adventure Playground (2008). Available at:  https://blog.birdhouse.org/2008/08/04/adventure-playground/ (Accessed: 17/11/2024).
5. Jacobs, J. (1969). “The Death and Life of Great American Cities” Random House.
6. Pitsikali, A. (2024): Child-Friendly Urban Design(Lecture). TCP8090: Principles of Urban Design. Newcastle University.
7. 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).
8. 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)