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Evidence-Based Playground Design: Lessons Learned from Theory to Practice

Author

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  • Anne Dahl Refshauge
  • Ulrika K. Stigsdotter
  • Bettina Lamm
  • Kristin Thorleifsdottir

Abstract

This paper develops, explores and evaluates an evidence-based approach to playground design, with a public park playground (playlab Cph) in Copenhagen as a case study. In the increasingly urbanised world, park playgrounds are valuable places that support healthy child development by providing opportunities for play, nature exploration and sensory stimulation. As it is increasingly expected that designers base their decisions on research evidence, there is a need to develop approaches to facilitate this, which also applies to playground design. The design of PlayLab Cph was based on relevant evidence, best practice, and the theories of Affordances and Behaviour Settings. A post-occupancy evaluation was carried out through a questionnaire survey and observation studies, which revealed that a majority of the potential evidence-based affordances were actualised, and that the application of the theories resulted in a more informed design. Although preliminary, this evidence-based approach seems valuable for practitioners and students within the field of playground design .

Suggested Citation

  • Anne Dahl Refshauge & Ulrika K. Stigsdotter & Bettina Lamm & Kristin Thorleifsdottir, 2015. "Evidence-Based Playground Design: Lessons Learned from Theory to Practice," Landscape Research, Taylor & Francis Journals, vol. 40(2), pages 226-246, February.
    • Handle: RePEc:taf:clarxx:v:40:y:2015:i:2:p:226-246
    DOI: 10.1080/01426397.2013.824073
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    Cited by:

    1. Nazanin Omidvar & Tarah Wright & Karen Beazley & Daniel Seguin, 2019. "Examining Children’s Indoor and Outdoor Nature Exposures and Nature-related Pedagogic Approaches of Teachers at Two Reggio-Emilia Preschools in Halifax, Canada," Journal of Education for Sustainable Development, , vol. 13(2), pages 215-241, September.
    2. Mikkel Hjort & W. Mike Martin & Tom Stewart & Jens Troelsen, 2018. "Design of Urban Public Spaces: Intent vs. Reality," IJERPH, MDPI, vol. 15(4), pages 1-15, April.
    3. Misagh Mottaghi & Maria Kylin & Sandra Kopljar & Catharina Sternudd, 2021. "Blue-Green Playscapes: Exploring Children’s Places in Stormwater Spaces in Augustenborg, Malmö," Urban Planning, Cogitatio Press, vol. 6(2), pages 175-188.
    4. Thomas Morgenthaler & Christina Schulze & Duncan Pentland & Helen Lynch, 2023. "Environmental Qualities That Enhance Outdoor Play in Community Playgrounds from the Perspective of Children with and without Disabilities: A Scoping Review," IJERPH, MDPI, vol. 20(3), pages 1-30, January.
    5. Marie C. Gramkow & Ulrik Sidenius & Gaochao Zhang & Ulrika K. Stigsdotter, 2021. "From Evidence to Design Solution—On How to Handle Evidence in the Design Process of Sustainable, Accessible and Health-Promoting Landscapes," Sustainability, MDPI, vol. 13(6), pages 1-23, March.
    6. Dilek Altun, 2022. "Family Ecology as a Context for Children’s Executive Function Development: the Home Literacy Environment, Play, and Screen Time," Child Indicators Research, Springer;The International Society of Child Indicators (ISCI), vol. 15(4), pages 1465-1488, August.
    7. Yalcin Yildirim & Golnaz Keshavarzi & Amanda R. Aman, 2022. "Does play-based experience provide for inclusiveness? A case study of multi-dimensional indicators," Child Indicators Research, Springer;The International Society of Child Indicators (ISCI), vol. 15(6), pages 2197-2214, December.

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