Mid-Year Thesis Book

A Return to Childhood & the Reimagination of Child Play Structures

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“Play gives children a chance to practice what they are learning.�

-Mr. Rogers

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To be actively, passionately, and emotionally invested in the future of

our children is to be invested in the future of our country and our world.

When children are obligated to play in areas that are not conducive to fun, learning, or safety, we not only teach them that they are not worth spending time and effort on, but we force them to look for fun and adventure elsewhere, which can turn into a variety of consequences for both children and their guardians. Architecture is a profession that focuses primarily on adults and the experience of those who are fully-grown while ignoring those in the most important physical and mental development stages of their lives.

Children need safe, thought-through, and well-designed outlets for play

and fun that are not the single-minded “kit of parts� replicated on hundreds of thousands of playgrounds across the country. By expanding beyond the parameters of safety, simplicity, and inexpensiveness, we allow our children to grow through both mind and body; in including them in the architecture we design for the populace, we encourage a sense of belonging and inclusiveness in defiance of age discrepancies between the old and the young.

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THESIS STATEMENT

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CONTENTS

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Introductory Narratives Design Research Precedent Studies The Playscape & Associated Opportunities Senda’s Principles of Structure of Space & Equipment for Play Senda’s Six Types of Spaces as Play Environments for Children

Analytical Research Survey of Regional Playground Opinions Subjectively Important Play Qualities The Issue of Safety

Preliminary Site Studies

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Bibliography 33

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INTRODUCTORY NARRATIVES What problem am I trying to solve?

Who am I designing for?

What methods will I use to conduct research?

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QUESTION How can we as architects improve the conditions of children’s play and exercise in the United States, and therefore encourage a healthy and active lifestyle throughout the years of early, middle, and late childhood?

AUDIENCE Children, Child Caregivers, Parents & Guardians, Playground Designers, Designers of Other Child-Centric Spaces

METHODS Precedent & Case Studies, Book & Article Research, Interviews & First-hand Accounts, Diagramming, Making, Compiling Precedent & Case Studies, Book & Article Research, Interviews & First-hand Accounts, Diagramming, Making, Compiling

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CASE STUDY 1 City Museum St. Louis, MO

Founded in 1993 by sculptor Bob Cassilly Includes features such as “Enchanted Caves,” aquarium, skate park, 10-floor slide, and uncountable amount of climbing and exploration opportunities Named one of the “Great Public Spaces” by the Project for Public Spaces Not restricted to children’s use- open for all ages

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CASE STUDY 2

Darling Quarter Playscape Sydney, Australia 3.7 square acre playground in Sydney dedicated to children’s play and learning Landscape project that “encourages children to interact with nature and natural systems and allows elements of managed risk” -Architecture AU

Intended for use as an urban renewal project in the Darling Harbor area of Sydney

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THE PLAYSCAPE Locations, Opportunities, and States of Minds which Encourage Growth Through Play

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Spinning Nature Trails High Spaces

Parks Hills

Children’s Museums Tunnels- inside & out Road Spaces

Temporary Opportunities Imagination

Deviation Fear & Discomfort

Exploration Opportunities

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Associated Conclusion Play does not need to be prescribed by architecture; it can be found anywhere. It is simply the architect’s job to create healthy and safe opportunities for play in built environments targeted to children.

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Mitsuru Senda’s Seven Principles of Structure of Space & Equipment for Play

In his book “Design of Children’s Play Environments”, Mitsuru Senda outlines requisite needs that foster healthy and effective child play structures. Constantly repeated, these seven principles are his chosen vocabulary for what should comprise any given play structure or landscape.

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Safe but Rich in Variety

Dizziness

Circulation of Play

Symbolic High Places

Not Singularly PatternedShortcuts & Bypasses

Large & Small Gathering Spaces

Open with Access Routes

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Nature Play

Senda’s Six Types of Spaces as Play Environments for Children Continuing in his book, Senda also outlines six forms in which play and playscapes can be found. These indicate that play does not

Open Spaces

Road Spaces

Adventure Spaces

necessitate a built environment versus a natural environment, but rather that it can be inspired by a variety of spaces.

Hideout Spaces

Play Structure Spaces

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Swinging

Being in a tunnel

Dizziness Rather than simply being disoriented from spinning, Senda categorizes dizziness into

Being in a maze

five different categories, all considering the factor as a form of excitement and discomfort that creates exhilaration.

Being on a Slope

Being in a High Space

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TEACHER/PARENT SURVEY Excellent 9 8 7 6 5 4 3 2

Poor

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6.2/10

Average rating parents & teachers give local playgrounds

REGIONAL PLAYGROUND OPINIONS FROM PARENTS & TEACHERS

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Design Research Surveys Because I learned quickly how difficult it would be to conduct research on children due to their status as minors, I resorted to sending out a survey to parents and teachers across America. They gave me opinions on their local playgrounds and let me know what they thought to be the most important features of a children’s play environment. In addition, I found already-conducted surveys on the quality of playgrounds in the United States versus the rest of the world. While the USA did not do poorly in relation to the rest of the world, it failed to hold a candle to regions such as Scandinavia and Japan.

Variety

Excitement entt Unique 24

FAVORITE PLAY EQUIPMENT Other

COUNTRIES/REGIONS WITH HIGHESTRATED PLAYSCAPES The Americas

Environmental Play

Chile USA Northern Europe

Slide

Oceania

Europe

Zip Line/ Swings

Western Europe

Climbing Equipment

Asia

Central Europe

IMPORTANT PLAYGROUND QUALITIES according to parents & guardians

Time Nature/ Environment Safety Aesthetics

Parent/Child Interaction

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SAFETY SURVEY

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61%

The percentage of playgrounds in Chicago earning scores consistent with American safety standards

MAJOR SAFETY ISSUES OF CONCERN:

MOST NEEDED CHANGES TO CURRENT PLAYGROUND EQUIPMENT

Playgrounds in Chicago Meeting Safety Standards in 2010 (%)

Safety Item Separate areas for ages 2–5 and 5–12

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Appropriate depth of loose fill provided

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Free of head entrapments

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Free of rust & peeling paint

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Free of splinters

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Properly closed S-hooks

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MOST COMMON SAFETY ISSUES WITH MODERN PLAYGROUNDS: Fall Surfacing Equipment Maintenance 27

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Associated Conclusion While I believed much of the reasoning for our current state of play environments is over-concern with safety, it seems to be quite the opposite. Over 1/3 of playgrounds in Chicago still do not comply with modern safety standards.

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PRELIMINARY SITE STUDIES 1140 W Ainslie St (Uptown) Currently utilized as derelict parking garage Includes Winthrop Towers- failing affordable housing building Residential Zoning Area

4919 N Winthrop Ave (Uptown) Long, thin lot between two residential buildings Currently functioning as a fenced-off green space Residential Zoning Area

N Crilly Court (Lincoln Park) Small street connecting W Menomonee & W Willow Available through the city for repurposing and overhaul Residential Zoning Area

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Working Bibliography Allen, Erin M., et al. “Playground Safety and Quality in Chicago.” Pediatrics, vol. 131, no. 2, pediatrics.aappublications.org/content/131/2/233.

Bachrach, Julia Sniderman. “Playground Movement.” Encyclopedia of Chicago, www.encyclopedia.chicagohistory.org/pages/976.html.

Broto, Carles. New Playground Design: Design Guidelines And Case Studies. Barcelona :

Linksbooks, 2012. Print.

Burkhalter, Gabriela,eds. The Playground Project. : . Print.

“Chicago Park District.” Playgrounds, www.chicagoparkdistrict.com/facilities/playgrounds/.

Cohen, Bronwen. “Space to Develop: How Architecture Can Play a Vital Role in Young

Children’s Lives.” CELE Exchange. Centre for Effective Learning Environments, vol.

2010, no. 6-10, July 2010, pp. 1-6. EBSCOhost Cristea, Irina.Zündel, Grégoire, eds. Time For Play: Why Architecture Should Take Happiness

Seriously. : Print.

Galindo, Michelle. Playground Design. [Salenstein, Switzerland] : Braun Publishing, 2012. Print.

King, Pete and Justine Howard. “Children’s Perceptions of Choice in Relation to Their Play at

Home, in the School Playground and at the Out-Of-School Club.” Children & Society,

vol. 28, no. 2, Mar. 2014, pp. 116-127. EBSCOhost, doi:10.1111/j.1099-0860.2012.00455.x.

Lande, Samantha, and Korey Huyler. “The Best Playgrounds in Chicago.” Time Out Chicago, 15

Apr. 2015, www.timeout.com/chicago/kids/activities/best-chicago-playgrounds.

Letourneau, Susan M., et al. “What do Caregivers Notice and Value about how Children Learn

through Play in a Children’s Museum?” Journal of Museum Education, vol. 42, no. 1,

2017, pp. 87-98.

Parmet, Sharon. “Where Do the Children Play? In Renovated Playgrounds, Study Says.” Where

Do the Children Play? In Renovated Playgrounds, Study Says | UIC Today, UIC Today, 13

Jan. 2016.

Senda, Mitsuru. Design of Children’s Play Environments. McGraw-Hill, 1992.

Solomon, Susan G. American Playgrounds: Revitalizing Community Space. Hanover [N.H.] :

University Press Of New England, 2005. Print.

Tippens, William W., and Julia Sniderman. “The Planning and Design of Chicago’s

Neighborhood Parks.” In A Breath of Fresh Air: Chicago’s Parks of the Progressive

Era, Chicago Public Library Cultural Center, 1989.

Toker, Leona. “playgrounds.” Style, vol. 50, no. 4, 2016, pp. 489-492.

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