NATURAL PLAYSCAPES

Submitted by
Nelha Manaf

Guide
Deepthi Senan

B.Arch Dissertation
May-2019

C.A.T
COLLEGE OF ARCHITECTURE TRIVANDRUM
Mulayara P.O, Thiruvananthapuram

This thesis is the property of the institution and the author; it should not be re-produced without prior permission
 C.A.T
COLLEGE OF ARCHITECTURE TRIVANDRUM
MulayaraP.O, Thiruvananthapuram
__________________________________________________________________

Nelha Manaf
B.Arch Dissertation
Natural Playscapes

Approval

The following study is hereby approved as a creditable work on the subject, carried
out and presented in a manner, sufficiently satisfactory to warrant its acceptance
as B.Arch Dissertation, a pre-requisite to the B.Arch. Degree program for which it
has been submitted.

It is to be understood that by this approval the undersigned do not necessarily

endorse or approve the statements made, opinions expressed or conclusions
drawn therein, but approve the study only for the purpose for which it has been
submitted and satisfies as to the requirement laid down in the academic
programme.

Guide: Dissertation Coordinator: Head of the Department:

Deepthi Senan Reshmi Ravindran Bijey Narayan

Assistant Professor Assistant Professor Professor

Date: 29/05/2019 Date: 29/05/2019 Date: 29/05/2019

 ii

CERTIFICATE

This is to certify that Ms/Mr. Nelha Manaf has worked under my supervision
on ‘Natural Playscapes’ towards the partial fulfilment of the requirement for the
award of the degree of Bachelor of Architecture of the University of Kerala. This is
his/her original work and can be submitted as a B.Arch Dissertation.

Guide Name: Deepthi Senan

Designation: Assistant Professor

Date: 29/05/2019
 iii

DECLARATION

I hereby declare that the Dissertation titled “Natural Playscapes” was

carried out by me during the year 2019 in partial fulfilment of the requirement for
the award of the degree of Bachelor of Architecture of the University of Kerala. This
dissertation is my own effort and has not been submitted to any other University.

Thiruvananthapuram

May 2019 Nelha Manaf

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ACKNOWLEDGEMENT

The completion of this paper would not have been possible without the
constant support, guidance and encouragement of my guide, Ar.Deepthi Senan,
providing valuable suggestions and ideas throughout the dissertation stages.

I extend my sincere gratitude to the Principal of the institution,

Prof.Jayakumar for providing all necessary facilities and timely help needed to
complete my research. I am also obliged to my parents, friends and relatives for
their endless support and love. Above all I thank God Almighty for his countless
love and blessing.
 v

TABLE OF CONTENTS

1 INTRODUCTION...................................................................................................... 1

1.1 NEED FOR RESEARCH .................................................................................. 1

1.2 AIM / RESEARCH QUESTION ......................................................................... 1

1.3 OBJECTIVES ................................................................................................... 1

1.4 METHODOLOGY ............................................................................................. 2

1.5 SCOPE ............................................................................................................ 3

1.6 LIMITATIONS................................................................................................... 3

2 SEDENTARY LIFESTYLE: NEED FOR OUTDOOR PLAY ....................................... 4

2.1 STATISTICAL ANALYSIS OF TIME SPENT BY CHILDREN OUTDOORS

GLOBALLY 4

2.2 OUTDOOR PLAY AND ITS IMPACT ON CHILDREN ....................................... 4

2.2.1 DEVELOPMENT OF PLAY ............................................................................ 5

3 PLAYSCAPES – NATURAL VS CONVENTIONAL ................................................... 6

3.1 WHAT ARE PLAYSCAPES? ............................................................................ 6

3.1.1 NATURAL PLAYSCAPES........................................................................... 6

3.1.2 CONVENTIONAL PLAYGROUNDS ............................................................ 7

4 LITERATURE CASE STUDY – NATURAL PLAYSCAPES ....................................... 8

4.1 INFINITE PLAYGROUNDS – UK ...................................................................... 8

4.2 JESTER PARK NATURAL PLAYSCAPE - USA .............................................. 10

4.2.1 VISIONARY CONCEPTS – ....................................................................... 10

4.2.2 JESTER PARK FEATURES -.................................................................... 12

4.3 BERLIN PLAYGROUNDS .............................................................................. 12

5 LIVE CASE STUDY – CONVENTIONAL PLAYGROUND ....................................... 15

5.1 AKKULAM CHILDREN’S PARK – ................................................................... 15

6 COMPARISON AND INFERENCE ......................................................................... 16

6.1 IDENTIFYING ELEMENTS FROM CASE STUDIES AND SPECIFYING THEIR

FUNCTION 16
 vi

6.2 COMPARISON OF EACH CASE STUDY ON THE BASIS OF ELEMENTS AND

HOW THEY ARE USED IN DESIGN ..................................................................................... 16

6.3 PREDICTABLE USE OF EACH ELEMENT IN NATURAL PLAYSCAPE DESIGN

18

7 DESIGN STRATEGIES FOR DESIGN OF NATURAL PLAYSCAPES ..................... 19

7.1 PRINCIPLES: ................................................................................................. 19

7.1.1 NATURE AS PRIMARY ELEMENT: .......................................................... 19

7.1.2 DIVERSITY IN PLAY:................................................................................ 19

7.1.3 SENSORY EXPERIENCE: ........................................................................ 19

7.2 ELEMENTS: ................................................................................................... 20

7.2.1 SITE CHARACTERISTICS: ....................................................................... 20

7.2.2 BUILT STRUCTURES:.............................................................................. 20

7.2.3 LANDSCAPE ELEMENTS: ....................................................................... 21

7.2.4 PLACED ITEMS: ....................................................................................... 22

7.2.5 MATERIALS: ............................................................................................ 23

8 APPLICATION OF DESIGN STRATEGIES IN A WIDER INFLUENTIAL CONTEXT –

CITY LEVEL .............................................................................................................................. 24

9 REFERENCES....................................................................................................... 25

10 APPENDIX ............................................................. Error! Bookmark not defined.

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TABLE OF FIGURES

Figure 1 Children engrossed in mobile phones. Source: Google images....................................................... 4

Figure 2 Fantasy Play. Source: Natural Playscapes – Mike Bell,PLA,ASLA.................................................... 7
Figure 3 Fabricated Play. Source: Google.................................................................................................... 7
Figure 4 Wooden play equipment. Source: Infinite Playgrounds – By Kelly.................................................. 8
Figure 5 Wooden play equipment. Source: Infinite Playgrounds – By Kelly.................................................. 8
Figure 6 Wooden play equipment. Source: Infinite Playgrounds – By Kelly.................................................. 9
Figure 7 Water paths. Source: Infinite Playgrounds – By Kelly .................................................................... 9
Figure 8 Topographic spaces. Source: Infinite Playgrounds – By Kelly ......................................................... 9
Figure 9 Water spaces. Source: Natural Playscapes – Mike Bell,PLA,ASLA ................................................ 10
Figure 10 Water spaces. Source: Natural Playscapes – Mike Bell,PLA,ASLA .............................................. 10
Figure 11 Water spaces. Source: Natural Playscapes – Mike Bell,PLA,ASLA .............................................. 11
Figure 12 Sand pits.. Source: Natural Playscapes – Mike Bell,PLA,ASLA .................................................... 11
Figure 13 Winding paths. Source: Natural Playscapes – Mike Bell,PLA,ASLA ............................................. 11
Figure 14 Sand as surface. Source: A Case Study in Outdoor Design – Berlin Playgrounds - ISUU............... 13
Figure 15 Sand as surface and boundaries. Source: A Case Study in Outdoor Design – Berlin Playgrounds -
ISUU ........................................................................................................................................................ 13
Figure 16 Sand as safety surface and sports. Source: A Case Study in Outdoor Design – Berlin Playgrounds -
ISUU ........................................................................................................................................................ 14
Figure 17 Sand as surface. Source: A Case Study in Outdoor Design – Berlin Playgrounds - ISUU............... 14
Figure 18 Sand boundaries. Source: A Case Study in Outdoor Design – Berlin Playgrounds - ISUU ............. 14
Figure 19 Akkulam Children’s Park. Source: Author .................................................................................. 15
Figure 20 Akkulam Children’s Park. Source: Author ................................................................................. 15
Figure 21 Site characteristics. Source: Google images ............................................................................. 20
Figure 22 Built structures. Source: Google images .................................................................................... 20
Figure 23 Living willow dome, Quinton Church of England School, Birmingham, England. Source:
Creative~States ....................................................................................................................................... 21
Figure 24 Water features and Shade giving trees. Source: Google images ................................................ 21
Figure 25 Pathways and wooden stump, Placed Items. Source: Pinterest ................................................ 22
Figure 26 Landscape Structures. ............................................................................................................... 23
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ABSTRACT

Nature inspires a sense of belonging and freedom. It instils curiosity and

creativity within children and fills them with wonder and a desire for
exploration. Playing in natural landscapes harnesses imagination and
provides opportunities for motor development and sensory experiences
which is absent within a classroom or in a conventional
playscape. Conventional playgrounds can limit children to specific activities
and lessens creative play, a broader approach to natural playscapes could
have a profound impact on a child’s social, physical and cognitive skills.

This paper aims in studying the benefits of a natural playscape as compared

to a conventional one which promotes only fabricated or adult-guided play
while natural playscapes inculcates imaginative and cooperative play which
on the longer run, helps in fostering better individuals for our society.
 Natural Playscapes 1

1 INTRODUCTION

1.1 NEED FOR RESEARCH

To establish the need for imaginative and cooperative play via the use of natural playscapes
in children within the age group of 3-8 years. Imagination fosters cognitive and social development.
In early childhood, creative problem solving skills and critical thinking skills are vital for a child’s
development. Every parent aspires for their child to reach their highest potential of intellectual and
creative/social development. Researchers state that a strong foundation to healthy human
development can be laid with daily exposure to nature.

The growing sedentary lifestyle demands outdoor play and ways to reconnect children to
nature. For visiting on a regular basis, natural spaces are often too remotely located or absent due
to high build density within cities, so it is imperative that nature be deliberately designed back into
the everyday spaces of childhood such as school and neighbourhood parks. The conventional
typology of playscapes existing in our context caters to only physical development of a child and
fails to stimulate the five senses, use every part of your body and role-playing and imagining which
is crucial for emotional well-being of a child.

1.2 AIM / RESEARCH QUESTION

To identify the potential and need for natural playscapes in today’s world and suggest ideas

for its implementation in an existing conventional playscape setting.

1.3 OBJECTIVES

 The necessity of playscapes within the sedentary lifestyle

 To summarize the kind of physical and mental development a child in the age group of 3-
8 requires from outdoor play
 Identify different playscapes and their features and type of play they offer
 Identify a conventional playscape (live case study) and natural playscape (literature case
study) and pick out elements of each for comparative study
 Highlight how each element becomes a catalyst for better physical and mental
development of a child
 Suggest design strategies for the kind of playscape that’s lacking the potential for
effective child growth
 Natural Playscapes 2

1.4 METHODOLOGY
 Natural Playscapes 3

1.5 SCOPE

Study focuses only on children within the age group of 3-8 years within which intellectual,
physical and social development is very critical and would shape their character for a lifetime.

1.6 LIMITATIONS

Study is limited in terms of availability of area for a natural playscape and climatic conditions
of Kerala.
 Natural Playscapes 4

2 SEDENTARY LIFESTYLE: NEED FOR OUTDOOR

PLAY

2.1 STATISTICAL ANALYSIS OF TIME SPENT BY CHILDREN OUTDOORS

GLOBALLY

The rise of physical inactivity and sedentary behaviour worldwide has detrimental impacts
on longevity, quality of life and economic prosperity. Children in India has less opportunity to play
outdoors as kids than their parents had, according to a survey conducted in 10 countries which
found that over half of children globally play outside for less than an hour each day.

The study included a 20 minute online quantitative survey with over 12,000 parents who
have at least one child within the age group 3-10 years of age. The survey was conducted in the
following countries: India, Brazil, China, UK, Turkey, South Africa, Vietnam, Portugal and Indonesia
by a market research firm Edelman Intelligence.

The survey concluded that in India, 56 per cent of parents believe that their children lack
opportunities for outdoor play as they had in their childhood. Previous research has found that
spontaneous play maybe the only requirement that young children need to increase their physical
and mental abilities. Childhood is when healthy or poor habits will be learned and less active
children are likely to become inactive adults. Thus stating the need for a nature induced playscape
were children can explore themselves and the world around them.

Figure 1 Children engrossed in mobile phones. Source: Google images

2.2 OUTDOOR PLAY AND ITS IMPACT ON CHILDREN

Play is fundamentally important for learning 21st-century skills such as problem solving,
collaboration, creativity, social interaction which are crucial for adult success. Children learn skills
through play. The function of play is to build a pro social brain that can interact effectively with
others.
 Natural Playscapes 5

2.2.1 DEVELOPMENT OF PLAY

Outdoor play provides the opportunity to improve sensory skills. These activities address
motor, cognitive, social, and linguistic domains, involving child as an active participant. Play
progresses from social smiling to hopping, jumping, skipping, running and or fantasy play. The
human infant is born immature with substantial brain development occurring after birth. They are
entirely dependent on parents to regulate sleep patterns, feeding cycles, and social interactions.

Play facilitates the progression from dependence on parents to independence and from
parental regulation and supervision to self-regulation. Uncontrollable crying when 1-year old then
becomes whining in 2-year-old when they start to explore their world, develop self-awareness and
verbal requests for assistance in 3-year-olds. With development of language and symbolic
functioning, pretend play becomes prominent and assists in problem solving skills, to focus
attention, promote the growth of executive functioning skills.

From age 3- 8, play boosts three domains namely: cognitive flexibility, inhibitory control,
and working memory. Children who spent at least 1 hour per day are better to think creatively and
are capable of multitasking. Randomized trials of physical play in children of this age group proved
enhanced attention inhibition, cognitive flexibility and brain functioning that were indicative of
enhanced independence and self-control. Playscapes provide such a platform where children can
access free, self-directed playtime.

AGE TYPE OF PLAY DESCRIPTION OF PLAY

0-2 years Solidarity Play During this stage , child plays on their own

2-2.5 years Spectator Play Child will observe other children playing

2.5 -3 years Parallel Play During parallel play, children play next to
each other but will not share the same
activity

3-4 years Associative Play Children will be playing the same game
but will not be working together or making
connections with peers

4-6 years Cooperative Play Children learn toplay with their peers,

Table 1-Development of Play. Source: Stages of growth and development-Exercise for children
 Natural Playscapes 6

3 PLAYSCAPES – NATURAL VS CONVENTIONAL

3.1 WHAT ARE PLAYSCAPES?

A playscape is a playful landscape characterized for the enjoyment of public and others
who interact with it. Playscapes can be classified as natural playscapes and conventional
playgrounds. Natural playscapes contain elements that are part of nature or are made from natural
materials, such as trees, shrubs, grass, logs, stones, sand, water, wood etc. while conventional
playgrounds contains manufactured equipment made of metal or brightly coloured plastic like
climbers, monkey bars, slides, swings, and teeter-totters (seesaws) etc.

3.1.1 NATURAL PLAYSCAPES

A natural playscape is an area where children can play with natural elements such as sand,
water, wood and living plants. It creates a variety of different mini-environments which includes
shaded areas and open grassy areas that are spaces appropriate for active play, creative play, and
quite time.

Another element of natural playscape is water in some form along with a sandy or rocky
area beside it. These playgrounds have hilly terrains and winding trails. It also contains a lot of
movable objects with which children can engage in and use their imagination and creativity to create
games or structures of their own. Prefabricated items like buckets, spades, strings, fabric etc. can
be provided to assist in their creative work to cater to their imagination, engaging them in interesting
and entertaining challenges.

Natural playscapes creates settings for the type of play most important to children: fantasy
play which includes social play (pretending) and constructive play (building). Natural playscapes
encourage children to use their imagination while stimulating all senses.

3.1.1.1 FANTASY PLAY OR IMAGINATIVE PLAY

Imaginative play is how children mould and manipulate materials, express themselves, plan
(intentionally or unintentionally), act, interact, react and try different roles. Imagining and
experimenting, trying new ways of doing things helps foster creative thinking and problem solving
in children. It also improves social emotional development by allowing children to arrive upon
different resolutions to a problem.
 Natural Playscapes 7

Imaginative play involves interaction and cooperation with other children. Cooperative play
involves division of attempts among themselves to reach a common goal. It provides opportunities
for children to relate to the adult world, develop social skills, practise negotiation skills, sharing etc.
It helps in harnessing language skills, practise listening and talking.

3.1.2 CONVENTIONAL PLAYGROUNDS

A conventional playscape includes manufactured equipment’s for play which follow the
same routine every time. Flexibility of usage is absent and focuses on improving only physical
development needs of a child. Social or emotional development is absent since interaction amongst
children is minimum, rather interaction with equipment is more. Outdoor playground equipment’s
long-term exposure to air and the outside, can make it damaged, posing a threat to children’s safety.

Elements within a conventional playground include see-saws, swings, slides, monkey bars
etc. which does not let children to manipulate according to their imagination. Most equipment’s are
pre-manufactures selected from a catalogue, typically constructed of steel tubing and plastic
elements and emphasizing motor play only.

3.1.2.1 FABRICATED PLAY OR ADULT GUIDED

Adult guided play retains the child agency, such that even though the child initiates the
play, it occurs in a setting where the adult carefully constructs it with a learning goal in mind. This
environment which the adult crafts makes the children incapable of mastering skills of
independence, staying in a safe, stable, static context. The pattern of play in these playgrounds are
often repetitive and unimaginative in nature.

There also exits the risk of accidents or injuries – the height of these equipment’s
possesses a threat of falling from them. Hence adults always needs to be around, monitoring and
supervising, making it impossible for free play or self-directed play.

Figure 2 Fantasy Play. Source: Natural Playscapes –

Mike Bell,PLA,ASLA Figure 3 Fabricated Play. Source: Google
 Natural Playscapes 8

4 LITERATURE CASE STUDY – NATURAL

PLAYSCAPES

4.1 INFINITE PLAYGROUNDS – UK

The designers at Infinite Playgrounds try to create natural and unique playground creations
that find the right balance between risk and safety. They let the child’s imagination run wild and
free. Infinite Playgrounds design spaces that mimic the existing environment. They utilise hills and
banks, installing slides or waterfall streams. Where trees have been felled, they create natural
climbing structures hence providing opportunities for active and imaginative play.

Figure 4 Wooden play equipment. Source: Infinite Playgrounds – By Kelly

Figure 5 Wooden play equipment. Source: Infinite Playgrounds – By Kelly

“Playgrounds should be built in a way that allows children to manage risks and become
independent learners. This leaves the traditional idea of play equipment behind and moves forward
to exciting and challenging spaces for children to play, with managed risk that is justified by the high
play value children gain from our natural elements such as our climbing trees.”
— Sam McGeever, Creative Director, Infinite Playgrounds
 Natural Playscapes 9

Figure 6 Wooden play equipment. Source: Infinite Playgrounds – By Kelly

Figure 7 Water paths. Source: Infinite Playgrounds – By Kelly

Figure 8 Topographic spaces. Source: Infinite Playgrounds – By Kelly

 Natural Playscapes 10

4.2 JESTER PARK NATURAL PLAYSCAPE - USA

It is a place where kids play unstructured, unsigned, and where they are
not told what to do. It is free, creative play in a natural setting, not in a classroom
or manufactures equipment.

Figure 9 Water spaces. Source: Natural Playscapes – Mike Bell,PLA,ASLA

Figure 10 Water spaces. Source: Natural Playscapes – Mike Bell,PLA,ASLA

4.2.1 VISIONARY CONCEPTS –

• Provide a free, unstructured, creative environment that will build on nature’s stimulating play
• Provide space and opportunity for physical exploration and to accommodate varying abilities
• Manage risks reasonably to provide a safe environment.
 Natural Playscapes 11

Figure 11 Water spaces. Source: Natural Playscapes – Mike Bell,PLA,ASLA

Figure 12 Sand pits.. Source: Natural Playscapes – Mike Bell,PLA,ASLA

Figure 13 Winding paths. Source: Natural Playscapes – Mike Bell,PLA,ASLA

 Natural Playscapes 12

4.2.2 JESTER PARK FEATURES -

• “Stonehenge” – inspired by the mysterious stones of its namesake. Four stone monoliths
frame views to adjacent park landscapes. The vertical stones use small “petroglyphs” of native
animals, star constellations and larger globe carvings to inspire exploration and questions.
• Hollow Tree – salvaged timber log from the adjacent decaying floodplain forest begs players to
go over, under, around, and through.
• Wetland – offering a cool and refreshing shallow pool – for wading and wildlife. Exciting water
features like a waterfall and bubbling stone are ever-present, but transient creatures like
dragonflies, bullfrogs, and painted turtles offer the ever-changing experience.
• Archaeology Dig – a sand pit for discovery of artist-created fossils
• Grass Slide and Log stairs – lush, soft, grassy hill gives visitors a chance to slide and roll down
to the bottom and then charge back up again.
• Grass Tangle – a prairie grass maze of opportunity

The playscape integrates art throughout, pathways and bridges encourage movement and the
natural materials appear to quickly encourage children to play. Visitors realize that this experience
is unique as compared to other playgrounds.

4.3 BERLIN PLAYGROUNDS

The case study focusses on important factors responsible for the spaces’
success.The themes are:

 Choice
 Risk and Challenge
 Nature
 Play Machines
 Sand
 Shade and Seating
 Topography
 Variety and Texture
 Water

Sand is a significant part of every play space and replaces tarmac as the most
frequently used surfaces. This changed the environment of playscapes and how kids
played with equipment's as it was an additionally inviting and intriguing medium that
supported hopping into or sitting on thus opened up the entire region, in and around
equipment, as a spot to play.
 Natural Playscapes 13

Figure 14 Sand as surface. Source: A Case Study in Outdoor Design – Berlin Playgrounds - ISUU

SAND AS THE MAIN FEATURE: Small room where sand play is the main feature encourages
quiet, individual/small group play. There are often more than one room in a setting and some are
enclosed and slightly hidden.

Figure 15 Sand as surface and boundaries. Source: A Case Study in Outdoor Design – Berlin
Playgrounds - ISUU

SAND AS A SURFACE: Large areas where sand was used around another feature such as a water
pump or play equipment encourages more active group play, building dams for water, socialising
or walking/jumping/running.

BOUNDARIES: These loosely demarcate sand areas but also provide space to sit or walk along.
They occur both around an area and within it and are made of natural materials.
 Natural Playscapes 14

Figure 16 Sand as safety surface and sports. Source: A Case Study in Outdoor Design – Berlin
Playgrounds - ISUU

SAFETY SURFACES AND SPORTS: Sand and bark are utilized as the main shock absorption surface
for play and game. This enables territories to be multi-functional and utilizes space.

Figure 17 Sand as surface. Source: A Case Study in Outdoor Design – Berlin Playgrounds - ISUU

Figure 18 Sand boundaries. Source: A Case Study in Outdoor Design – Berlin Playgrounds - ISUU
 Natural Playscapes 15

5 LIVE CASE STUDY – CONVENTIONAL PLAYGROUND

5.1 AKKULAM CHILDREN’SPARK –

 Location: Akkulam, Trivandrum

 Spaces: Vegetative spaces, spaces with prefabricated equipments

 Topography: Flat land, unpaved

 Paths: Paved paths with interlocks

 Elements within park:

Natural – Vegetation: for shade, landscaping and edge treatment

Prefabricated – Swings, Slides, Wooden seating

Figure 19 Akkulam Children’s Park. Source: Author

Figure 20 Akkulam Children’s Park. Source: Author

 Natural Playscapes 16

6 COMPARISON AND INFERENCE

6.1 IDENTIFYING ELEMENTS FROM CASE STUDIES AND SPECIFYING

THEIR FUNCTION

ELEMENT FUNCTION

LOGS/TREE Logs, fallen trees, wooden stumps etc. assist in a variety of activities like
TRUNKS/STUMPS climbing, jumping, hiding, rolling over, hopping and keeps children
engaged at all times.
WATER/WETLAND Water/wetlands refreshes senses of children and creates a close link to
nature. It lifts their spirits and helps in reducing stress and agony. It
encourages playing in groups thereby strengthening social ties.
ROCKS Rocks in different sizes and shapes can be used for sitting or climbing or
as sculptures creating curiosity among children. Monolith structures
placed at intervals with carvings of facts boost interest in learning.
SAND PITS Sand as an element can be used in variety of ways, to sit upon, to jump
into or for sculpting, moulding, building structures in groups etc. This
element can be used in a variety of ways both independently and in
groups hence is vital for a natural playscape.
STONES/TWIGS OR Loose logs, rocks, and rope can provide children the chance to explore
OTHER LOOSE PARTS and create their own adventures, with a structure that is entirely their
own. Having loose parts can also inspire teamwork and socialization
as the children work together to create a structure.
TOPOGRAPHY Giving the feeling of a landscaped environment increases the sense of fun
and adventure. Children love to climb, roll or run up and down mounds.
Using any existing natural slopes, ditches, hollows or mounds can add to
the value of the open space.
PREFABRICATED ITEMS – Prefabricated items like spades, buckets, digging tools, discs, bats,
SPADES,BUCKETS ETC. climbers etc. enhance the playing experience with natural elements such
as sand, water, wood etc.
PREFABRICATED Prefabricated equipment’s, mainly chosen from a catalogue limit
EQUIPMENTS – children’s’ opportunity to play freely and independently. They cut off close
SLIDES,SWINGS ETC association with natural elements hence assisting in only motor
development of a child and lacking in cooperative and imaginative play.
VEGETATION They contribute in creating sensory awareness. Trees provide shade
beneath play areas. Colourful plants help in creating vibrant environments
and an opportunity to learn colour, smell, etc. They also help in defining
edges/boundaries.

Table 2 Elements in Natural Playscapes and their functions. Source: Author

6.2 COMPARISON OF EACH CASE STUDY ON THE BASIS OF ELEMENTS

AND HOW THEY ARE USED IN DESIGN

Classification of elements done on the basis of parameters specified in FORM AND FABRIC IN
LANDSCAPE ARCHITECTURE – Catherine Dee
 Natural Playscapes 17

SPACES TOPOGRAPHIC SPACES PATHS TOPOGRAPHIC PATHS

VEGETATIVE SPACES VEGETATIVE PATHS
BUILT SPACES BUILT PATHS
WATER SPACES WATER PATHS

EDGES TOPOGRAPHIC EDGES FOCI TOPOGRAPHIC FOCI

VEGETATIVE EDGES VEGETATIVE FOCI
BUILT EDGES BUILT FOCI
WATER EDGES WATER FOCI

TYPE OF CASE STUDY ELEMENTS USE IN DESIGN

PLAYSCAPE

INFINITE LOGS Loose materials

PLAYGROUNDS -
UK WATER Water spaces,sensory

HILLS Topographic spaces

BERMS Topographic spaces

STONES,ROPES Loose materials

VEGETATION Vegetative paths and edges

TURF Topographic spaces,seating

JESTER PARK ROCK Topographic paths,edges

NATURAL
NATURAL PLAYSCAPES

PLAYSCAPE - USA WATER Water spaces,paths,sensory

SAND Loose materials

STONES Loose materials

WINDING PATHS Built paths

VEGETATION Vegetative paths and

edges,shade,sensory

TURF Topographic spaces,seating

BERLIN STUMPS Loose materials, paths

PLAYGROUNDS
SAND Loose materials, Topographic spaces
and edges

STONES Loose materials,edges,paths,sensory

PREFABRICATED Loose materials

ITEMS
 Natural Playscapes 18

VEGETATION Vegetative paths and

edges,shade,sensory

NATURAL Built spaces, Topographic

AMPHITHEATRES edges,seating,sensory

TURF Topographic spaces,seating

WINDING PATHS Built paths

CONVENTIONAL AKKULAM PREFABRICATED Built spaces

PLAYGROUNDS CHILDREN’S PARK EQUIPMENTS

VEGETATION Shade,sensory

PAVED PATHS Built paths

Table 3 Use of elements in design. Source: Author

6.3 PREDICTABLE USE OF EACH ELEMENT IN NATURAL PLAYSCAPE

DESIG

Exploratory Sensory Loose Variety of Different Types of

topography Awareness materials spaces Vegetation

Mounds Curves Listening Sand Trellises Wild areas

stations
Pits Water Low walls Native plants
Taste gardens Bridges
Berms Leaves Wildlife attracting plants
Spring/autumn Willow fencing
Stone Clay Edible plants
Colour trails Changes in
walls Stones Shadow patterns
level
Smell gardens
Sand pits Sticks/Twigs Focal points/specimens
Changes in
Wind tunnels
Water courses Stump Stools plants Plant sculptures/tunnels
Rain sticks
Mud areas Blocks,Boards Playgrounds Willow fencing
Bongos on water
Natural Wooden
amphitheatres boxes

Table 4 Predictable use of elements in design. Source: Author

 Natural Playscapes 19

7 DESIGN STRATEGIES FOR DESIGN OF NATURAL

PLAYSCAPES

7.1 PRINCIPLES:

Guiding principles to be considered when siting, designing, and building playscapes:

1 To use nature as primary element and inspiration in designing and implementing of playscapes
2 To provide a setting for children where free and diverse play is possible
3 To include earlier mentioned natural elements in the playscape that actively engage the five
senses and assist in better emotional and social development of children

7.1.1 NATURE AS PRIMARY ELEMENT:

Imaginative utilization of existing open spaces can give the chance to reconnect children
with nature without creating an undue impact on natural habitat. The design of natural playscapes
ought to be inspired by wild nature, and ought to include the utilization of natural components and
materials, imitation and incorporation of natural procedures and principles, and some other methods
for directly acquainting children with the natural world.

7.1.2 DIVERSITY IN PLAY:

Playscapes should allow for a variety of types of play and activity, including:

 Physical play, including locomotor activities as well as informal sports (i.e. chasing,
running, jumping, hide and-seek, etc.)
 Exploratory play
 Construction and destruction
 Creative play with loose materials
 Social interaction
 Imagination or fantasy play
 Quiet contemplation and solitude

7.1.3 SENSORY EXPERIENCE:

Examples of sensory elements:

 Sound: weatherproof, interactive musical elements such as chimes, xylophones,

bells, bongos or drums; small bells placed in trees
 Smell: fragrant plants, including flowers, shrubs, and trees etc. carefully placed in
a smell garden
 Taste: woody shrubs or trees with edible fruits constituting a ‘taste garden’
 Feel: materials with a variety of textures like wood, stones, plants with unique
textures (i.e. beech trees, madrones, willow catkins) etc.
 Sight: flowering plants, natural and interactive art, interesting plants or flowers etc.
 Natural Playscapes 20

7.2 ELEMENTS:

7.2.1 SITE CHARACTERISTICS:

Playscape elements should be selected based on the site's existing character; topography,
vegetation, natural features or other features should be incorporated as much as possible into the
design. For a playscape site, the most desirable features are:

 Various topography, which may include slopes, trenches, mounds, divots, or other
terrain changes.
 Existing trees of any size to provide shade, clean air and possible climbing
characteristics.
 Established vegetation reduces the time required to establish a healthy and
interactive presence of plants in the playscape and gives the site a more natural
feeling.

 Flat, open space for children to enjoy spontaneous sports or games which can be
covered with turf.

Figure 21 Site characteristics. Source: Google images

7.2.2 BUILT STRUCTURES:

These structures are most similar to

typical modern playground structures, but may
vary in materials and appearance. Such
structures should be:

 Made of natural materials (i.e.

lumber, rope, rock, etc.)
 Stick to safety guidelines as
conventional play equipment’s
 Allow for locomotor play
activities, including balancing,
swinging, climbing, running
 or other physically challenging
activities Figure 22 Built structures. Source: Google images
 Natural Playscapes 21

7.2.3 LANDSCAPE ELEMENTS:

7.2.3.1 PLANTS:

Plants should function as interactive play area piece. Vegetation should generally be low-
maintenance, resilient, and highlight native plants, and densely planted to best evoke a sense of
wild nature.

 Trees should be present and

established at the site where possible,
giving the area a wooded feeling and
possibly allowing climbing. If trees do
not already exist, they should be
planted
 Perennial edibles allow for discovery
of fun and taste exploration. Natives
include mango, tamarind, chickoo,
macopa etc.This could be
incorporated in a designated area
called ‘the taste garden’
 Interactive plant features such as a
willow dome, tall-grass maze or a
section of unmoved tall grass etc.
could be incorporated into design
Figure 23 living willow dome, Quinton
Church of England School,
Birmingham, England. Source: Creative~States
 Fragrant and colorful flowers serve the purpose of engaging the senses as well
as attracting wildlife. Species known to attract birds and butterflies should be
included, which means that natives should be incorporated
 Plants can also be used to define areas of the site without separating them, to
separate the playscape from the rest of the park or to screen it from nearby roads
or neighborhoods thereby acting as an edge

Figure 24 Water features and Shade giving trees. Source: Google images

7.2.3.2 WATER:

Water is one of the elements most likely to involve the attention of children.Sustainable and
creative water-play features should be included in the playscapes of nature, taking into account
water conservation and, where possible, using rainwater and/or on-site sources. Water can provide
 Natural Playscapes 22

hours of entertainment for a wide range of ages combined with earthen material such as dirt or
sand. Small swimming pools, puddles and muddy areas, running water, and shallow catch-basins
are all possibilities for playscape features.

7.2.3.3 TOPOGRAPHY:

A site's topography can serve as a play feature in itself: rolling down hills, hiding in dugouts,
and playing the hill's king are all activities that require landscape variations. For this purpose, the
existing topography of a site should be exploited and the design of a playscape may also require
changes in the landscape to change the ground levels within and around the site. Concave
modifications can also help to catch and hold rainwater, creating temporary water features. The
presence of flat, open spaces is also preferred, as these are always well-used for spontaneous
games, gathering places, and other uses.

7.2.3.4 PATHWAYS:

Winding pathways throughout the playscape create a connection between the features of
the play and give an overall sense of unity and fluidity to a site. Wide, hard-surface paths provide
accessibility through a playscape. Narrower, soft-surface trails that meander through the area help
in creating a sense of exploration and connects natural trails. They can be created using various
mediums like stepping stones, stone slabs, wood rounds of slightly varying heights, or concrete
cast slabs with ‘fossil’ impressions.

Figure 25 Pathways and wooden stump, Placed Items. Source: Pinterest

7.2.4 PLACED ITEMS:

In the playscape setting, logs, wood rounds, large stones, and boulders can serve multiple
uses when cleverly placed. They can act as play equipment, as a place for children to climb, balance
and pretend, or as a place for children or parents to sit.

7.2.4.1 DOWNED TREES:

In forest settings, downed trees are a common feature, so their presence in a playscape
enhances the area's natural appeal. Logs should be included throughout the site of different sizes,
 Natural Playscapes 23

species, and states. Different log states may include those hollowed out to create a natural tunnel
or left entire, those stripped of all barks or in their original condition, with bark, moose, ferns and
other natural features left intact. A similar potential play feature is felled trees or root masses, with
the branches and roots retained for climbing. Adding climbing nets or ropes to these creates another
level of play potential. There are countless uses in natural playscapes for well-placed arrangements
of wood rounds of different sizes and heights. Stepping stones, chairs, as well as climbing and
balancing features are other few possibilities.

7.2.4.2 STONES AND BOULDERS:

Stones and rocks can serve many of the same

functions as above. When boulders are intended to be used
as climbing features, they should be hand-picked without
sharp edges to make climbing interesting but not necessarily
dangerous for textural complexity. Where possible, local
stone should be used, but another option is fabricated
climbing structures is made from glass fiber reinforced
concrete. These structures are durable, compact sizes, and
easily accessible, and it may be appropriate for some sites,
especially in combination with real stones or boulders.

Figure 26 Landscape Structures.

Source: Pinterest
7.2.4.3 LOOSE MATERIALS:

Loose materials should be deliberately introduced in areas outside the fall surface area
under built structures. This can include branches and sticks, fallen leaves, pine cones, and other
natural debris that can supply the raw material for creative play hours. Kids are creative at taking
objects that adults tend to look over, and turning them into games or play items.

7.2.5 MATERIALS:

One of the goals of playscapes is to enable children to have a sensory nature experience,
which means that most of the playscape should be made up of natural materials. Man-made
materials should only be used when determined to increase the area's play value (e.g., musical
features, some built structures, and the above-mentioned' stone' climbing structure). If at all man-
made materials are used, they should be recycled, reused, or otherwise sustainably sourced.
Plastic should be avoided to the maximum aiming to provide children a tactile experience with
nature.
 Natural Playscapes 24

8 APPLICATION OF DESIGN STRATEGIES IN A WIDER

INFLUENTIAL CONTEXT – CITY LEVEL

Existing proposals highlights rejuvenation of at least one park in each of the 500 Urban
Local Bodies (ULBs) involving creation and upgradation of basic elements, especially for the youth,
children and the elderly. Rejuvenation also includes involving local citizens and groups in the
maintenance and upkeep of the park in order to make the development sustainable. Cost of this
component will be met from the 2.5 per cent annual allocation for development of parks under the
Mission and used in accordance with its Guidelines.

The proportion of area under the categorization of parks as per URDPFI Guidelines are:
Housing Area Park (HAP) (Less than 5,000 sqm.), Neighbourhood Park (NP) (5,000 -10,000 sqm.),
Community Park (CP) (10,000 - 50,000 sqm.), District Park (DP) (50,000 – 2, 50,000 sqm.), and
Sub-City Park (SCP) (2, 50,000 sqm. & above). Also focus on qualitative aspects of existing parks
like geographical distribution across the city, encroachments, child and elderly friendly features;
staffing, maintenance & equipment issues; and maintenance by RWAs/ Corporates under their CSR
Activities etc.

As per para 5.1 (Sr.No.6) of AMRUT guidelines all projects involving development of green
spaces & parks shall have to make special provision for child friendly components and establish a
system of maintenance with local residents participation. At least one park from each of the 500
ULBs under AMRUT would be taken up for developing facilities for Children, Youth and Elderly.

Table 4 Service Level Status. Source: URDPFI – 2014 & Analysis of ULB Level Data
This can also be applied to schools/day-cares or similar institutions where children have access
these spaces on a daily basis.
 Natural Playscapes 25

9 REFERENCES

1. New Guidelines to Bring Nature Play to Every Community, September 23,

2014,National Wildlife Federation and Natural Learning Initiative
2. A Case Study in Outdoor Design: Berlin Playgrounds (5: Sand) , Published on Jan
12, 2012
3. Lisa.P.Kuh,The Impact of Natural Playscape Installation on Young Children’s Play
Behaviors, Children, Youth and Environments 23(2), 2013
4. Linda Crampton, Natural Playgrounds for Children: Advantages and Problems,
January 4,2018
5. Natural Playscapes: Healthy Childhood Development through Exploratory Play, Mike
Bell,PLA,ASPA,2015
6. Peter Semple,INDAILY,Modern playgrounds full of flaws, December 02,2013
7. A case for natural playscapes Jeffrey R Severin July 16, 2007
8. Nature Play Area Guidelines January 2012, Natural Resources Department S. Jo
Linden & Bruce Barbarasch
9. Infinite Playgrounds – By Kelly