Participatory school ground design: play behaviour and student and teacher views of a school ground post-construction

Angela Kreutz, Anna Timperio and Jenny Veitch

Landscape Research, 2021, vol. 46, issue 6, 860-877

Abstract: Participatory school ground design projects have acknowledged benefits for children’s sense of empowerment, ownership and learning, but the play behaviour outcomes of these school ground projects are less understood. The aim was to investigate the use of a renovated school ground in Colorado, USA that had engaged students in the redesign process. Behaviour mapping investigated the spatial distribution of children’s (n = 342) play behaviours, through observations of active, constructive, imaginative, reflective and conversational school ground play. Walk-along and semi-structured interviews with 52 students aged 5–13 years and 9 school staff explored views of the school ground design post-construction. The results indicate that there were aspects of the school ground design that warranted further improvement to facilitate social interaction, girls’ preferred play choices, and older children’s sense of challenge in the school ground. The research presents design recommendations and reflects upon the benefits of continued community engagement in school redesign.

Date: 2021
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DOI: 10.1080/01426397.2021.1909713

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