Category: Parks, open space, play spaces

COVID has shown us how important gardens are to everyday life. Whether it’s a home garden or a park garden, they are good for our wellbeing. But not all botanical and park gardens are accessible to all. Applying the principles of universal design in gardens in the planning process is a good way to go. 

The American Society of Landscape Architects (ASLA) has a guide to applying the principles universal design in gardens. Including people with disability in the planning process is, of course, essential. Gardens can be beneficial to people with disability especially if there is good visual and tactile information. 

The ASLA Guide lists some design aspects to consider:

• • Choose a seasonal plant palette that emphasises seasonal change 
  • Circular or figure-eight paths, which are good for people with dementia who are likely to wander
  • Frequent, flexible seating with arm and back rests throughout the garden. Seating that is light enough to be moved encourages social engagement.
  • An obvious inclusion is to limit the level changes, but where they are necessary they should be well signed with multi-sensory wayfinding.
  • Toilets are a must and should be located within easy line of sight, not hidden. Clear signage throughout the garden is also a must.
  • Secluded areas are also helpful, not just for people with autism or other cognitive conditions, but for private contemplation. 

There’s more detail on the ASLA website on this topic with some useful case studies.  

Community and botanical gardens are a place of relaxation and enjoyment. They provide an opportunity to experience nature. There are many physical and mental health benefits to experience nature. Applying universal design principles in the planning a design process allows many more people to enjoy the benefits of a public garden.

The play street movement has taken off and councils across Australia are taking an interest. Play streets are run by residents for a few hours at quiet times of day. They can be weekly, fortnightly or monthly, or even one-off events. Regular times bring the best results for creating connection, and it’s all explained in the 1000 Play Streets Toolkit.  The aim of the 1000 Play Streets project is to reclaim quiet residential streets as places for neighbours of all ages to connect. Older Australians will remember playing in the street as they were growing up and this is a way to recapture some of that value. But now neighbours need help to make it happen and this is where local councils come in.  The Toolkit is specifically designed to provide planning advice to local governments that want to build local communities. It requires the approval of temporary street closures and support for neighbourhood groups. The overall aim is to create a play street movement that develops organically through citizen action. The Toolkit is for local government to help them on their Play Street journey.  There are several supporting documents to the Toolkit including case studies. The online Toolkit links to online case studies, templates and other resources. It includes issues such as traffic, public liability and a risk benefit assessment. There is a video of the national launch of the Toolkit and the Play Street movement. There is also a slideshow with the key elements of how and why the project is important.  Frequently Asked Questions provides answers to the typical questions councils would ask. This document provides similar information to the Toolkit, but in a different format. 

Neighbourhood fun for everyone

Roadways take up a lot of land. Time to make that land more flexible for more than just vehicles. The video below shows how closing down a residential street for two hours can produce a lot more activity just for people, not people in cars. It’s neighbourhood fun for everyone!  The video explains how this has reduced obesity and social isolation. It also shows how it can become an inclusive space for everyone. When there is an inclusive communal space at your front door there is no excuse not to get involved. See the video for how this idea got started. Would be good to see more of it. But as always, it takes a leader to get it going. Would, or do councils in Australia support this initiative? This looks like a cost effective method for tackling childhood obesity. See also the History of Play Streets in the UK and how to get started with a playstreet. 

Similarly to museums, a visit to a national park is an experience. So, applying universal design principles is more than just being accessible. It it has to offer enrichment, be multi-sensory, and engage participation. An in depth study by landscape architect Rachel Cross showcases the application universal design in Yellowstone National Park. 

Mammoth Hot Springs at Yellowstone National Park is a great place for a case study. Rachel Cross includes international examples and illustrations of national parks. They show how universal design strategies were applied using the four elements: accessibility, enrichment, engagement and multi-sensory experiences. 

The report features the planning and thinking behind the Yellowstone project and includes design drawings. The last part of the report has the universal design guide for national parks. 

Each of the four pillars are explained in further detail for designers, an lists what is required and what is recommended. The final part of the report has concept drawings with design objectives. 

The title of the report is, Yellowstone For All: Creating an immersive, universal design experience at Mammoth Hot Springs. It is a great resource for experienced landscape architects and students alike. The reference list at the end adds value. You can also download the full PDF document. 

Project summary

“Universal design is an important, emerging practice that strives to create inclusive experiences for every person who visits a place, no matter their abilities. This report examined acts and guidelines currently used to inform the design of inclusive spaces, finding key gaps. The new guidelines were then applied to the projective design for Mammoth Hot Springs in Yellowstone National Park.

The projective design illustrated new possibilities for amenities to support accessibility, enrichment, engagement, and multi-sensory elements, thus creating a more inclusive and immersive site experience. Although many aspects of universal design can be achieved in a site design, there are unique challenges that designers must address for each project.”

Cross makes an important point about incorporating universal design features into the concept design and not leaving to a later stage. The value of universal design is better understood when it is part of the whole design process.   

What do children think of the play spaces designed by adults? Why not ask them? That’s what a two Norwegian researchers did, and what an interesting result they found. They asked kindergarten children what they liked best and made them comfortable. Children with and without disability mostly wanted the same things, but there were a few differences. The researchers found the answer to what makes kindergartens inclusive spaces for all children. Asking small children what they want and what they like is not a common research method. Within a qualitative framework, children collaborated with researchers. They identified the places and spaces that made them feel comfortable and included. Small places equipped with different types of construction materials were a favourite.  Although the context is a supervised kindergarten, there are some interesting findings for unsupervised playspaces. These relate to both group play and parallel play. Fixed small places with non-organised materials were found to be group inclusive. Building blocks were attractive to all children.  The children guided the researchers through their outdoor spaces where they found many activities in parallel. Children formed their own groups for games. Some children with socio-emotional issues, were less at home in these games. However, the ability to move to an area to be alone might have been a positive response. 

From the Conclusion

Small places with materials such as cushions and building blocks appear to be socially inclusive spaces for all children. We have to question our adult values in designing playspaces and the involvement of children with disability. Children have their own ideas of what is safe and fun. 

“Our study has shown that there is still a discrepancy between ideology, children’s preferences and pedagogical practices. Children’s voices told that (dis)ability is a spatial phenomenon and guides the inclusive pedagogy closer to the dynamic between children, place and space.”

The title of the paper is, Kindergartens: Inclusive spaces for all children? It is an open access article. It’s worth noting that 97 per cent of children aged four to five years in Norway attend a kindergarten and that includes children with disability.

Note: An issue with fenced child play areas is that adults with disability can’t get in due to the gate latch being inaccessible. The same issue occurs with child care centres and kindergartens.

See the Parks, Open Spaces and Playspaces section of this website for more resources. 

Dhaka, Bangladesh has an award-winning bamboo playspace. The collaboratively designed playspace is a venue for theatre and dance and a local gathering place for families. Bamboo artisans, children from the Peace Home and architecture students worked together throughout the project. The bamboo playspace brings together vulnerable children with local neighbourhood children. The International Union of Architects judged this project to be worthy of the Friendly and Inclusive Spaces Award.

The inclusive playspace was designed and built by bamboo artisans, children from the Peace Home and architecture students. It is part of  Paraa’s Critical Architecture, Design and Sustainable Environments course. A fundamental part of the course is for students to work with a community to resolve spatial challenges.  Hands-on projects such as this are challenging established educational practice at university level.  The playspace has a central open space where children can play or organise festivals and performances. The structure can accommodate around 200 people at three different levels. Specific features were designed to include therapeutic exercises for children. There are play features for younger children where adults can supervise. Older children gravitate to the more adventurous zone. The semi-shaded decks offer flexible space for workshops and places to hang out.  There is a magazine article that has more information and a series of pictures.  The action research and community engagement report provides the methodology and more pictures. The Paraabd Instagram account has many photos and videos too.  Paraa is a design and architecture studio in Bangladesh that takes a multi-disciplinary approach to design. Their vision is to create a commercially-sustainable architectural, design and planning practice.  

It’s not often a conference presentation slide deck becomes a mini training course. But Mary and Sally Jeavons achieved this at the inaugural Australian Universal Design Conference. The slides show lots of different examples of inclusive, creative and adventure play. It’s a quick tour of inclusive, creative and adventure play.

The title of the Jeavons presentation is, Designing Play Spaces for Inclusion: Devilish details that make a difference. This presentation focused on the design of parks and play spaces and their potential for intergenerational play, social interaction and community building. And, of course, for interaction with the natural world. As Mary Jeavons said, play equipment in a neatly fenced rubber space, cannot meet all of the play needs of today’s children and families. A very useful presentation using images that tell the story.

It is not easy to successfully include “un-designed” elements into playspaces. Plantings, sand, and large river pebbles need maintenance and resistance to local residents complaining about “mess”. There are also budget considerations. With increased urban density the need for adventure play becomes more important. All children have a right to use parks and open spaces. Time to move beyond the “plonk down” catalogue swing set and slide. 

See other posts with more practical information and research on adventure play: 

Playspaces: The adventure evolution

Adventure play and children with disability

The amount of space required for physical distancing due to COVID-19 highlights how valuable our public space is. An important point raised in the 2020 Canadian City Parks Report. Parks form a critical backbone of community infrastructure particularly in times of stress. However, not everyone feels welcome and respected in public space. There are systemic inequities related to race, class, gender, sexual orientation, and ability. So more parks and open streets aren’t the answer to these issues, particularly at this time of a pandemic.  The City Park Report can also be read as a guide with sections with five themes:

• • nature
  • growth
  • collaboration
  • activation 
  • inclusion

Each theme has an Overview, Data, and Stories. The report is based on 25,000 responses to the Park People‘s 2019 report.   The Inclusion section begins with the issue of homelessness and displacement. Not something usually thought of under this heading. However, they have some interesting responses to this issue from a parks perspective. People with disability get a separate sub-section. And, of course, as usual, this topic appears at the end of the report.  Nicely presented, but fiddly to access, back and forth for the different sections. The Executive Summary provides an overview of the report. A separate study, Participatory planning for the future of accessible nature, extends the thinking in this report. Available from Tanfonline or request a copy of the paper on ResearchGate.   

Play is children’s “work”. They set themselves challenges and most like to take risks. It’s how they grow and develop. But not all children get the opportunity to participate in adventure play. Disadvantaged backgrounds and disability are just two reasons. Underestimating what a child can do can also be a barrier to inclusion. Good to see some work on adventure play and children with disability. We are moving from a culture of controlled play to one of letting children explore through free play. Parents of children with disability are seeking more opportunities for their child to participate in these play experiences. However, most children with disability will need adult guidance or help, so care-givers need to be considered too.  A research paper from Italy promotes greater participation in risky play. The secret is to begin by involving children with disability in the design process. The paper covers the literature on play, benefits to health and development, and the right of all children to participate. Making the play space “accessible” is necessary but insufficient to make it inclusive. The title of the article is, When the risk is worth it: The inclusion of children with disabilities in free risky play.  It can also be found on ResearchGate and Academia.edu.  

Abstract

Children show a universal propensity to perform thrilling and exciting play activities that involve some kind of risk: climbing or jumping at great heights, swinging, playing or engaging in rough and tumble play. Free risky play, which can be observed also in several mammalian species, has an evolutionary function, as it offers the opportunity to learn life skills, to master age-adequate challenges, to manage fears. Reasonable risk taking in play is a fundamental factor in gross motor, cognitive and emotional development (Sandseter, 2011). Adults’ concerns about children safety as well as social and environmental factors may severely limit children’s opportunities to engage in free risky play, compromising their overall health and wellbeing. For children with disabilities, free risky play is even more crucial than for their peers without disabilities, but they often face major barriers (e.g. lack of accessible playgrounds, overprotective attitude of caregivers) that can prevent them from fully benefiting from the opportunities afforded by this kind of play experience. The aim of this paper is to investigate the state of the art as regards studies on children with disabilities participation in free risky play, and to identify areas for further research. Practical examples by Mary and Sally Jeavons were presented at the 2014 Australian Universal Design Conference. 

The natural landscapes of Norway conjure up pictures of fjords and wilderness with steep slopes. For some people, walks and bike rides in this natural environment aren’t possible. So one municipality of 1287 residents took up the challenge to create an activity park for everyone – locals and visitors of all ages. It was managed as a joint effort between the community and private and public partners. They tame

Residents had input into all the elements of the park including information signs and a BMX park. Local businesses were invited to tender for contracts, but some thought the investment too much. However, when tourism increased and the cafe trade increased the criticisms receded. The award winning Hamaren Activity Park now gets 10,000 visitors a year.

 

The article on the DOGA website provides more information: methods, observations and lots of pictures. There is also a video where the designers and users explain their experiences. It’s in Norwegian but has English captions. Below is a YouTube video without words.

The Stovner Tower is a similar project located in Oslo.

Concepts of play can be designed into many different places – not just the standard urban park. Making play areas inclusive is becoming the norm now – not singling out specific play equipment for children with disability. And not calling them “all abilities” play spaces either. If they are inclusive they don’t need a special name.

We need to add adults into the design as well. Younger children only get to go if an adult takes them, and that adult might have a disability. That means moving away from the modular play equipment found in catalogues as the total solution.

Sanctuary magazine has a great article on nature play in parks and home gardens titled, Playspaces: Child’s play gets serious. Touched by Olivia has achieved many of its aims and is now part of Variety. The NSW Department of Planning has followed up on this movement with the development of the Everyone Can Play guideline. 

For academics, the Sanctuary article is also available from Informit.  

The adventure evolution

Playspace designers have an important role to play in society. That’s because play is an essential part of human development.  And as society evolves so too should playspaces. In line with the concepts of universal design, playspaces are evolving and designers are improving as they go. Adventure playspaces are evolving too.

The recent move away from control and safety to adventure play offers plenty of room for creative designs. Recycled, natural or found materials rather than manufactured equipment allows for imaginative play.  It means a lot to parents to have an inclusive playspace for their whole family.

An article in Landscape magazine covers the topic of play and design features. It has several good examples to share although they don’t appear to be inclusive. Nevertheless, some of the landscape architects featured are making their designs more inclusive. The Evolution of Playspaces is an informative article for anyone involved in playspaces.

An article from Italy discusses the importance of adventure play and taking risks for children with disability.

An article from Denmark discusses the dangers of standardized playground equipment designed by adults with no input from children, who prefer to make their own play. You need institutional access for a free read.

For more see a separate article on inclusive playspaces and the Everyone Can Play guide. 

See also Adventure play and children with disability for a research paper on the same topic.

No Obstacles in Playgrounds that are not only Accessible but also Inclusive is also a research paper. 

The Everyone Can Play website has a video where parents talk about what it means for their family to have an inclusive play space.