Place, Pedagogy and Play

Matluba Khan PhD is a Lecturer in Urban Design at Cardiff University. She is an architect and landscape architect from Bangladesh and her doctoral research at the University of Edinburgh focused on co-design, development and evaluation of outdoor learning environments in elementary schools in Bangladesh. She co-founded the charity A Place in Childhood (APiC) with Dr Jenny Wood in 2018. Simon Bell PhD, CMLA studied forestry at the University of Bangor, landscape architecture at the University of Edinburgh and took his PhD at the Estonian University of Life Sciences. He is co-director of the OPENspace Research Centre at the Edinburgh School of Architecture and Landscape Architecture at the University of Edinburgh and Chair Professor of landscape architecture at the Estonian University of Life Sciences. He was president of the European Council of Landscape Architecture Schools (ECLAS) between 2012 and 2018. Jenny Wood PhD is a Research Associate in the Institute for Social Policy, Housing and Equalities Research (I-SPHERE) at Heriot-Watt University. She gained her PhD in children’s rights and the Scottish town planning system in 2016, and currently contributes to research on homelessness and poverty. She co-founded A Place in Childhood (APiC) with Dr Matluba Khan in 2018.

Foreword

Robin Moore, North Carolina State University

Preface

Catharine Ward Thompson, University of Edinburgh

IntroductionSimon Bell, Matluba Khan and Jenny Wood

Part 1: Place and play

Chapter 1: Manufactured play equipment or loose parts? Examining the relationship between play materials and young children’s creative play

Reyhaneh Mozaffar, Napier University

Chapter 2. No time for play: children’s daily activities during summer holidays in the Beijing central area

Pai Tang and Helen Woolley, University of Sheffield

Chapter 3: An exploration of how playground design affects the play behaviour of kindergarten children in Tartu, Estonia.

Bhavna Mishra, Aalto University, Simon Bell, Estonian University of Life Sciences and Himansu Sekhar Mishra, Estonian University of Life Sciences

Chapter 4: Design of sensory gardens for children with disabilities in the context of the United Kingdom

Hazreena Hussein, University of Malaya

Chapter 5: Can active play encourage physical literacy in children and young people?

Patrizio De Rossi, University of Stirling

Part 2: Place and pedagogy

Chapter 6: Turning the classroom inside out: learning and teaching experiences in an early childhood setting

Muntazar Monsur, North Carolina State University

Chapter 7: Becoming naturish: ways of coming to know nature in the primary school

Cathy Francis, University of Aberdeen

Chapter 8: Closing the attainment gap in Scottish education: the case for outdoors as a learning environment in early primary school

Jamie McKenzie Hamilton, Heriot-Watt University

Chapter 9: School ground interventions for pedagogy and play: How can we evaluate the design?

Matluba Khan, University of Cardiff, Simon Bell and Sarah McGeown, University of Edinburgh

Part 3: Place and participation

Chapter 10: Children as heterotopians: town planning with and for children

Jenny Wood, Heriot-Watt University

Chapter 11: The Chair Project: co-creation through material play

Simon Beeson, Arts University Bournemouth

Chapter 12: Children's perspectives on green space management in Sweden and

Denmark

Märit Jansson and Inger Lerstrup, Swedish University of Agricultural Sciences

Chapter 13: A view from China: reflecting on the participation of children and young people in urban planning

Yupeng Ren, Yantai University

Conclusions Matluba Khan, Simon Bell and Jenny Wood