1. IAPS 2004 Eman El-Nachar, Ph.D. Assistant Professor Department of Architecture Faculty of Fine Arts Cairo, Egypt Rethinking Qualities of Children’s Play Areas Toward a Developmental Approach for Evaluating Residential Outdoor Spaces Rethinking Qualities of Children’s Play Areas Toward a Developmental Approach for Evaluating Residential Outdoor Spaces

2. Research Scope: Designing residential streets is usually based on intuitive problem solving approach. Research and evaluation methods for testing qualities of residential streets with respect to children play are very rare. Free play in outdoor spaces, has a vital role in achieving child development. Residential streets are popular places for children free play. Residential streets have lost their role, children play opportunities are limited to the use of play grounds. Research Problem

3. QuestionsQuestions What are the different developmental needs that characteristics of residential streets may serve? What are the different developmental needs that characteristics of residential streets may serve? How can the design of residential streets respond to children needs of exploration and socialization? How can the design of residential streets respond to children needs of exploration and socialization? What are the suitable evaluation strategies and methods for residential streets with respect to child development? What are the suitable evaluation strategies and methods for residential streets with respect to child development? What are the different developmental needs that characteristics of residential streets may serve? What are the different developmental needs that characteristics of residential streets may serve? How can the design of residential streets respond to children needs of exploration and socialization? How can the design of residential streets respond to children needs of exploration and socialization? What are the suitable evaluation strategies and methods for residential streets with respect to child development? What are the suitable evaluation strategies and methods for residential streets with respect to child development? ?

4. ObjectivesObjectives Identifying aspects incorporated in the relation between characteristics of residential streets and child developmental needs … Developing framework for evaluation strategy suitable to test qualities of residential streets, with respect to child development …

5. A Theoretical Analytical Study to Investigate: Conceptual model explains the relation between child development and aspects of residential streets Evaluative Framework for testing qualities of residential streets with respect to child development … Free play child development Child development & built environment How, where, when children play in residential areas Design for child Play in residential streets Design for child Play in residential streets MethodologyMethodology

6. Free Play / Child Development Free Play Gross Motor Skills Intellectual Skills Sensory Motor Skills Skills Emotional Skills Social Skills Free play is central to child development Children learn best through free play Free play fosters all aspects of child development Free play is central to child development Children learn best through free play Free play fosters all aspects of child development

7. Aspects of Free Play / Design Objectives Free Play Exploration Discovery Cooperation Social-Interaction Initiation Involvement Self-Initiative Active Self-Motivated Spontaneous Non-Directed Imaginative Free of Adult Imposed Rules Creative Associated Behavior

8. Child Development & the Built Environment Social Aspect Cultural Aspect Physical Aspect Child Development Child Child EnvironmentEnvironment Children read the environment as something to interact with. Children read the environment as something to interact with. Children play, develop, and use the environment in different ways depending on their cultural background and socio-economic status Children play, develop, and use the environment in different ways depending on their cultural background and socio-economic status Ecological conception of children-environment interaction – (Intersection theory of child development). Ecological conception of children-environment interaction – (Intersection theory of child development). Children read the environment as something to interact with. Children read the environment as something to interact with. Children play, develop, and use the environment in different ways depending on their cultural background and socio-economic status Children play, develop, and use the environment in different ways depending on their cultural background and socio-economic status Ecological conception of children-environment interaction – (Intersection theory of child development). Ecological conception of children-environment interaction – (Intersection theory of child development).

9. Design features can have a direct impact on children development but more often, they work in ecological concert with family systems to affect development …

10. Where & When... Children Play in Residential Outdoor Space? Children play:- Where the most activities are occurring - When they are together Children play:- Where the most activities are occurring - When they are together The busier the street, the more appealing

11. Where & When... Children Play in Residential Outdoor Space? Children play: Near the entrances of dwellings

12. Where & When... Children Play in Residential Outdoor Space? Children play: When there is a chance for something to happen

13. Where & When... Children Play in Residential Outdoor Space? No people to look at No traffic No people to look at No traffic NO P L A Y ? That is why many playgrounds are unused or under-used That is why many playgrounds are unused or under-used Playgrounds provide only one small part of the total opportunity for free play in residential communities Playgrounds provide only one small part of the total opportunity for free play in residential communities

14. Designing Livable Streets for Child Development  Free to explore places without threat of traffic  High level of independent mobility  Sociable in populated places  Children are able to play everywhere loosely and freely  Highly stimulating environment  Opportunities for casual social interaction  Allowing passive watch by adults  Opportunities to get around and to experience life and activities  Decreasing Segregation and isolation from adults life  Allow greatest range of possibilities for skill and knowledge acquisition within variety of modes  Designing for all ages –including the disabled  Free to explore places without threat of traffic  High level of independent mobility  Sociable in populated places  Children are able to play everywhere loosely and freely  Highly stimulating environment  Opportunities for casual social interaction  Allowing passive watch by adults  Opportunities to get around and to experience life and activities  Decreasing Segregation and isolation from adults life  Allow greatest range of possibilities for skill and knowledge acquisition within variety of modes  Designing for all ages –including the disabled Accessibility Barrier-Free (Walls / Fences) Barrier-Free (Home/School Trip) Variety Form/Color/Texture Variety Form/Color/Texture Complexity Form/Color/Texture Complexity Form/Color/Texture Spatial Relationships Clustering of Housing Units Quality Features of Outdoor Spaces Design Guidelines

15. Intellectual Conceptual Model Emotional Social Sensori- motor Sensori- motor Physical- motor ChildDevelopmentChildDevelopment - Families’ Demography - Background - Style of Life - Education - Socio- Economic Status - Families’ Demography - Background - Style of Life - Education - Socio- Economic Status - Dwelling Size - Clustering - Types/ of Outdoor Spaces - Circulation - Spatial Relations - Land-uses - Dwelling Size - Clustering - Types/ of Outdoor Spaces - Circulation - Spatial Relations - Land-uses - Accessibility - Barriers (walls/fences) - Complexity & Variety (colors/materials/forms/texture) - Spatial Relations - Natural Elements - Furniture - Equipment - Accessibility - Barriers (walls/fences) - Complexity & Variety (colors/materials/forms/texture) - Spatial Relations - Natural Elements - Furniture - Equipment - Attitudes Toward Street Life - Leisure Time Activities - Feeling of Security (traffic / strangers) - Regularity of Outdoor Activities - Attitudes Toward Street Life - Leisure Time Activities - Feeling of Security (traffic / strangers) - Regularity of Outdoor Activities Individual Differences Disabled Gender Sex ExplorationDiscovery Social Interaction CooperationInvolvementExplorationDiscovery CooperationInvolvement Social Variables Physical Variables

16. Evaluating Qualities of Residential Outdoor Spaces for Children Development: A Multi-dimensional Approach Dwellings size, locations, heights The relation between housing units & outdoor spaces Types of housing Forms of outdoor spaces & scale Spatial relation Circulation Distances from dwelling to school, market places, transportation Types of materials used Furniture Landscape Natural elements Land-uses Dwellings size, locations, heights The relation between housing units & outdoor spaces Types of housing Forms of outdoor spaces & scale Spatial relation Circulation Distances from dwelling to school, market places, transportation Types of materials used Furniture Landscape Natural elements Land-uses Questioning Physical Aspects Questioning Physical Aspects Investigating Qualities of Play Spaces Questioning Children’s Activities A. Preliminary investigation Where children play How they play When they play Who are playing Play activities Games Equipment Type Regularity B. Listing/Classifying play activities based on developmental objectives C. Identifying play spaces & plan physical aspects A. Preliminary investigation Where children play How they play When they play Who are playing Play activities Games Equipment Type Regularity B. Listing/Classifying play activities based on developmental objectives C. Identifying play spaces & plan physical aspects Observing children/ environment interaction Designing integrative tools Users Space Map - no. - age - gender - adults Interaction Behavior -Exploration - Cooperation - Social Interaction - Involvement Designing Elements Degree of: - Complexity - Variety - Accessibility - Barrier Free Observing children/ environment interaction Designing integrative tools Users Space Map - no. - age - gender - adults Interaction Behavior -Exploration - Cooperation - Social Interaction - Involvement Designing Elements Degree of: - Complexity - Variety - Accessibility - Barrier Free Architects, Planners, Landscapers Psychologists/ Educational Expertise 2.2. Family, size, ages? Previous residence, how long? Where do you come from? Leisure time? Where? Are children allowed to spend time in outdoor spaces? For how long? Area secured from traffic? Strangers? Children play with neighbor’s children? Insist on accompanying your children in outdoor spaces? Use outdoor spaces in other activities? When, where? Identify your trip from home to school? Market? Etc, … Family, size, ages? Previous residence, how long? Where do you come from? Leisure time? Where? Are children allowed to spend time in outdoor spaces? For how long? Area secured from traffic? Strangers? Children play with neighbor’s children? Insist on accompanying your children in outdoor spaces? Use outdoor spaces in other activities? When, where? Identify your trip from home to school? Market? Etc, … SociologistSociologist Questioning Social Aspects 1.1.3.3.4.4.