附註:ForewordRobin Moore, North Carolina State UniversityPrefaceCatharine Ward Thompson, University of EdinburghIntroductionSimon Bell, Matluba Khanand Jenny WoodPart 1: Place and playChapter 1: Manufactured play equipment or loose parts? Examining the relationship between play materials and young children's creative play Reyhaneh Mozaffar, Napier UniversityChapter 2. No time for play: children's daily activities during summer holidays in the Beijing central areaPai Tang and Helen Woolley, University of SheffieldChapter 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 SciencesandHimansu Sekhar Mishra, Estonian University of Life SciencesChapter 4: Design of sensory gardens for children with disabilities in the context of the United Kingdom Hazreena Hussein, University of MalayaChapter 5: Can active play encourage physical literacy in children and young people? Patrizio De Rossi, University of StirlingPart 2: Place and pedagogyChapter 6: Turning the classroom inside out: learning and teaching experiences in an early childhood settingMuntazar Monsur, North Carolina State UniversityChapter 7: Becoming naturish: ways of coming to know nature in the primary schoolCathy Francis, University of AberdeenChapter 8: Closing the attainment gap in Scottish education: the case for outdoors asa learning environment in early primary schoolJamie McKenzie Hamilton, Heriot-Watt UniversityChapter 9: School ground interventions for pedagogy and play: How can we evaluate the design? Matluba Khan, University of Cardiff, Simon Bell andSarah McGeown, University of EdinburghPart 3: Place and participationChapter 10: Children as heterotopians: town planning with and for childrenJenny Wood, Heriot-Watt UniversityChapter 11: The Chair Project: co-creation through material playSimon Beeson, Arts University BournemouthChapter 12: Children's perspectives on green
摘要:"Place, Pedagogy and Play connects landscape architecture with education, psychology, public health and planning. Over the course of thirteen chapters it examines how design and research of places can be looked into from multiple lenses, that of pedagogy and play and how children, as competent social agents, are engaged in the process of designing their own spaces, and brings a global perspective to the debate around child friendly environments. Despite growing evidence of the benefits of nature for health, well-being, play and learning, children are increasingly spending more time indoors. Indeed, new policy ideas and public campaigns suggest how children can become better-connected with nature, yet linking outdoor space to pedagogy is largely overlooked in research. By focusing on three themes within these debates, place and play; place and pedagogy; and place and participation, this book explores a variety of angles to show that best practice requires dialogue between research disciplines, designers, educationists and psychologists, and a move beyond seeing the spaces children inhabit as the domain only of childhood professionals. Through illustrated case studies it presents a wider picture of the state of childhood today, and offers practical solutions and further research avenues that promote a more holistic and internationally focused perspective on place, pedagogy and play for built environment professionals"--
