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 approached through multiple lenses - 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, wellbeing, 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 this book 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. Chapter 12 of this book is freely available as a downloadable Open Access PDF under a Creative Commons Attribution-Non Commercial-No Derivatives 4.0 license.

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 approached through multiple lenses - 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, wellbeing, 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 this book 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. Chapter 12 of this book is freely available as a downloadable Open Access PDF under a Creative Commons Attribution-Non Commercial-No Derivatives 4.0 license.