I NTSSI G RT E P6O–R… T …8… –. . J2U0L1 9 Y 2019 INSIGH RH ET PSO R
Child’s play? Enabling play in urban settings Play can emerge whenever conditions allow, it is interwoven into everyday life, mo(ve)ments that feel alive, where anything is possible1 Three out of four New Zealanders live in urban areas of more than 10,000 people with half concentrated in 4 cities. At the recent Green Pavlova conference, Dr Kate Bishop, co-editor of Designing Cities with children and young people (2017) outlined the challenges for providers of quality play spaces. Childhood increasingly occurs ‘indoors and in private spaces’, and children have less contact with natural environments. We are still learning how to design nourishing environments. Urban renewal projects don’t generally cater for children, who occupy ‘leftover’ real estate to create their own fun. Children need champions for the cause of play. ‘Design is a social act – outdoor space is an active physical envelope and decisions made in the design process have social consequences’ [Dr Kate Bishop]
Designers and providers need to understand: • • •
Your people: consult or co-design with children and young people The characteristics of the place How the people and place do or might interact - what the possibilities are.
The Right to Play and ChildFriendly cities Every child has the right to rest and leisure, to engage in play and recreational activities appropriate to the age of the child and to participate freely in cultural life and the arts. Article 31 of the UN Convention
NZRA Insights Report – Fight, Flight or Freeze in the Red Zone
Image: Auckland Council
The right to play is embodied in the UNICEF initiative Child-Friendly Cities, including three principles that are key to providers in Aotearoa. Child-Friendly Cities are places where chidren: • • •
Have access to green spaces Meet friends and have places to play and enjoy themselves. Express opinions and influence decisions that affect them. In supporting children’s right to play, it is important to pay attention not simply to the external expressions of play, but to the conditions in which ‘playfulness’ thrives.
What makes a good play space? Greater understanding of the vital importance of play in the lives of children, has changed play area design away from the ‘static and sterile’ to something more flexible and reflective of how children actually play. The new places [play areas] recognise the nature of play and use design principles that accommodate a variety of space and landscapes, natural features, different heights, a range of flexible and variable materials, access to the elements. They contain a collection of loose parts with which children can experiment freely, creating an environment that gives children the feeling that the world is full of things to explore and where space and resources can be adapted to what is needed at the time. 2
Dr Wendy Russell, an expert in Play and Playwork researches play sufficiency and spatial justice, considering ‘how’ children play over the what they play and where. She notes: • • •
Play has value for children’s wellbeing Attend to the ways children find time and space for playing in everyday life Cultivate the conditions for play.
Find out more on play sufficiency or link to her presentation at Green Pav here. 1