Playscape affordances: encouraging experiential learning

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dc.contributor.author Pankratz, Karissa Rachelle en_US
dc.date.accessioned 2014-05-09T18:15:19Z
dc.date.available 2014-05-09T18:15:19Z
dc.date.issued 2014-05-09
dc.identifier.uri http://hdl.handle.net/2097/17737
dc.description.abstract According to Barbara Hendricks, play environment designer and consultant, “If we want children to grow up with a zest for living we need to give them living spaces that express life as a grand experience.” Hendricks emphasizes playtime is important for children to process formal lessons (Hendricks 2011). This applied design research project seeks to facilitate child development through an experiential learning playscape while addressing stormwater management for Bluemont Elementary School. The central research question of this project is: How can school playgrounds be designed to afford children improved social interactions and experiential learning? An exploration of landscape affordances theory (Sanseter and Hansen 2009, Heft 1988) and experiential learning (Kolb 1984), combined with social interactions and cognitive child development (Addo-Atuah 2012), formed a theory base for the project. Playground observations, stakeholder surveys, stakeholder interviews, and site inventory and analysis informed the eventual design. Major factors influencing students’ play include age, playground rules, equipment available for use, and weather. Site conditions, including topography and site drainage, can also influence students’ play. In current conditions, stormwater is a schoolyard liability restricting play and safe site circulation. The researcher gathered insights from student surveys, playground observations, teacher interviews, and site inventory and analysis to complete a comprehensive master plan. The comprehensive master plan and detailed stormwater management plan address the schoolyard over the next twenty to fifty year outlook. The designs resolve practical issues while increasing the variety of site educational and play affordances available to students and teachers for play and learning. A primary goal of the detailed plan is to convert stormwater schoolyard liabilities into amenities and educational tools. en_US
dc.language.iso en_US en_US
dc.publisher Kansas State University en
dc.subject Playground en_US
dc.subject Playscape en_US
dc.subject Child Development en_US
dc.subject Social Interactions en_US
dc.subject Landscape Affordances en_US
dc.subject Stormwater Management en_US
dc.title Playscape affordances: encouraging experiential learning en_US
dc.type Report en_US
dc.description.degree Master of Landscape Architecture en_US
dc.description.level Masters en_US
dc.description.department Department of Landscape Architecture/Regional and Community Planning en_US
dc.description.advisor Mary Catherine (Katie) Kingery-Page en_US
dc.subject.umi Landscape Architecture (0390) en_US
dc.date.published 2014 en_US
dc.date.graduationmonth August en_US


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