READING THE RELATIONSHIP OF CHILDREN’S PLAYGROUNDS WITH DISCIPLINARY ARCHITECTURE THROUGH JOHN DEWEY’S EDUCATIONAL STRATEGIES

Abstract

Playgrounds, included in a child's education and daily life, appear as places that, with their spatial configuration, affect the child's play experience, current teachings, and future references, thus his internal education and external freedom of movement. 21st-century playgrounds, defined enough to influence thinking or exploration, are a "disciplinary" socio-spatial problem that reinforces boundaries for children. The hypothesis of this study is that space design has disciplinary effects on the child's experience. In the study, which approaches Dewey's educational strategies and active learning methods in search of improvement, firstly, the implicit disciplinary aspects of playgrounds were identified. During the second stage, Dewey's educational strategies were examined. Finally, the focus was on "adventure playgrounds" that overlapped with Dewey's educational strategies. Riis Park Plaza and Adventure Playground, which were among the sixteen adventure playgrounds implemented in America until 1977, were determined as the sample for the study. These two areas were examined using a case study, one of the qualitative research methods. As a result of the investigations, it has been understood that playgrounds that avoid limited design criteria have the potential to activate the child's sense of curiosity, positively affect the quality of the experience, and increase the level of external freedom.

Keywords

• Child
• Experience
• Playgrounds
• Disciplinary architecture.
• Dewey's educational strategies

References

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