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Schoolyard Geographies: The Influence of Object-Play and Place-Making on Relationships

Year 2013, Volume: 3 Issue: 1, 77 - 92, 01.02.2013

Paul Johnson

Abstract

The exploration of relationships between the physical characteristics of place and the activities that occur there is a fundamental question for geography (Patton 2002). This report is part of a larger case study documenting how the places, objects and practices in a naturalized primary school playground influenced a newly enrolled student’s participation in creative play, social interaction and learning. Using natural and non-prescriptive schoolyard objects is shown to have helped the student negotiate and maintain satisfying relationships with people and places and to have been supportive of identity development. A three-phase model is proposed that conceptualises constructing and playing in cubby houses - also known as forts, tree houses, bush houses, houses and dens (Kylin 2003) - as foundational to the student’s social relations and positive disposition.

Keywords

Nature non-prescriptive objects place making learning relationship school grounds.

References

  • Barker, R. (1968) Ecological Psychology, Stanford University Press, Stanford.
  • Bennett, A. & George, A. L. (1997) Process Tracing in Case Study Research, MacArthur Foundation Workshop on Case Study Methods, Harvard University, October 17-19, 19 Retrieved from http://users.polisci.wisc.edu/kritzer/teaching/ps816/ProcessTracing.htm Dec 2010.
  • Bjorklund, D. F. & Gardiner, A. K. (2011) Object play and tool use: developmental and evolutionary perspectives. In A. D. Pellegrini (Ed.), The Oxford Handbook of The Development of Play (pp.153-171), New York: Oxford University Press.
  • Booker, L. (2010) Learning to play or playing to learn? Children’s participation in the cultures of homes and settings. In L. Booker, & S. Edwards (Eds.), Engaging Play (pp.39-53), Maidenhead: Open University Press.
  • Bronfenbrenner, U (1979) The Ecology of Human Development, Cambridge: Harvard University Press.
  • Bronfenbrenner, U. & Morris, P. A. (2006) The bioecological model of human development. In W. Damon (Series Ed.) & R. M. Lerner (Vol. Ed.), Handbook of Child Psychology: Vol. Theoretical Models of Human Development (5 th Edn.), (pp.993-1028), New York: John Wiley.
  • Casey, E. S. (1993) Getting Back Into Place: Toward a Renewed Understanding of the PlaceWorld, Bloomington & Indianapolis: Indiana University Press.
  • Conradson, D. (2005) Landscape, care and the relational self: Therapeutic encounters in rural England. Health & Place, 11, 337–348.
  • Curry, M. R. (2002) Discursive Displacement and the Seminal Ambiguity of Space and Place. In L. Lievriuw, & S. Livingstone, (Eds.), The Handbook of New Media: Social Shaping and Consequences of ICT (pp. 502-517), London: Sage Publications.
  • Dewey, J. (1938/1997). Experience and Education, New York: Macmillan.
  • Director Catholic Earthcare Australia (2010) personal communication, 17.08.2010.
  • Dyment, J. E. & Bell, A. C. (2007) Active by design: Promoting physical activity through school ground greening, Children’s Geographies, 5(4), 463 – 477.
  • Fjİrtoft, I. (2004) Landscape as playscape: The effects of natural environments on children’s play and motor development, Children, Youth and Environments, 14(2), 21-44.
  • George, A.L. & Bennett (2005) Case Studies and Theory Development in the Social Sciences, Cambridge: M.I.T. Press.
  • Gerring, J. (2007) Case Study Research; Principles and Practices, Cambridge: Cambridge University Press.
  • Gibson, J. J. (1979) The Ecological Approach to Visual Perception, Hillsdale: Erlbaum Associates.
  • Hart, R. A. (1982) Wildlands for children: Consideration of the value of natural environments in landscape planning, Landschaft und Stadt, 14(1), 34-39.
  • Horton, J., Kraftl, P. & Tucker, F. (2008) The challenges of ‘Children’s Geographies’: a reaffirmation, Children’s Geographies, 6(4), 335-348.
  • Johnston, R. J. (1986) On Human Geography. Oxford: Basil Blackwell Ltd.
  • Kant, I. (1855) Critique of Pure Reason, (J. M. D. Mieklejohn, Trans.), London: Henry G. Bohn. (Original work published 1781).
  • Kylin, M. (2003) ‘Children’s Dens’, Children, Youth and Environments, 13(1) Retrieved from www.colorado.edu/journals/cye/13_1/Vol13_1Articles/CYE_CurrentIssue_Article_Den s_Kylin.htm
  • Kovac, V. (2002) Synchrony and heterochrony in ontogeny (of fish). Journal of Theoretical Biology, 217, 499–507.
  • Lester, S. & Russell, S. (2008). Play for a change. Play policy and practice: A review of contemporary perspectives, London: Play England.
  • Lucas, A. J. & Dyment, J. E. (2010) Where do children choose to play on the school ground? The influence of green design, Education 3-13: International Journal of Primary, Elementary and Early Years Education, 38(2), 177-189.
  • Malone, K. & Tranter, P. (2003) Children's environmental learning and the use, design and management of schoolgrounds, Children, Youth and Environments, 13(2) Retrieved from http://colorado.edu/journals/cye
  • Moore, R. C. (1986) Childhood’s Domain: Play and Place in Child Development, Beckenham: Croom Helm Ltd.
  • Min, B. & Lee, J. (2006) Children’s neighborhood place as a psychological and behavioral domain, Journal of Environmental Psychology, 26, 51-71.
  • Non-Government Schools Registration Board (2007) personal communication 12 December 200
  • Patton, M. Q. (2002) Qualitative Research & Evaluation Methods: Third Ed. Thousand Oaks: Sage Publications.
  • Peacock, A. (2011) Managed learning spaces and new forms of learning outside the classroom. In S. Waite, (Ed.), Children Learning Outside the Classroom From Birth to Eleven (pp. 188-200), London: Sage Publications.
  • Pellegrini, A. D. (2009) The Role of Play in Human Development, New York: Oxford University Press.
  • Plumert, J. M. (2008). Children’s thinking is not just about what’s in the head: Understanding the organism and environment as a unified system. In R. V. Kail (Ed.), Advances in Child Development and Behavior (pp. 373- 417), San Diego: Academic Press.
  • Relph, E. (1976) Place and Placelessness, London: Pion.
  • Rickinson, M., Dillon, J., Teamey, K., Morris, M., Choi, M. Y., Saunders, D. & Benefield, P. (2004) A Review of Research on Outdoor Learning, London: Field Studies Council.
  • Samborski, S. (2010) Biodiverse or barren school grounds: Their effects on children, Children, Youth and Environments, 20(2), 67-115.
  • Schwartz, S. H. (1992) Universals in the content and structure of values: Theoretical advances and empirical tests in 20 countries. In M. P. Zanna (Ed.), Advances in Experimental Psychology (pp.1-65), London: Academic Press.
  • Sutton-Smith, B. (1995) Conclusion: the persuasive rhetorics of play in A. D. Pellegrini, (Ed.), The Future of Play theory: A Multidisciplinary Inquiry into the Contributions of Brian Sutton-Smith (pp. 275-295), Albany: State University of New York Press.
  • Staff Meeting (2009) Minutes of Staff Meeting, Ocean View Primary School.
  • Stetsenko, A. (2009) Vygotsky and the Conceptual Revolution in M. Fleer, M. Hedegaard, & J. R. H. Tudge, (Eds.), The World Year Book of Education 2009: Childhood studies and the impact of globalization: Policies and practices at global and local levels, (pp. 125160), New York: Routledge.
  • Tolmie, A. K., Topping, K. J., Chrstie, D., Donaldson, D., Howe, C., Jessiman, E., Livingston, K. & Thurston, A. (2010) Social effects of collaborative learning in primary schools, Learning and Instruction, 20, 177-191.
  • Thomson, S. (2005) Territorialising the primary school playground: Deconstructiong the geography of playtime, Children’s Geographies, 3(1), 63-78.
  • Wachs T. D. (2000) Necessary But Not Sufficient: The Respective Roles of Single and Multiple Influences on Individual Development, Washington DC: American Psychological Association.
  • Wake, S. J. (2008) In the best interests of the child: juggling the geography of children's gardens (between adult agendas and children's needs, Children's Geographies, 6(4), 423-435.
  • Ward, C. (1961) Adventure Playground A Parable of Anarchy, Anarchy, Sept 1961, 193-201. Winchester, H. P. M. (2000) Qualitative Research and its Place in Human Geography in I. Hay (Ed.) Qualitative Research Methods in Human Geography, (pp.1-21), Melbourne: Oxford University Press.
  • Wyman, R. J. (2005) Experimental analysis of nature-nurture interactions, Journal of Experimental Zoology, Part A, Comparative Experimental Biology, 303a(6), 415-421. Yin, R. K. (2003) Case Study Research: Design and Methods, 3 rd Edition, Thousand Oaks: Sage Publications.

Schoolyard Geographies: The Influence of Object-Play and Place-Making on Relationships

Year 2013, Volume: 3 Issue: 1, 77 - 92, 01.02.2013

Paul Johnson

Abstract

Keywords

-

References

  • Barker, R. (1968) Ecological Psychology, Stanford University Press, Stanford.
  • Bennett, A. & George, A. L. (1997) Process Tracing in Case Study Research, MacArthur Foundation Workshop on Case Study Methods, Harvard University, October 17-19, 19 Retrieved from http://users.polisci.wisc.edu/kritzer/teaching/ps816/ProcessTracing.htm Dec 2010.
  • Bjorklund, D. F. & Gardiner, A. K. (2011) Object play and tool use: developmental and evolutionary perspectives. In A. D. Pellegrini (Ed.), The Oxford Handbook of The Development of Play (pp.153-171), New York: Oxford University Press.
  • Booker, L. (2010) Learning to play or playing to learn? Children’s participation in the cultures of homes and settings. In L. Booker, & S. Edwards (Eds.), Engaging Play (pp.39-53), Maidenhead: Open University Press.
  • Bronfenbrenner, U (1979) The Ecology of Human Development, Cambridge: Harvard University Press.
  • Bronfenbrenner, U. & Morris, P. A. (2006) The bioecological model of human development. In W. Damon (Series Ed.) & R. M. Lerner (Vol. Ed.), Handbook of Child Psychology: Vol. Theoretical Models of Human Development (5 th Edn.), (pp.993-1028), New York: John Wiley.
  • Casey, E. S. (1993) Getting Back Into Place: Toward a Renewed Understanding of the PlaceWorld, Bloomington & Indianapolis: Indiana University Press.
  • Conradson, D. (2005) Landscape, care and the relational self: Therapeutic encounters in rural England. Health & Place, 11, 337–348.
  • Curry, M. R. (2002) Discursive Displacement and the Seminal Ambiguity of Space and Place. In L. Lievriuw, & S. Livingstone, (Eds.), The Handbook of New Media: Social Shaping and Consequences of ICT (pp. 502-517), London: Sage Publications.
  • Dewey, J. (1938/1997). Experience and Education, New York: Macmillan.
  • Director Catholic Earthcare Australia (2010) personal communication, 17.08.2010.
  • Dyment, J. E. & Bell, A. C. (2007) Active by design: Promoting physical activity through school ground greening, Children’s Geographies, 5(4), 463 – 477.
  • Fjİrtoft, I. (2004) Landscape as playscape: The effects of natural environments on children’s play and motor development, Children, Youth and Environments, 14(2), 21-44.
  • George, A.L. & Bennett (2005) Case Studies and Theory Development in the Social Sciences, Cambridge: M.I.T. Press.
  • Gerring, J. (2007) Case Study Research; Principles and Practices, Cambridge: Cambridge University Press.
  • Gibson, J. J. (1979) The Ecological Approach to Visual Perception, Hillsdale: Erlbaum Associates.
  • Hart, R. A. (1982) Wildlands for children: Consideration of the value of natural environments in landscape planning, Landschaft und Stadt, 14(1), 34-39.
  • Horton, J., Kraftl, P. & Tucker, F. (2008) The challenges of ‘Children’s Geographies’: a reaffirmation, Children’s Geographies, 6(4), 335-348.
  • Johnston, R. J. (1986) On Human Geography. Oxford: Basil Blackwell Ltd.
  • Kant, I. (1855) Critique of Pure Reason, (J. M. D. Mieklejohn, Trans.), London: Henry G. Bohn. (Original work published 1781).
  • Kylin, M. (2003) ‘Children’s Dens’, Children, Youth and Environments, 13(1) Retrieved from www.colorado.edu/journals/cye/13_1/Vol13_1Articles/CYE_CurrentIssue_Article_Den s_Kylin.htm
  • Kovac, V. (2002) Synchrony and heterochrony in ontogeny (of fish). Journal of Theoretical Biology, 217, 499–507.
  • Lester, S. & Russell, S. (2008). Play for a change. Play policy and practice: A review of contemporary perspectives, London: Play England.
  • Lucas, A. J. & Dyment, J. E. (2010) Where do children choose to play on the school ground? The influence of green design, Education 3-13: International Journal of Primary, Elementary and Early Years Education, 38(2), 177-189.
  • Malone, K. & Tranter, P. (2003) Children's environmental learning and the use, design and management of schoolgrounds, Children, Youth and Environments, 13(2) Retrieved from http://colorado.edu/journals/cye
  • Moore, R. C. (1986) Childhood’s Domain: Play and Place in Child Development, Beckenham: Croom Helm Ltd.
  • Min, B. & Lee, J. (2006) Children’s neighborhood place as a psychological and behavioral domain, Journal of Environmental Psychology, 26, 51-71.
  • Non-Government Schools Registration Board (2007) personal communication 12 December 200
  • Patton, M. Q. (2002) Qualitative Research & Evaluation Methods: Third Ed. Thousand Oaks: Sage Publications.
  • Peacock, A. (2011) Managed learning spaces and new forms of learning outside the classroom. In S. Waite, (Ed.), Children Learning Outside the Classroom From Birth to Eleven (pp. 188-200), London: Sage Publications.
  • Pellegrini, A. D. (2009) The Role of Play in Human Development, New York: Oxford University Press.
  • Plumert, J. M. (2008). Children’s thinking is not just about what’s in the head: Understanding the organism and environment as a unified system. In R. V. Kail (Ed.), Advances in Child Development and Behavior (pp. 373- 417), San Diego: Academic Press.
  • Relph, E. (1976) Place and Placelessness, London: Pion.
  • Rickinson, M., Dillon, J., Teamey, K., Morris, M., Choi, M. Y., Saunders, D. & Benefield, P. (2004) A Review of Research on Outdoor Learning, London: Field Studies Council.
  • Samborski, S. (2010) Biodiverse or barren school grounds: Their effects on children, Children, Youth and Environments, 20(2), 67-115.
  • Schwartz, S. H. (1992) Universals in the content and structure of values: Theoretical advances and empirical tests in 20 countries. In M. P. Zanna (Ed.), Advances in Experimental Psychology (pp.1-65), London: Academic Press.
  • Sutton-Smith, B. (1995) Conclusion: the persuasive rhetorics of play in A. D. Pellegrini, (Ed.), The Future of Play theory: A Multidisciplinary Inquiry into the Contributions of Brian Sutton-Smith (pp. 275-295), Albany: State University of New York Press.
  • Staff Meeting (2009) Minutes of Staff Meeting, Ocean View Primary School.
  • Stetsenko, A. (2009) Vygotsky and the Conceptual Revolution in M. Fleer, M. Hedegaard, & J. R. H. Tudge, (Eds.), The World Year Book of Education 2009: Childhood studies and the impact of globalization: Policies and practices at global and local levels, (pp. 125160), New York: Routledge.
  • Tolmie, A. K., Topping, K. J., Chrstie, D., Donaldson, D., Howe, C., Jessiman, E., Livingston, K. & Thurston, A. (2010) Social effects of collaborative learning in primary schools, Learning and Instruction, 20, 177-191.
  • Thomson, S. (2005) Territorialising the primary school playground: Deconstructiong the geography of playtime, Children’s Geographies, 3(1), 63-78.
  • Wachs T. D. (2000) Necessary But Not Sufficient: The Respective Roles of Single and Multiple Influences on Individual Development, Washington DC: American Psychological Association.
  • Wake, S. J. (2008) In the best interests of the child: juggling the geography of children's gardens (between adult agendas and children's needs, Children's Geographies, 6(4), 423-435.
  • Ward, C. (1961) Adventure Playground A Parable of Anarchy, Anarchy, Sept 1961, 193-201. Winchester, H. P. M. (2000) Qualitative Research and its Place in Human Geography in I. Hay (Ed.) Qualitative Research Methods in Human Geography, (pp.1-21), Melbourne: Oxford University Press.
  • Wyman, R. J. (2005) Experimental analysis of nature-nurture interactions, Journal of Experimental Zoology, Part A, Comparative Experimental Biology, 303a(6), 415-421. Yin, R. K. (2003) Case Study Research: Design and Methods, 3 rd Edition, Thousand Oaks: Sage Publications.
There are 45 citations in total.

Details

Primary Language Turkish
Journal Section Articles
Authors

Paul Johnson This is me

Publication Date February 1, 2013
Submission Date July 5, 2014
Published in Issue Year 2013 Volume: 3 Issue: 1

Cite

APA Johnson, P. (2013). Schoolyard Geographies: The Influence of Object-Play and Place-Making on Relationships. Review of International Geographical Education Online, 3(1), 77-92.
AMA Johnson P. Schoolyard Geographies: The Influence of Object-Play and Place-Making on Relationships. Review of International Geographical Education Online. February 2013;3(1):77-92.
Chicago Johnson, Paul. “Schoolyard Geographies: The Influence of Object-Play and Place-Making on Relationships”. Review of International Geographical Education Online 3, no. 1 (February 2013): 77-92.
EndNote Johnson P (February 1, 2013) Schoolyard Geographies: The Influence of Object-Play and Place-Making on Relationships. Review of International Geographical Education Online 3 1 77–92.
IEEE P. Johnson, “Schoolyard Geographies: The Influence of Object-Play and Place-Making on Relationships”, Review of International Geographical Education Online, vol. 3, no. 1, pp. 77–92, 2013.
ISNAD Johnson, Paul. “Schoolyard Geographies: The Influence of Object-Play and Place-Making on Relationships”. Review of International Geographical Education Online 3/1 (February 2013), 77-92.
JAMA Johnson P. Schoolyard Geographies: The Influence of Object-Play and Place-Making on Relationships. Review of International Geographical Education Online. 2013;3:77–92.
MLA Johnson, Paul. “Schoolyard Geographies: The Influence of Object-Play and Place-Making on Relationships”. Review of International Geographical Education Online, vol. 3, no. 1, 2013, pp. 77-92.
Vancouver Johnson P. Schoolyard Geographies: The Influence of Object-Play and Place-Making on Relationships. Review of International Geographical Education Online. 2013;3(1):77-92.