TY  - JOUR
T1  - READING THE RELATIONSHIP OF CHILDREN’S PLAYGROUNDS WITH DISCIPLINARY ARCHITECTURE THROUGH JOHN DEWEY’S EDUCATIONAL STRATEGIES
AU  - Dikbıyık, Nermin Ayşegül
PY  - 2024
DA  - March
Y2  - 2024
JF  - Gazi University Journal of Science Part B: Art Humanities Design and Planning
JO  - GUJSPB
PB  - Gazi Üniversitesi
WT  - DergiPark
SN  - 2147-9534
SP  - 31
EP  - 45
VL  - 12
IS  - 1
LA  - en
AB  - 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.
KW  - Child
KW  - Experience
KW  - Playgrounds
KW  - Disciplinary architecture.
KW  - Dewey's educational strategies
CR  - [1]	Dewey, J. (2023a). Deneyim ve eğitim (6. Press). (S. Akıllı, Trans.). ODTÜ Yayıncılık (Original work published 1938)
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CR  - [7]	Bengtsson, A. (1979). Children's play is more than physical education. In Zaghloul Morsy (Ed.), Prospects Quarterly Review of Education (pp.450-457). Imprimerie des Presses Universitaires de France. https://unesdoc.unesco.org/ark:/48223/pf0000036403
CR  - [8]	Little, H., & Eager, D. (2010). Risk, challenge and safety: Implications for play quality and playground design. European Early Childhood Education Research Journal, 18(4), 497-513.
CR  - [9]	Özmakas, U. & Yıldırım, K. (2020). Dışlayıcı mimari. Mülkiye Dergisi, 44(4), 775-794.
CR  - [10]	Dewey, J. (1966). The child and the curriculum including, the school and society. The University of Chicago Press Chicago & London.
UR  - https://dergipark.org.tr/tr/pub/gujsb/issue//1446416
L1  - https://dergipark.org.tr/tr/download/article-file/3769279
ER  -