Place, Pedagogy and Play

Matluba Khan PhD is a Lecturer in Urban Design at Cardiff University. She is an architect and landscape architect from Bangladesh and her doctoral research at the University of Edinburgh focused on co-design, development and evaluation of outdoor learning environments in elementary schools in Bangladesh. She co-founded the charity A Place in Childhood (APiC) with Dr Jenny Wood in 2018.Simon Bell PhD, CMLA studied forestry at the University of Bangor, landscape architecture at the University of Edinburgh and took his PhD at the Estonian University of Life Sciences. He is co-director of the OPENspace Research Centre at the Edinburgh School of Architecture and Landscape Architecture at the University of Edinburgh and Chair Professor of landscape architecture at the Estonian University of Life Sciences. He was president of the European Council of Landscape Architecture Schools (ECLAS) between 2012 and 2018.Jenny Wood PhD is a Research Associate in the Institute for Social Policy, Housing and Equalities Research (I-SPHERE) at Heriot-Watt University. She gained her PhD in children’s rights and the Scottish town planning system in 2016, and currently contributes to research on homelessness and poverty. She co-founded A Place in Childhood (APiC) with Dr Matluba Khan in 2018.

• ForewordRobin Moore, North Carolina State UniversityPrefaceCatharine Ward Thompson, University of EdinburghIntroductionSimon Bell, Matluba Khan and Jenny WoodPart 1: Place and playChapter 1: Manufactured play equipment or loose parts? Examining the relationship between play materials and young children’s creative play Reyhaneh Mozaffar, Napier UniversityChapter 2. No time for play: children’s daily activities during summer holidays in the Beijing central areaPai Tang and Helen Woolley, University of SheffieldChapter 3: An exploration of how playground design affects the play behaviour of kindergarten children in Tartu, Estonia. Bhavna Mishra, Aalto University, Simon Bell, Estonian University of Life Sciences and Himansu Sekhar Mishra, Estonian University of Life SciencesChapter 4: Design of sensory gardens for children with disabilities in the context of the United Kingdom Hazreena Hussein, University of MalayaChapter 5: Can active play encourage physical literacy in children and young people? Patrizio De Rossi, University of StirlingPart 2: Place and pedagogyChapter 6: Turning the classroom inside out: learning and teaching experiences in an early childhood settingMuntazar Monsur, North Carolina State UniversityChapter 7: Becoming naturish: ways of coming to know nature in the primary schoolCathy Francis, University of AberdeenChapter 8: Closing the attainment gap in Scottish education: the case for outdoors as a learning environment in early primary schoolJamie McKenzie Hamilton, Heriot-Watt UniversityChapter 9: School ground interventions for pedagogy and play: How can we evaluate the design?Matluba Khan, University of Cardiff, Simon Bell and Sarah McGeown, University of EdinburghPart 3: Place and participationChapter 10: Children as heterotopians: town planning with and for childrenJenny Wood, Heriot-Watt UniversityChapter 11: The Chair Project: co-creation through material playSimon Beeson, Arts University BournemouthChapter 12: Children's perspectives on green space management in Sweden andDenmarkMärit Jansson and Inger Lerstrup, Swedish University of Agricultural SciencesChapter 13: A view from China: reflecting on the participation of children and young people in urban planning Yupeng Ren, Yantai UniversityConclusions Matluba Khan, Simon Bell and Jenny Wood