With the development of the economy and the improvement of urbanization, living conditions in major medium and large cities across our country are gradually improving. In recent years, residential area construction has made significant progress. People not only seek high-quality ecological and healthy living environments but also increasingly focus on various functions of living space environments. They hope that their tired minds and bodies can be released and restored through community activities. The most active group in residential areas is children who love outdoor activities. These children living in cities (most of them being only children) have an urgent need to connect more with nature, play together, and communicate with others. Children's playgrounds are their outdoor paradises and should meet their needs for play and exercise. However, based on my investigation and analysis of various residential areas in Songjiang District, Shanghai, most residential areas, including so-called "luxury residential areas," have relatively few children's playgrounds. The forms of activities are monotonous, the landscape is singular and lacks design. Some neighborhoods do have some game facilities, but they are often mixed with fitness areas for residents. Children's outdoor activities basically remain in the "parallel bars + slide" model, neglecting the needs of children's behavior and psychology. Therefore, strongly advocating and promoting the landscape design and construction of children's playgrounds in residential areas should be one of the key focuses for improving the quality and functionality of future living environments. This article makes a preliminary exploration, hoping to gain more attention from experts, designers, and builders.
1. Characteristics of Children's Play
For humans, playing is both common and essential, especially during early childhood when it becomes a unique practical activity. Through play, children can freely express their inner thoughts. Based on different developmental stages, children can be divided into several periods: infancy (1-3 years), early childhood (4-6 years, also called preschool period), and school age (7-12 years). As children grow older, their requirements for play gradually increase. In today’s information society, play has developed significantly. It is no longer just about playing with mud, glass marbles, or iron hoops as we did in our childhood. Children can now play with various modern toys at home or even play computer games online. However, role-playing games involving real-life scenarios have irreplaceable functions. For example, slides can satisfy multiple needs of children:
A. Physical performance activities - sliding down the slide normally
B. Skill training - creatively sliding backwards or climbing
C. Interaction with playmates - making friends using the slide as a platform
1.1 Analysis of Children's Play Psychological Needs
Through play, children reflect on surrounding real life. Through play, children can experience labor, life, and moral aspects while understanding interpersonal relationships.
Preschool children, due to their physical and mental development, face specific psychological conflicts. On one hand, they wish to participate in adult social life, but on the other hand, their experience abilities are limited. This determines that they can only use play as their main activity. School-age children consciously participate in group life. Since studying is the dominant activity at this time, they are more interested in intellectual activities and hope to participate in active and creative games.
1.2 Characteristics of Children's Play
Generally speaking, children have excess energy, are primarily active, full of wonder and change, and wish to learn, understand society, recognize nature, and explore mysteries through imitation in their play. However, different characteristics appear at different developmental stages (see Table 1).
Table 1: Characteristics of Children's Play at Different Ages
Age Period Dominant Activity Game Characteristics Game Time
Infancy Simple Games Simple games, mainly toys, focusing on objects A few minutes
Early Childhood Play Starting to follow game rules, simulating common life scenes, focusing on processes Over 30 minutes
School Age Learning Goal-oriented games, improved organization, more interest in intellectual activities, focusing on results Over an hour
1.3 Analysis of Children's Play Content
Children at different ages are in different stages of growth and development. There are differences in physiology, psychology, and physical strength, which manifest in different play behaviors (see Table 2).
Table 2: Play Behaviors of Different Age Groups
Game Status Age Group Game Types Companion Play Area within the Group Game Scale Independence Climbing, Mounting, Crawling
Infancy Sandpit, square, chairs, etc., static games, fixed game equipment Playing alone, occasionally with other children Near the residence Half independent in dispersed play areas, fully independent in concentrated play areas Cannot
Early Childhood Likes varied equipment, swings often played, sand play after four Participating in companion play, increasing number of companions Around the housing Independent in dispersed play areas, fully independent in concentrated play areas Partially can
School Age Gender differences begin to appear, girls play with jump ropes, boys prefer hide-and-seek Active games Many companions, neighbors, classmates, friends Can play where the house is out of sight Has a certain degree of independence Can
2. Functional Characteristics of Children's Playgrounds
2.1 Characteristics of Children's Playgrounds
Children's playgrounds are an important part of residential outdoor spaces. In the "Guidelines for Residential Environmental Landscape Design (Trial Version)" published by the Ministry of Construction in May 2004, it was stipulated that residential areas should designate fixed areas, generally open, with dedicated children's play facilities. However, children's playgrounds are not merely places for placing play equipment; they should be a place, a natural and interesting activity space. Therefore, we should consider them as part of the larger environment, designing them naturally, safely, purely, brightly, and barrier-free, with a considerable area, forming relatively independent spaces.
2.2 Functions of Children's Playgrounds
Such outdoor spaces often exist as part of the greenery system in various green spaces, being a more active component. For children, its functions are multifaceted. First, the playground is an open space where children can engage in various activities, expressing and releasing their emotions through play. Sometimes, all they may need is a space. Second, rich plant landscapes and natural objects can be arranged here, similar to Lu Xun's beloved Hundred Herb Garden in his childhood, allowing children to gain a rich understanding of nature and cultivate a love for nature and life. Third, children gather here to play, enhancing communication among each other and fostering mutual assistance and cooperation. Finally, children's playgrounds also play a role in developing intelligence. Occasionally, mathematical models and other educational tools can be placed in the playground, creating an external learning environment that combines education with entertainment.
3. Analysis of Environmental Factors in Children's Playground Landscapes in Residential Areas
3.1 Play Facilities
Play facilities and equipment are the core of children's playground spaces. With the development of society and technology, traditional children's playground equipment is generally simple, such as sandpits, wading pools, swings, seesaws, and spinning chairs. Modern children's play equipment includes high-low tracks, wave ships, rapid yachts, and small railways. Additionally, there are sports facilities that require larger areas and open spaces, such as basketball courts and skating rinks.
3.2 Plant Materials
Plants have ornamental, structural, and complementary landscape functions, being important elements in shaping the space of children's playgrounds. Greenery reflects the natural beauty, elegance, and comfort of the environment. Well-designed greenery environments often highlight and enhance the personality and interest of the playground.
3.3 Rest Facilities
In the quiet areas or edges of children's playgrounds, small pavilions, benches, and long seats are often arranged for rest. These should generally be designed simply, lightly, and vividly.
3.4 Other Elements
(1) Water Bodies
(4) Squares
(2) Terrain
(5) Sculptures and Decorative Pieces
(3) Paths
(6) Stone Arrangements
4. Landscape Design of Children's Playgrounds in Residential Environments
4.1 Design Philosophy
The design of children's playgrounds should embody modern, natural, and healthy concepts.
Children's thinking is relatively active, enjoying novelty and change. Thus, their requirements are fresh and modern. For example, setting up sculptures of prehistoric creatures that can be touched and climbed in the playground can attract children. The surrounding environment should be open, facilitating communication. Overall, greening and play activity areas should be considered as an integrated system to reflect the multi-functionality and human-centered features of modern residential environments.
Communities are important places for children's extracurricular activities. Currently, there are many blind spots in community education, particularly regarding environmental education for children to connect with and understand nature. We can address this by planting more plants around playgrounds to form stable ecological communities, allowing children to deeply feel changes in weather, phenology, and seasons.
Healthy child development is a shared societal goal. Children's play should promote their physical and mental health. Safety and health principles should be reflected in the content of activities, methods, game facilities, and plant selection.
4.2 Design Principles
(1) Ecological Design Principle
Outdoor space environments should first allow children to connect with and appreciate nature. Design should integrate function into natural scenery, treating nature as a significant element of society. By engaging in activities like touching soil, sand, rocks, trees, flowers, fish, and insects, children can better understand nature. Secondly, efforts should be made to maximize green view rates and pay attention to the hierarchy of plant landscapes. Plant selection and configuration should follow the principle of "suitable plants for suitable sites," using native tree species and introduced species that have been acclimatized. Attention should also be given to utilizing the top-level communities in local vegetation. To create stable ecological plant communities, necessary water, fertilizer, light, air, and heat conditions should be utilized and created.
(2) Comprehensive Principle
The environment of children's playgrounds cannot be simply regarded as a place for activities but should be comprehensive. Considerations should be given to the structure and functional roles comprehensively. On one hand, it is a place for children to play and interact, and on the other hand, it is part of the residential landscape. Moreover, it serves as a rich and natural habitat for animals and plants. Therefore, designs should comprehensively consider functions such as play, exercise, rest, interaction, learning, and culture.
(3) Barrier-Free Design Principle
Design should primarily consider appropriate scales for children based on the nature of the play area, determining the proportions and scales of scenery and equipment. Additionally, consideration should be given to disabled children by designing spaces suitable for their play, facilitating their access and enabling them to reach every place, giving them the care they deserve.
(4) Safety Principle
Safety in children's play areas is undoubtedly very important. First, the activity area and surrounding environment should be safe and comfortable, such as roads, paving, water bodies, rocks, and plants. Second, the game items within the play area should be suitable for children's age characteristics, with dangerous activities requiring adult supervision. Third, the facilities within the play area should comply with relevant safety standards.
4.3 Design Forms and Methods
(1) Location of Children's Playgrounds
In residential environments, the location of children's playgrounds should consider not only the characteristic of high activity levels but also avoid disturbing residents.
A. Large scale, land area over 0.15hm²: Sports equipment can be set up, usually chosen in open areas between several groups of residential buildings. Such as a corner of the block, next to a vehicular road, or between secondary vehicular roads and pedestrian paths, adjacent to public green spaces.
B. Medium scale, land area within 0.15hm²: Certain children's play equipment can be installed, mostly located between residential buildings. Such as part of the residential group green space, between row houses, between staggered residential buildings, or expanded areas between two residential buildings.
C. Small scale, minimal land area: Usually set between two residential buildings or within courtyards enclosed by residential buildings, suitable for infants under parental supervision.
(2) Zoning Design of Children's Playgrounds
A. Age Zoning
It is not feasible to strictly organize the playground design according to age groups. When school-age children and toddlers share the same playground, appropriate zoning should be done based on different play behaviors. Toddler play areas can be set up, generally combined with adult rest areas, such as installing some benches. The site should be relatively flat without too many devices, and toddler play equipment should not be placed too close to the school-age children's area or mixed together. Greenery or resting benches can be used to appropriately separate them.
B. Play Style Zoning
In larger children's playgrounds with more equipment and open spaces, zoning can be done based on the style of play. For example, dividing into physical exercise, skill practice, experiential activities, mental activity exercises, and quiet relaxation zones.
(3) Landscape Design of Children's Playgrounds
A. Space Design of Children's Playgrounds
Residential land is often irregular. During planning and design, relatively regular sections are often designated for arranging residential buildings, while irregular sections are used for landscaping, incorporating children's playgrounds into these designs. In irregular plots, if properly designed, flexible and versatile spaces can be easily created. In point-style residential clusters, due to the weak directionality of the building shapes, circular, semi-circular, or semi-oval-shaped playgrounds can be selected.
The establishment of facilities in children's playgrounds and their surrounding environments should aim to be as intimate and peaceful as indoors. Outdoor ground surfaces can adopt various forms, transitioning naturally and effortlessly between different areas, such as beaches, hills, grasslands, wood, plastic, concrete, and flower bricks. Trees or forests, earth mounds, or architectural layouts can be used to enclose or separate spaces, also reducing the impact of strong winds.
To provide diverse play styles, it is necessary to preserve or create some wild or natural areas, providing children with sufficient sand, mud, and water to form sand play areas and water play areas, ensuring proper separation from equipment areas or clean areas.
In large-scale or multi-purpose children's playgrounds, auxiliary facilities such as public toilets, handwashing stations, and seating for parents should be considered.
B. Greening Design
Greenery is indispensable in the construction of children's playgrounds. Bold use of trees, shrubs, woody plants, and aquatic plants should be employed to design and create vibrant, lively, and visually appealing four-dimensional landscape spaces.
In the landscape construction of children's playgrounds, the following relationships should be handled well in the greening design:
First, greening should be humanized. While children play and interact, they are open and oriented towards nature, especially plants like hedge mazes that are related to play content directly satisfying children's needs. They engage in activities, interactions, and relaxation in green spaces, feeling the energetic and nature-connected environment atmosphere created by landscape greening. Of course, the selection and arrangement of plants should suit children's standards and psychology, attracting their interest. Plants with thorns, toxins, or irritants should be avoided, and reasonable arrangements should be made to recreate a natural environment with flowers in three seasons and scenery throughout the year, rich in humanistic charm.
Second, greening should exert ecological effects. Not only can plants be used as backgrounds for play equipment, landscape decorations, paving, and benches, but also “shade-type” three-dimensional greening landscape patterns can be created. For instance, shaded areas should be provided in playgrounds for summer activities. Climbing plants can be planted on walls and rockeries to soften the rigid lines of buildings. Green hedges can be used to separate spaces, reducing noise.
Third, artistic effects of greening plant arrangements. During greening design, plants should be carefully selected and arranged, skillfully utilizing the shape, lines, color, texture, and habits of plants to compose pictures. Through seasonal changes and life cycles of plants, dynamic living paintings can be formed. For example, common planting combinations in Shanghai include “cedar + magnolia — crape myrtle + Judas tree + yellow jasmine — iris + lilyturf,” offering views of crape myrtle, yellow jasmine, and iris in spring, magnolia and crape myrtle flowers in summer, fruits of lilyturf and Judas tree in autumn, and evergreen shapes of cedar and magnolia in winter.
C. Play Activity Design
Infant playgrounds are often designed as single spaces, typically equipped with sandpits, small pools, paving, and simple slide equipment. Entrance points should be minimized, generally designed in pocket shapes, surrounded by green hedges or short walls.
Playground activity design for children
Toddler playgrounds are generally centered around children's equipment such as slides, swings, climbing frames, seesaws, carousel horses, balance beams, etc. Special types of play activities can also be designed, such as construction areas, tents, and wooden houses. In fenced-off areas, piles of bricks, wood, tiles, stones, or recycled materials and natural objects are provided for children to construct and dismantle. Inside wooden houses, furniture and kitchen models are placed for small groups to play pretend family games.
School-age children's playgrounds are usually designed by zoning, separating activity areas, equipment areas, science gardens, lawn areas, and paved surfaces, with more colorful and diverse activity content.
5. Conclusion
Landscape design for children's playgrounds should receive widespread attention. At the same time, it is important to recognize the challenges of controlling design standards, the complexity of safety design requirements, and the fact that game facilities are often packaged together, reducing the design component. From the perspective of children, we should create a natural and intimate outdoor activity space for them. Related thematic articles: Men's skincare products