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Place, pedagogy and play = participation, design and research with children /

Record Type:	Language materials, printed : Monograph/item
Title/Author:	Place, pedagogy and play/ edited by Matluba Khan, Simon Bell and Jenny Wood.
Reminder of title:	participation, design and research with children /
other author:	Khan, Matluba.
Published:	Abingdon, Oxon ;Routledge, Taylor & Francis Group, : 2021.,
Description:	1 online resource (xiii, 234 p.) :col. ill. :
Subject:	Children and the environment. -
Online resource:	https://www.taylorfrancis.com/books/9780429023477
ISBN:	9780429023477

Place, pedagogy and play = participation, design and research with children /
Place, pedagogy and playparticipation, design and research with children /[electronic resource] :edited by Matluba Khan, Simon Bell and Jenny Wood. - Abingdon, Oxon ;Routledge, Taylor & Francis Group,2021. - 1 online resource (xiii, 234 p.) :col. ill.

ForewordRobin Moore, North Carolina State UniversityPrefaceCatharine Ward Thompson, University of EdinburghIntroductionSimon Bell, Matluba Khanand 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 SciencesandHimansu 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 asa 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 andSarah 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 andDenmarkMarit Jansson and Inger Lerstrup, Swedish University of Agricultural SciencesChapter 13: A view from China: reflectingon the participation of children and young people in urban planning Yupeng Ren, Yantai UniversityConclusionsMatluba Khan, Simon Belland Jenny Wood

"Place, Pedagogy and Play connects landscape architecture with education, psychology, public health and planning. Over the course of thirteen chapters it examines how design and research of places can be looked into from multiple lenses, that of pedagogy and play and how children, as competent social agents, are engaged in the process of designing their own spaces, and brings a global perspective to the debate around child friendly environments. Despite growing evidence of the benefits of nature for health, well-being, play and learning, children are increasingly spending more time indoors. Indeed, new policy ideas and public campaigns suggest how children can become better-connected with nature, yet linking outdoor space to pedagogy is largely overlooked in research. By focusing on three themes within these debates, place and play; place and pedagogy; and place and participation, this book explores a variety of angles to show that best practice requires dialogue between research disciplines, designers, educationists and psychologists, and a move beyond seeing the spaces children inhabit as the domain only of childhood professionals. Through illustrated case studies it presents a wider picture of the state of childhood today, and offers practical solutions and further research avenues that promote a more holistic and internationally focused perspective on place, pedagogy and play for built environment professionals"--

ISBN: 9780429023477Subjects--Topical Terms:

562183
Children and the environment.
Index Terms--Genre/Form:

554714
Electronic books.

LC Class. No.: BF353.5.N37 / P53 2021

Dewey Class. No.: 155.9/1

Place, pedagogy and play = participation, design and research with children /
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505 0 $a ForewordRobin Moore, North Carolina State UniversityPrefaceCatharine Ward Thompson, University of EdinburghIntroductionSimon Bell, Matluba Khanand 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 SciencesandHimansu 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 asa 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 andSarah 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 andDenmarkMarit Jansson and Inger Lerstrup, Swedish University of Agricultural SciencesChapter 13: A view from China: reflectingon the participation of children and young people in urban planning Yupeng Ren, Yantai UniversityConclusionsMatluba Khan, Simon Belland Jenny Wood
520 $a "Place, Pedagogy and Play connects landscape architecture with education, psychology, public health and planning. Over the course of thirteen chapters it examines how design and research of places can be looked into from multiple lenses, that of pedagogy and play and how children, as competent social agents, are engaged in the process of designing their own spaces, and brings a global perspective to the debate around child friendly environments. Despite growing evidence of the benefits of nature for health, well-being, play and learning, children are increasingly spending more time indoors. Indeed, new policy ideas and public campaigns suggest how children can become better-connected with nature, yet linking outdoor space to pedagogy is largely overlooked in research. By focusing on three themes within these debates, place and play; place and pedagogy; and place and participation, this book explores a variety of angles to show that best practice requires dialogue between research disciplines, designers, educationists and psychologists, and a move beyond seeing the spaces children inhabit as the domain only of childhood professionals. Through illustrated case studies it presents a wider picture of the state of childhood today, and offers practical solutions and further research avenues that promote a more holistic and internationally focused perspective on place, pedagogy and play for built environment professionals"-- $c Provided by publisher.
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711 2 $a Workshop on the Preservation of Stability under Discretization $d (2001 : $c Fort Collins, Colo.) $3 527686
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