Satsa på leken! : en studie om skolgårdens betydelse för barns lek och utveckling

Abstract: The intention of this final thesis is to examine how to create a schoolyard that inspires children at the age of 6 – 12 years to play and give them possibility to develop. To get a lot of knowledge in this subject, I have combined studies of literature with practical studies at Hosjöskolan in Falun. During my practical studies I have done interviews, walks in the area with the children and visited other schoolyards. I have based a design proposal for the schoolyard of Hosjöskolan on these studies. Then I have checked the design proposal against the literature. This report shows that a schoolyard that stimulates children to play, is big and various. Children have different interests and needs due to for example their age, maturity and any disabilities. This means that schoolyards should contain surroundings that make children want to play, discover and create things, practise their motions, develop their social skills, get physical experiences and be allowed to rest. It is possible to create a schoolyard that suits many children by making the yard accessible for children with disabilities, offer various difficulties and contents and adjust the surroundings in order to suit specific ages. For schoolyards to inspire to a lot of different activities, they should contain many different room formations. Studies have showed that children play more when playing areas are mixed with vegetation and open areas. Children want to be able to adjust their surroundings and use it in different ways, which can be done with materials like cones and sand. Also playground equipment should be able to use in different ways, like combined climbing equipment. Playing equipment must be safe for children to play with, but not to simple so they get boring. Forest areas are varying, contain a lot of different materials to play with and change over time. These places are important, both as an area where different games can be played and as a place where to find material for the games. Plants also attract animals, which is of interest for the children. By using existing qualities as nature areas and hills, the schoolyard can become personal and unique, which can strengthen children’s feeling for the place. The schoolyard also should consist of artistic details and mysterious places that the children find exciting. The most expensive schoolyard doesn’t have to be the funniest one. By adding vegetation, difference in height, material from the nature like stones and logs, simpler playground equipment and material like wooden sticks and cones, you can provide many possibilities to the yard. It’s important not to forget to plan for equipment that can give the children vertiginous feelings as swings and slides can give. Children need surroundings that they in some way can change and influence. They develop when they are allowed to construct and play with tree branches, stumps and other material. Adult’s fear of children littering up and hurting themselves should not eliminate the creative games. The landscape architects can make these creative games possible by protecting existing groves and plan for shrubbery and different ground materials. When schoolyards are to be developed, the children’s participation is important because they are the ones who are going to use the yard. They use it in a different way then adults do, with their whole body and with all their senses.