Children's perspectives about public playgrounds are rarely evaluated. The purpose of this study by Jansson was to investigate children's perspectives about the public playgrounds in two Swedish communities with different surrounding landscapes, one forested and one open land.
She interviewed 141 six- to eleven-year-old children in a series of groups of two to four children in each. Jansson asked children about the playgrounds they used, when and how often; what things they did at the playgrounds; and their opinions about these playgrounds. The interviews were conducted indoors, with the researcher showing the children photos and maps to facilitate the discussions.
In analyzing the study data, Jansson found that children expected playgrounds to be “fun” and to provide “things to do.” She also found that playgrounds were about activity and what specific things a child could do and that the social aspects of playground play were important, such as being with a friend. In addition, Jansson found that playgrounds that lacked challenges or that did not provide a range of opportunities for a diversity of ages frustrated children. With regard to playground surroundings, she found that children appreciated having access to natural surroundings, that they often viewed these features as part of the playground, and that children played in a larger space than the designated playground when it was surrounded by vegetation. The children also distinguished characteristics of playgrounds that they felt were designed for younger children than themselves. While they appreciated the value of the playgrounds for their younger siblings and other small children, they also wished for more challenges for their age group. They noticed too, for example, with some sense of loss, when changes were made to remove some play elements of their playgrounds for safety reasons.
This study provides valuable insight into the importance of considering children's perspectives about their playgrounds, including the landscape and social environment within which they will be placed and used. The author addresses areas for additional research, including approaches to design that would further children's independent mobility and access to nature.
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