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Archdsk 3.Pdf İmtiyaz Sahibi / Publisher • Yaşar Hız Genel Yayın Yönetmeni / Editor in Chief • Eda Altunel Kapak & İç Tasarım / Cover & Interior D esign • Gece Kitaplığı Editörler / Edıtors • Doç. Dr. Sibel Demirarslan Birinci Basım / First Edition • © Aralık 2020 ISBN • 978-625-7319-03-4 © copyright Bu kitabın yayın hakkı Gece Kitaplığı’na aittir. Kaynak gösterilmeden alıntı yapılamaz, izin almadan hiçbir yolla çoğaltılamaz. The right to publish this book belongs to Gece Kitaplığı. Citation can not be shown without the source, reproduced in any way without permission. Gece Kitaplığı / Gece Publishing Türkiye Adres / Turkey Address: Kızılay Mah. Fevzi Çakmak 1. Sokak Ümit Apt. No: 22/A Çankaya / Ankara / TR Telefon / Phone: +90 312 384 80 40 web: www.gecekitapligi.com e-mail: [email protected] Baskı & Cilt / Printing & Volume Sertifika / Certificate No: 47083 Theory and Research in Architecture, Planning and Design II EDITOR Doç. Dr. Sibel Demirarslan İÇİNDEKİLER CHAPTER 1 LANDSCAPE PLANTS THAT CAN BE USED IN THE DESIGN OF CHILDREN’S PLAYGROUNDS Nilüfer SEYİDOĞLU AKDENİZ & Ş. Doğanay YENER & Murat ZENCIRKIRAN .......................................................................1 CHAPTER 2 URBANIZATION AND COVID-19 RELATIONSHIP IN TURKEY Gamze SEÇKİN GÜNDOĞAN & Seçil Gül MEYDAN YILDIZ .......... 15 CHAPTER 3 INVESTIGATION OF INDUSTRIAL AREAS IN TERMS OF LANDSCAPE URBANISM Demet Ülkü GÜLPINAR SEKBAN ........................................................ 35 CHAPTER 4 THE USE OF DESIGN ELEMENTS IN PLANTING DESIGN AND ITS EFFECT ON VISUAL PERCEPTION Ahmet CILEK & Muge UNAL CILEK ................................................. 53 CHAPTER 5 THE STUDY ON THE ACCESSIBILITY IN ULUDAG UNIVERSITY GÖRÜKLE CAMPUS SAMPLE Kasım HANİK & Nilüfer SEYİDOĞLU AKDENİZ .............................. 83 CHAPTER 6 AN OVERVIEW OF LANDSCAPE PLANNING STUDIES INTEGRATED WITH PARTICIPATORY APPROACH IN TURKEY Pınar GÜLTEKİN & Kıymet UZUN YÜKSEL & Arzu AYDIN .......... 107 CHAPTER 7 CONTRIBUTION OF ACCOMMODATION FACILITY HOSPITAL PROJECTS TO URBAN SUSTAINABILITY; FIRAT UNIVERSITY CHAPERONE HOUSE PROJECT Hasan POLAT ........................................................................................ 127 CHAPTER 8 GEOPHYTES OF ISTANBUL AND THEIR ORNAMENTAL CHARACTERISTICS Ş. Doğanay YENER ............................................................................... 139 CHAPTER 9 URBAN GARDENING AS A SMART ENVIRONMENT APPLICATION Aybüke Özge BOZ & Canan CENGİZ .................................................. 159 CHAPTER 10 THE ROLE OF URBAN PUBLIC GREEN SPACES FOR HEALTHY AND RESILIENT CITIES DURING THE COVID-19 PANDEMIC Canan CENGİZ & Aybüke Özge BOZ .................................................. 175 CHAPTER 11 LEED CERTIFICATION AND THE PROCESS OF NEIGHBORHOOD FORMATION Duygu AKYOL ...................................................................................... 193 CHAPTER 12 REFLECTION OF FORTIFIED SEGREGATION ON URBAN SPACES/NEIGHBOURHOODS A CRITICAL APPROACH TO THE THRESHOLDS IN ANKARA Hatice KALFAOGLU HATIPOGLU & Seher Beyza MAHMUT ..........213 CHAPTER 13 THE ARCHITECTURAL USE OF ALUMINUM IN 21ST CENTURY Mustafa KUCUKTUVEK .................................................................... 227 CHAPTER 14 THE EFFECT OF TECHNOLOGICAL DEVELOPMENTS IN ALUMINUM ON ARCHITECTURAL CLADDING SYSTEMS Mustafa KUCUKTUVEK .................................................................... 243 CHAPTER 15 SPATIAL AND TEMPORAL CHANGE OF LAND SURFACE TEMPERATURE IN THE PROVINCE OF ADANA, TURKEY Hakan OGUZ ......................................................................................... 261 CHAPTER 16 SUSTAINABLE DESIGNS IN BIOMIMETRY Makbulenur ONUR & Selver KOÇ ALTUNTAŞ .................................. 277 CHAPTER 17 CONCEPTUAL CONTENT OF THEME PARK Neşe YÜCESOY & Aysun ÇELIK ÇANGA ......................................291 Chapter 1 LANDSCAPE PLANTS THAT CAN BE USED IN THE DESIGN OF CHILDREN’S PLAYGROUNDS Nilüfer SEYİDOĞLU AKDENİZ1 Ş. Doğanay YENER2 Murat ZENCİRKIRAN3 1 Doç. Dr. Nilüfer SEYİDOĞLU AKDENİZ, Bursa Uludag University, Faculty of Agriculture, Department of Landscape Architecture, Bursa- Turkey. 2 Dr. Öğr. Üyesi Ş. Doğanay YENER Istanbul University - Cerrahpasa, Faculty of Forestry, Department of Landscape Architecture, Bahcekoy-Istanbul, Turkey. 3 Prof. Dr. Murat ZENCİRKIRAN, Bursa Uludag University, Faculty of Agriculture, Department of Landscape Architecture, Bursa- Turkey 2 . Nilüfer Seyidoğlu Akdeniz, Ş. Doğanay Yener, Murat Zencirkıran Theory and Research in Architecture, Planning and Design II .3 INTRODUCTION GAME AND CHILDREN The game can be defined as an activity that encompasses mental and physical activities that enable people to have fun (Erdem, 2001; Loder, 2008). The importance of the game is an undeniable fact, especially for children. The child has the opportunity to try out different social roles with the game, to express their feelings, as well as to associate objects with each other or to examine human relations. Children gain the ability to express themselves verbally with the game that provides the opportunity to research the environment and solve problems. The game supports and strengthens the child’s muscle development (Özer et al, 2006; Yılmaz and Bulut, 2003). The game is classified in different ways according to Piaget (1962), Parten (1932), Smilansky (1990), and Moore (1986) (Özgür 2000; Acar, 2003; Bal, 2005; Aksoy, 2011; Erten, 2019). Classification of the game according to Piaget: • Games of exercise: Includes games played between the ages of 0-2. In this period, which is the sensorimotor development period of children, babies can classify the color and sound of the toys. • Symbolic games: Includes games played between the ages of 2-8. It is the period when children play alone. They are games played as if they are real. • Games with rules: These are games played after the age of 7-8. During this period, children imitate the games of those older than them. These are the games that allow the child to socialize. Classification of the game according to Parten: • Solitary games: ​​The child plays with material alone, he/she is independent and not in groups. • Watching another game: children play the game independently, but the materials they use are not similar. Children are not influenced by each other during the game. • Games played together: Children play together and games are played in the form of groups. Children who are in mutual communication may want to support, change, or prevent their friends’ play. • Cooperative games: These are games in which children play together cooperatively and socially interact to achieve the aim of the game together. Children play the game to achieve a goal. 4 . Nilüfer Seyidoğlu Akdeniz, Ş. Doğanay Yener, Murat Zencirkıran Classification of the game according to Smilansky: • Functional games: These are games consisting of simple muscle movements and imitating the movements of others. • Constructive games: These are the games in which the child plays with material for a long time. The child can reveal a structure with materials. • Symbolic games: These are the games that children produce imaginatively according to their needs and interests. Classification of the game according to Moore: • Active game types: These are high-energy games that promote physical health by coordinating the body and brain. Games such as swinging, climbing, jumping, and balance games are included in this group. • Social game types: These are activities where body energy is combined, such as sitting, speaking, and reading and that allows children to get to know each other. • Cognitive game types: These are environment-based, problem- solving games that teach information with the use of items. Games such as the use of seesaw, etc. are included in this group. • Imaginary game types: These are the games in which children realize the mental transformation of the objects they see in their environment. Games such as using a stone or leaf instead of money, etc. are included in this group. • Creative game types: It is a type of game that includes all the activities that children add creativity depending on their body usage patterns. These are games such as water play, sand play, castle construction, hole digging, and painting. Regardless of the variety and types of play, play is important because it affects the child’s physical development, psycho-motor and language development, and social, emotional, and mental development. Also, education is closely related to the game, and children learn the knowledge, skills, and behaviors necessary for their lives by themselves during the games (Esen, 2008; Erten, 2019). Many social behaviors such as sharing, engaging with the environment, taking responsibility, respect, and following the rules are also learned by way of games (Dinç, 1993). Children’s games vary depending on the previous generation or cultures and the types of games of children are observed to differ according to the seasonal changes. In other words, while games that require less energy are Theory and Research in Architecture, Planning and Design II .5 preferred in summer, children prefer games that require more power and energy in autumn and winter. The change in the types of games of children also varies depending on whether they are boys or girls, and while there is no difference in terms of gender in the early stages of development, in the other stages, boys prefer more active games compared to girls and also play materials change (Yörükoğlu, 2002; Erten, 2019). In recent years, advancing
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