Utah State University DigitalCommons@USU All Graduate Theses and Dissertations Graduate Studies 5-2012 Perceptions of Naturalized Playgrounds: A Qualitative Study Jeffrey C. Hamarstrom Utah State University Follow this and additional works at: https://digitalcommons.usu.edu/etd Part of the Landscape Architecture Commons Recommended Citation Hamarstrom, Jeffrey C., "Perceptions of Naturalized Playgrounds: A Qualitative Study" (2012). All Graduate Theses and Dissertations. 1258. https://digitalcommons.usu.edu/etd/1258 This Thesis is brought to you for free and open access by the Graduate Studies at DigitalCommons@USU. It has been accepted for inclusion in All Graduate Theses and Dissertations by an authorized administrator of DigitalCommons@USU. For more information, please contact [email protected]. PERCEPTIONS OF NATURALIZED PLAYGROUNDS: A QUALITATIVE STUDY by Jeffrey C. Hamarstrom A thesis submitted in partial fulfillment of the requirements for the degree of MASTER OF LANDSCAPE ARCHITECTURE (Plan A) Approved: __________________________ __________________________ Keith M Christensen, PhD Michael L. Timmons Major Professor Committee Member __________________________ __________________________ Shelley L.K. Lindauer, PhD Mark R. McLellan, PhD Committee Member Vice President for Research and Dean of the School of Graduate Studies UTAH STATE UNIVERSITY Logan, Utah 2012 ii Copyright Jeffrey C. Hamarstrom 2012 All Rights Reserved iii ABSTRACT Perceptions of Naturalized Playgrounds: A Qualitative Study by Jeffrey C. Hamarstrom, Master of Landscape Architecture Utah State University, 2012 Major Professor: Dr. Keith M Christensen Department: Landscape Architecture and Environmental Planning Play is an important part of childhood that helps to develop social skills and ensure proper mental and physical development. There is a growing concern among parents and play researchers that technology and urbanization are limiting children’s access to the natural environment. This is encouraging play designers to create playgrounds that are based more on natural elements, such as water, plants, hills, tree groves, and rock outcrops, rather than manufactured equipment. Because environments can affect the behaviors that occur in them, a growing number of studies have focused on how naturalized play environments impact the development of children as they play. However, few studies have addressed how people who are interacting with naturalized playgrounds view them. This thesis discusses the findings of a qualitative research project that aimed to understand if naturalized playgrounds at mostly iv educational facilities were being viewed as viable play environments by examining supervisors’ and teachers’ perceptions of how the playground was being used. The naturalized playgrounds in this study contained about two thirds natural elements and one third manufactured elements. Most participants in the study felt that the term "naturalized" adequately characterized the play facility under their supervision. They also showed an active interest in furthering their education about naturalized playgrounds and saw their role as a facilitator of play. Naturalized playgrounds were viewed by participants as providing viable play options for children and, in most cases, a better option than traditional playgrounds due to the open-ended play opportunities the natural elements promoted. Participants in this study saw the heavy and continual use of natural elements promoting benefits such as a connection to nature, educational opportunities, and creating a dynamic playground that was interesting all year. When looking at how children used the environment, the perception was that a less formally structured playground provided an environment that everyone could enjoy. This also promoted more creative play that allowed for many types of play as opposed to the mainly physical play of traditional playgrounds. Data also showed that individual elements tend to promote specific types of play, which makes having a broad diversity of elements important. (234 pages) v PUBLIC ABSTRACT Perceptions of Naturalized Playgrounds: A Qualitative Study Jeffrey C. Hamarstrom Play is an important part of childhood as it helps to develop social skills and ensure proper mental and physical development. Electronic media, stranger danger, and urbanization have reduced both the time and access children have to play in natural areas. Many people believe that this is an integral part of childhood and, therefore, concern that children are not interacting with the natural world is becoming a popular topic. Research has shown that natural environments can have various benefits such as reducing anxiety and promoting developmental skills. Play providers are now creating playgrounds that attempt to recreate natural settings, referred to as natural or naturalized playgrounds. These play environments utilize natural elements including water, vegetation, hills, tree groves, rock outcrops, and streambeds rather than manufactured equipment. Because behaviors are affected by the environment in which they occur, a growing number of studies have focused on how these naturalized play environments affect children developmentally. Very few studies have surveyed to the adults at facilities that contain these playgrounds to see how they view them. Therefore, this thesis investigates the perceptions of naturalized playgrounds at educational facilities to see if they are perceived as a viable play environment and if they are providing a connection to nature. Fourteen participants, from different playgrounds, shared their thoughts about the playground as an environment, and the play activities they see children participating in. It was found that naturalized playgrounds contained about two-thirds natural elements and one-third manufactured elements. Participants thought of their playground as “naturalized,” which may lead to confusion as these playgrounds are referred to by many different terms. The participants also showed an active interest in furthering their education on naturalized playgrounds as well as facilitating play. Naturalized playgrounds were seen as being viable playgrounds for children and, in most cases, being better than traditional playgrounds due to the open-ended and unstructured play opportunities the natural elements promoted. Participants in this study also thought their playground provided numerous connections to nature and wanted the playground to be even more natural. The heavy use of natural elements allowed for other positive aspects such as educational and open-ended play opportunities as well as a playground that was always changing and therefore interesting. It was also found that the open-ended structure of the playground provided a playground that everyone could enjoy due to it promoting creative and imaginative play. This thesis found that naturalized playgrounds create a play environment that promotes much more than just the “physical play” mentality of a traditional playground. Naturalized playgrounds allow for play that is not based on gender or physical skill, as well as allowing children to play how they want. In that play, children are engaging in developmental processes, connecting to nature, being social, and learning from the world around them. vi ACKNOWLEDGMENTS I would like to thank my committee members, Dr. Keith Chistensen, Prof. Michael Timmons, and Dr. Shelley Lindauer, for their support and invaluable insight throughout this entire process. I also give thanks to my family, friends, and colleagues for their encouragement and advice as I worked from a small idea to a final paper. I give special thanks to my wife, Elaine, for not only being patient and understanding, but also for all of the encouragement to get through those rough times. I could not have done it without you. Jeffrey C. Hamarstrom vii CONTENTS Page ABSTRACT....................................................................................................................... iii PUBLIC ABSTRACT .........................................................................................................v ACKNOWLEDGMENTS ................................................................................................. vi LIST OF TABLES............................................................................................................. ix CHAPTER I. INTRODUCTION .......................................................................................1 II. LITERATURE REVIEW ............................................................................3 Defining Play ...............................................................................................3 Environment Affecting Behavior...............................................................13 Losing the Connection to Nature ...............................................................20 Natural Playground Design........................................................................24 Research on Naturalized Play Environments.............................................27 Current Need to Understand Natural Playgrounds ....................................32 III. METHODOLOGY ....................................................................................34 IV. RESULTS ..................................................................................................42 The Inventory, Ideals, and Background.....................................................42 The Playground as an Environment...........................................................50