2013
DOI: 10.1080/14729679.2013.778784
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A comparative study of active play on differently designed playgrounds

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Cited by 80 publications
(45 citation statements)
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“…Indeed, the peragration-play model is already employed in the most effective playground designs. Alluring playgrounds and playrooms often feature wide-open spaces where children are free to move (Berg, 2015;Heft, 1988;Luchs & Fikus, 2013;McLaren et al, 2012;Van Liempd et al, 2018). These findings have implications for the design of children's environments such as daycare settings, classrooms, and homes.…”
Section: Long-term Functions Of Locomotor Explorationmentioning
confidence: 99%
“…Indeed, the peragration-play model is already employed in the most effective playground designs. Alluring playgrounds and playrooms often feature wide-open spaces where children are free to move (Berg, 2015;Heft, 1988;Luchs & Fikus, 2013;McLaren et al, 2012;Van Liempd et al, 2018). These findings have implications for the design of children's environments such as daycare settings, classrooms, and homes.…”
Section: Long-term Functions Of Locomotor Explorationmentioning
confidence: 99%
“…In this study, the initial group variables were reduced to two variables describing the percentage of time the child was with other children and the percentage of time an adult was present. Play was coded using categories for functional play, constructive play, symbolic play, mixed play, non-play and talking, which were adapted from previous play-categorizing studies (Dyment and O'Connell 2013;Fjørtoft 2004;Luchs and Fikus 2013). In this article, the categories were combined to describe the percentage of time the child was playing (functional play, constructive play, symbolic play and mixed play).…”
Section: Methodsmentioning
confidence: 99%
“…Outdoor play is seen as different to (generally) more structured indoor play, partly through the elements of risk and unpredictability afforded by playing outside in natural environments; the 'scary-funny' feeling, where children shift between negative and positive emotions during the course of play outside, is believed to support them in learning to manage uncertainty, deal with new challenges and through this, to strengthen their physical and emotional skills (Niehues et al, 2013). Areas for outdoor play within an educational setting can include nursery, kindergarten or school grounds, plus local wild spaces such as forests; Luchs and Fikus (2013) argue that a relatively new form of 'natural playgrounds' has developed in Germany, which offer a playscape that is nature-oriented and may contain uncultivated natural areas, lots of trees and vegetation, dirt, rock structures, natural water areas and natural fences. Equipment in these playgrounds tends to be made of natural materials such as wood and rope rather than the plastic and metal associated with traditional playgrounds.…”
Section: Outdoor Playmentioning
confidence: 99%