DESIGNING A CHILD FRIENDLY PLAYSCAPE ENVIRONMENT TOWARD A HOLISTIC CHILD DEVELOPMENT AT TANJUNG EMAS MUAR JOHOR

1DESIGNING A CHILD FRIENDLY PLAYSCAPE ENVIRONMENT TOWARD A HOLISTIC CHILD

DEVELOPMENT AT TANJUNG EMAS MUAR JOHOR

1.0Background study

1.1Introduction

Creativity of children playing with their own way is unexpected and predictable for

an adult, and it is difficult to define, but naturally it is pleasurable, self-motivated,

imaginative, non-goal directed, spontaneous, active, free of rules, and requires active

participation (White, 1997). Likewise if given the opportunity for children to design with

their own play space, the design is without doubt will be very different from what can be

measured. This is because their designs are definitely rich with opportunities for play

that characterized with their own imagination and of course the design is very suitable

environment for child development in terms of psychological and physical, which is a

place for children wanted to stay in all day.

In addition, children learn in the course of the experiences and without being

taught because, while children were having fun, they are motivated to investigate their

surroundings and express their ideas, thoughts and feelings. At the same time, they are

taught to deal with feelings, interact with others, resolve conflicts, and gain a sense of

competence (White, 1997). In other word the development of children not just in term of

developing strength and physical skills but also in term of spiritual, intellectual, creative,

social and emotional growth (Hendricks, 2001).

However, today children have very little time for freely play at outdoor playspace,

this is because when children do have free time, they will spent indoors in front of the

television, video games or computers. For that reason, this is influenced by their

environment, where the layout of residential or town areas does not provide playing

fields that can attract them to play (Louv, 2008), and therefore play equipment provided

by the local authority does not meet the needs of children to play which is, the crisis is

when developers or local authorities taking into account of providing a playspace, the

usual influence is to choose something that is familiar to adults, safe, and meets the

budget but unfortunately that will be boring for children itself (Thomas, 2008).

Furthermore playgrounds equipment only provided more emphasis on the

physical growth of children, which restrict and limit the psychological development of



children to play with imagination and creativity of their own and consequently the

interaction between children with their surrounding environment and other peers will be

disturb. Indeed they have restricted physical boundaries and fewer opportunities for free

play in the natural world (L.Stoecklin, 2007). Hopefully this study will provide playground

designs that match the needs of children present and in future as well as could

contribute to the physical and the psychological development of children as a whole.

1.2Topic Definition

The following is the definition and meaning of the terms used in the research topic of

Designing a Child Friendly Environment Playscape toward a Holistic Child

Development.

1.2.1 Child

According to (MADI, 2009), the child means a process of quantitative change of

human physical changes in terms of size and maturity, and these changes will

continue to occur up to a level of change that will stop.

According to (Yusoff, 2005), children who are defined as anyone under the age of

18 years, which in the age group who received protection from the Malaysia laws of

Child Act 2001.

In context of this study, base on the above statement the child were talking about is

the children who are still in the development of mental and physical, from the age of

1 to 18 years, which is still in the progress of development for the size of body

parts, height and number of brain nerves.

1.2.2 Friendly

According to ("GlossaryOfTravel.com", 2010), friendly define as facilities that

make it suitable for or easy to use by somebody.

In context of this study, friendly is a term for something appropriate to the needs,

comfort, and safety and easy for users to operate for a specific purpose for which

indirectly serve the purpose.



1.2.3 Playscape environment

Playscape environment identify as a term created by the landscape architect for

the playspace which designed like the natural environment setting and also it is the

playspace for children that are not only to play but to assist in the development of

the child itself, consisting of the man-made and the natural environment (Cynthia

Wisenor, Donna Hicks, & Duncan, 2002).

Therefore, the topic regarding the playscape environment means, the play area

that contains the element of man-made and nature, that work as a tool for children

to play, which will indirectly help the development of children in term of psychology

and physical whereby a place which most attractive for children to play.

1.2.4 Holistic

Holistic can be define as emphasizing the importance of the whole and the

interdependence of its parts which concerned with wholes rather than separation

into parts (Brown & Chip, 1999).

In context of this study, holistic is overall approach, which takes into account all

aspects of child development which includes physical and psychological

development of children, that emphasis on respect for the environment should be

applied during the development of children, so that when these children become

adults in the future, they will be more respectful to the environment

1.2.5 Child development

According to ("Child Development and Public Health", 2008), child development

define as the process of growing up, developing, and learning throughout their

lives from early life to adulthood. Which is, can be measured through social,

physical, and cognitive developmental.

In context of this study, child development is a process of development and growth

in terms of physical development, social, and the process of thought which that

encompasses the various stages of physical, social, and psychological growth.



1.2.6 Conclusion to the topic definition

For the conclusion, “Designing a Child Friendly Playscape Environment

toward a Holistic Child Development” can be simplified that the design of

playspace that have the element of man-made design and nature which friendly for

all category of children ages. In other words the playspace that takes into accounts

of needs, comfort and safety for children. This as well, works indirectly to assist the

development as a whole for all aspects of development in terms of psychological

and physical development, that concerning about the natural environment as a part

of development. Thus directly become the area that, very helpful in contribution to

the development of the children and the demand of children to stay longer for them

to spend the valuable time to play.

1.3Scope of The Study

This study focuses on the proposed design for a Child Friendly Playscape

Environment toward a Holistic Child Development at Tanjung Emas Muar Johor, which

is concerned about the age of children from 3 to 15 years old and did not include those

children with disabilities. The playspace design will encourage towards the formation of

a creative mind as well as taking into account the psychological and physical

development of children. Likewise the concerning about emphasizing natural

environment is a part of children development and also act as play equipment for

children that will be needed for generate holistic among children.

1.4Significances of Study

When most adults were children, playgrounds were areas with manufactured

equipment such as swings, see-saw and slides, which are currently seen as the

traditional setting of playground. Therefore, adults see this as the appropriate

playground model for children to play. However it is important to look at the playground



as one piece of the development approach for children which allow them opportunities

to develop through play.

For that reason, as time goes by, the design of house style have change from

traditional style to modern style, whereas the current playground equipment or the

setting itself still being traditional. Since Malaysia being a developing country, where

modernization activities can be seen everywhere, not only in urban areas but also in

rural areas which also, should prepare and change the playspace for children in line and

in accordance with the progress of development at present. This is because the old

setting playground design needs to change, to be more attractive and challenging as a

playground for children which also to be as paradigms shift.

Moreover, if the children were given task to design playground, it will be more fun

because they knew what they need. Unfortunately they do not have the skill to design.

So let the Landscape Architect become the hand to blend the knowledge, idea and skill

to become favorable, pleasant and friendly playspace with considering natural

surroundings, safety and education aspect as whole to children development, due to

that, this study will be formulating the model of a playground design with emphasizing

the natural surroundings, which can help and act as a medium in the development of

children's physical, social and creative skills. As well as taking into account the way of

children play for all ages of children that either directly or indirectly.

1.5Problem Statement

Long time ago, we can see a crowded group of children spending their play time

at the playground, however currently very seldom this land of view can be retrieved at

any playground area except for indoor playground in shopping complex. For the reason

that, in row of rapid development activity playground has been set up with modern and

colorful of play equipment, but it failed to attract the children to spend their time at there.

It’s a waste not only on the playground but also the space itself, where so much

coast have been put in develop a space for children have their time for play but in return



the space was empty and being there with no attraction. In addition, the main problem is

that, what we provided does not meet the demand of the children, no matter what

category of age. Whereas this circumstances, is likely as stamping method in providing

the playground area as it is compulsory requirement by the Landscape Architect.

Moreover, children were introduced to a variety of leisure time activities to fill

their time indoors. Children of today have restricted physical boundaries and less

opportunities for free play in the outdoor setting. These facts lead a great effect on

children's health and well-being which is the effect of childhood obesity are now

widespread in many Malaysian communities. In fact this problem is also related and

caused by physical issues and social issues in the study area.

1.5.1 Physical issue

The study area seem to have the play equipment that provided by local

authorities, where the position of play equipment are randomly placed and in other

word this playspace area separate and secluded, where this will effect difficulty of

children to play. From that reason child does not respond to the current playground

setting. Besides this is also due to the design of playground very typical and

obsolete, Children exposed only to the physical development of skills and body

strength thus cannot challenge the creativity of children in play.

1.5.2 Social issue

Playground is one of the important social context in which children meet,

interact and form relationship, but with the condition of current playground

nowadays, lack of opportunities for children to interact, inasmuch as the play

equipment and the design of the playground itself which failed in terms of social

interaction among children with nature and also failed in their relationships with

peers.



1.6Goal and Objective

1.6.1 Goal

Developing children’s physical, social and creative skill through their experience in

natural and man-made playscape environment.

1.6.2 Objectives

i. To provide outdoor design of playscape that can act as a medium for the

development of childhood.

ii. To solve the psychological and physical, needs and desires of children to

systematic playscape settings that stimulate the creativity of children.

iii. To encourage social interaction of children with their surroundings.

1.7Research Methodology

The methodology of this study involves the implementation stages of the research

will be conducted by the researcher. Several approaches will be used to obtain

detailed information to become a complete study. The whole study is divided into

three (3) levels:

1.7.1 First Stage

At this stage, it is an early study in which to emphasis on goals and objectives of

the study which to be identified before carrying out the next stage. As well in this

stage, the emphasis should be given to the preliminary study or to be scientific.

Some aspects need to taken into account, about the background of the study and

to reflect the current state of research to be more clearly. In addition, a number of

statements relating to the research problem must be identified. Indeed this is for all

of the problems will be addressed in accordance with the purpose of the study.



1.7.2 Second Stage

In this stage, it more emphasizes on the aspects of data collection. Which data

collection is generally divided into two (2) the primary data and secondary data.

i. Primary data

Primary data obtained from the survey conducted by the researcher. The data

was collected through two methods in terms of method of questionnaire and

observation methods.

a. Questionnaire method

Surveys was conducted to obtain information relating to the review of the

research which to be carried out. This is includes a survey about the

physical characteristics of the site and the element of conformity with the

study. In addition, a questionnaire was conducted to gain information and

feedback from respondents in the study area.

b. Observation method

Observation method is also conduct in order to observe the actual situation

of the study site in terms of physical condition of the site and the activities

and categories of users use the study area.

ii. Secondary data

Secondary data included information gathered from government departments and

also from other sources.

a. Government Departments

The government departments involved in this study is to obtain information

is Majlis Penbandaran Muar (MPM), and Jabatan Peparitan dan Saliran

daerah Muar. Which the required data as the study area plan, current land



use plan, existing development plans, policies and guidelines, if there is as

determined by the local authorities.

b. Other sources

The information collected and used by the existing data as the study done

by researchers previously either unpublished and published. Besides, the

information derived from reading materials such as books, magazines,

pamphlets and reading material from Internet sites associated with the

research topic

1.7.3 Third Stage

At this stage, the data analysis results of the survey will analyze. The Findings of

this study will be available after the primary information updated. Moreover the

results of this analysis will inform the best alternative action to implement the study

area. Whereby this alternative will eventually produce a landscape design proposal

that emphasized the study which is follow the topic of this research.

1.8Summary

Playing is the central of young children’s lives. Children used to have access to

their surrounding, whether it was the sidewalks, streets, alleys, and parks of the city,

streams and rural area. In all due fairness, if the effort to create this area, taking into

account and does not ignore the rights of children as consumers, as a result the area

will be function as the formation and development of children. Therefore, it is possible to

develop a design of playground that will fulfill the needs and demand of children in order

to achieve a friendly playscape environment toward a holistic child development.



2.0Literature Review and Reference Case

2.0Introduction

Literature review and reference case in this chapter are the methodology and

process that need to go thought in order to gain reference in term of principle, theories,

philosophy, design and others that relevant to conduct this topic. Regarding on

reference cases, some were chosen with similarity with surrounding, issue and problem

and design approach. Furthermore the issue, problem, method and approach will be

analyzed to designing child friendly playscape environment toward a holistic child

development. Other than that, is to strengthen the fact that a comprehensive

environmental of playing will result the effective development of children which is takes

into account about children's needs in terms of psychological and physical development.

2.1Children and play

Play is one of the methods in learning process. During play, children receive

information from the surrounding environment in line to use it in their physical and

mental development. By means of play, children learn and develop as individuals, and

as members of the community. Developmental benefits of play include creativity and

imagination, learning to solve problems, discovery, and ability to cooperate. In fact play

can be defined as freely chosen, personally directed, mostly motivated behavior that

actively engages the child (Mussen & Carmichael, 1983). Likewise for a child, outdoors

is the only possibility to exploring the surroundings. It is the outdoors where children can

freely experience their motor skills like running, jumping, climbing and also it is the most

appropriate area for performing manipulative skills such as swinging, lifting, and

balancing (METİN, 2003).



2.2Theories of play

The significance of play is considered by researchers from a variety of categories

including psychology, education, philosophy, and anthropology (METİN, 2003). As it is

stated in Table 1, shows a list of trigger theories about the reason to play on child

development:

Theories Reasons for play Benefits

Surplus Energy

H. SpencerTo discharge the natural energy of the body

Physical

Renewal of Energy

G.T.W. PatrickTo avoid boredom while the natural motor functions of the body are restored

Physical

Recapitulation

G.S. HallTo relive periods in the evolutionary history of the human species

Physical

Practice for Adulthood

K. GroosTo develop skills and knowledge necessary for functioning as an adult

Physical, intellectual

Psychoanalytic

S. Freud, A. Freud , E. Erikson

To reduce anxiety by giving a child a sense of control over the world and an acceptable way to express forbidden impulses

Emotional, social

Cognitive Developmental

J. Bruner, J. Piaget B. Sutton-Smith

To facilitate general cognitive development To consolidate learning that has already taken place while allowing for the possibility of new learning in a relaxed atmosphere

Intellectual, social

Arousal Modulation Emotional,



D.E. Berlyne, G. Fein H. Ellis

To keep the body at an optimal state of arousal To relieve boredom To reduce uncertainty

physical

Neuropsychological

O. Weininger, D. Fitzgerald

To integrate the functioning of the right and left cerebral hemispheres

Biological, intellectual

In all due fairness, childhood theorists see “play” as fundamental to human development and

emphasize its critical value for all children.

2.3The role of play in children development

In era of 1960s the playground was influenced by the theories of child

psychologists such as Erik Erikson and Jean Piaget as well as by modern landscape

architects. Whereby the stages of children development gained in consideration about

the psychology of children at play in the contemporary playground design, and also the

play equipment such as activity of playing that were help toward teaching children

through play began to be fostered in playground environments (Maraini, 2009). Besides,

according to (Elkind, 2007), from year to year, a lot of research has been conducted to

identify and determine the value and function of the park as an area for the

development of children. This is based out of the play, it helps children skill

development. Likewise, children teach themselves to move slowly, stand, and walk from

side to side from practice play.

Therefore playground is essential play hub for children development, because it

contributes to the cognitive, physical, social, and emotional of children. In which,

playground also offers an ideal opportunity for parents to engage fully with their children.

Despite the benefits derived from play in playground for both children and parents, time

for free play has been markedly as important way for children development (Kenneth R.

Ginsburg, MD, & MSEd, 2007). In additions more recent trend in playground design is

Table 2.1: Theories of Play, Source: (Hughes, 1995)

http://www.bookrags.com/eb/piaget-jean-eb#59885



the “adventure” playground, this design attempts to allow for a child-oriented

perspective in play, children are for instance, encouraged in these playgrounds to build

their own appropriate play structures, it is because playground design to play (Maraini,

2009).

2.3.1 The benefit of play in children development

Play allows children to use their creativity in play, while developing their

imagination and physical, cognitive, and emotional strength and it is also allows

children to create and explore a world they can master, conquering their fears while

practicing adult roles in play, sometimes in conjunction with other children (Kenneth

R. Ginsburg, MD, & MSEd, 2007). Thus according to From Piaget’s theoretical

base ("Stages Of Play During Child Development", 2007), developmental factors of

play can be analyzed in five particular forms:

i. Language Development

With each new part of play or every new play activity, a fresh establishment of

words will be required to explain the play that is taking place. All types of play

allow a child to practice his language.

ii. Physical Development

Play can build up co-ordination and direction of your child's physical actions

as there are chances to run, hop, skip and jump which develop muscle tone

and balance. Physical activities will also develop confidence of children.

iii. Emotional Development

Play is practical as an expression for your child's feelings, both negative and

positive. Calm activities can express a remarkable outlet for your child who

requires time and space to be lonely.



iv. Social Development

Playgroup will assist to develop the skills needed for understanding both

adults and children. Children will learn about social skills such as taking turns

and sharing and will become aware of others emotions and start to be able to

take those emotions into account.

v. Cognitive/Intellectual Development

Through play, your child develops awareness of general ideas. Children will

attempt something unusual with objects that he can act or make a noise with,

and so begin to realize cause and effect.

With good judgment, according to (White, 2006) also, play environments

offer children countless benefits including better psychological well-being, finer

cognitive functioning. It is because early experiences with the natural world have

been positively connected with the development of imagination and the sense of

wonder for children. In which Wonder is an important motivator for lifelong learning

(Wilson & A, 1997).

2.4 The design of playground

Playground design should emphasize from design aspects which

occupy and meets the needs and preferences of children as well as taking

into account the function as playground for children carry out their growth

process. Therefore according to (Butler, 1950), playground design need to

take into account of the age level as basis in planning and designing a

playground. Whereby, the uniformity of aspect activity and also the play

equipment which need appropriate with every age of children.



2.4.1 Age classification

According to (Atherton, 2010), children's thinking does not develop entirely

smoothly. Instead, the transitions of development taking place at about 18 months,

7 years and 11 or 12 years. This has indicated that before these ages children are

not capable of understanding things in certain ways. In which, every age it has its

own character to play whereby every child go through these process and even

though the fact that they are connected to ages, children grow at remarkable rate

of progress and some may take some time to go through an outstanding stage

("Stages Of Play During Child Development", 2007).

According to ("Stages Of Play During Child Development", 2007) also, there

is 5 category of age classification with their ability of interaction in playing which is:

i. 0-2 Years

Play by individual in other words relationship with other children limited.

ii. 2 to 2 and half Years

Other children playing around but will not play with them.

iii. 2 and half to 3 Years

Play in other children environment but do not play with them.

iv. 3-4 Years

Starts to interact with others in their play and there may be passing co-

operation between in play. Children also start to develop friendships and the

preferences for playing with some but not all other children. Moreover play is

normally in mixed sex groups.

v. 4 – 6+ Years

Co-operative plays together with shared aims of play with others. Play may be

quite difficult and have supportive of other children in play and also play in

single sex groups.



Needless to say, through play children at a very early age engage and

interact in the world around them. Whereby, play allows children to learn how to

work in groups, to share, to negotiate, to resolve conflicts, and to learn self-

advocacy skills. In fact, according to (Kenneth R. Ginsburg, MD, & MSEd, 2007), it

has been recommended that encouraging unstructured play may be an

incomparable way to increase physical activity levels for children.

2.4.2 Type of play

According to (White, 2006), the opportunities for children to develop within

their environment through regular contact with play. There are five type of play for

children development which is:

i. Motor/Physical Play

Physical play provides significant opportunities for children to develop both

individual gross and fine muscle strength and overall integration of muscles,

nerves, and brain functions.

ii. Social Play

By interacting with others in play settings, children gain knowledge of social

rules such as, give and take, cooperation, and sharing. Through a series of

interactions with children at different social stages, children also learn to use

moral analysis to develop a grown-up sense of values.

iii. Constructive Play

Constructive play is when children manipulate their environment to be useful

in their type of play. It also gives children a sense of achievement with control

of their environment. Likewise, children who are comfortable manipulating

their environment also become good at manipulating words, ideas and

concepts.



iv. Fantasy Play

Children develop flexible thinking, learn to create beyond the here and now,

enlarge their imaginations, in a harmless environment, and also use to

express their ideas, concepts and dreams in play.

v. Games

Require rules in play, as well as children must follow to function of the game

to be more productively.

2.4.3 The connection between creativity and play

There are a lot of aspects of connection between creativity and play,

which will encourage learning and development of children. It is important for

children to put across themselves in many different ways. Therefore, when being

creative, it is important to allow the children to explore and develop their senses by

using different ways to express, so the child then can explore different elements of

creativity.

According to (Lopes, 2004), creativity is the ability to see things in unusual

way, to see problems that no one else may even realize exist, and then come up

with new, unusual, and effective solutions to these problems and this happens in

the lives of children. For the reason that every child is born with creative potential,

but this potential may be stifled if care is not taken to nurture and stimulate

creativity. Furthermore (Lopes, 2004) also state that, several instruction to make

activity play as creative atmosphere which is:

i. Relax the controls.

Adult should cut down their supervision to children to create creative spirit

among children



ii. Inspire perseverance.

Creative resources would not be useful to something sight from logical point

of view. This is because if to generate creative it should be refer childish style

play, and from that creative resources will be created

iii. Tolerate the "offbeat."

Leave child playing by their own way which spontaneously will make

atmosphere play that worth.

iv. Provide a creative atmosphere.

By providing product or play equipment that capable of generating thought

and also creative style of childish play.

v. Planning and problem-solving.

Encourage children with solve problems with variously creative ways.

vi. Offer - but do not pressure.

Allow the child time to be alone to develop the creativity that is innate in all of

us.

To sum up the foregoing, these instructions were provide in response to

the numerous forces that challenge play in term of creativity. The prime idea is that

play is essential to the development of psychology and physical. Although the

instructions were given in defense of creative play, they should not be becoming

interruption in time for children play.

2.5Types of Playgrounds

Playgrounds can be varied according to their types; adventure, contemporary

and traditional (Barbour, 1999), which all three types of playground has a different



approach to how to play and also has its own advantages in the development of

children in terms of psychological and physical.

2.5.1 Adventure playground

In this type of playgrounds, children are occupied in arrangement, creating

and building the area with different type of materials such as tires, telephone cable

spools, railroad ties, sand, wood and rope (Barbour, 1999). Whereas according to

(Wardle, 1987) adventure playgrounds help to develop a range of cognitive skills

and allow children to repeatedly be inspired and challenged.

2.5.2 Contemporary playground

According to (METİN, 2003), Contemporary playgrounds are normally

designed by architects or landscape architects, which the design are not commonly

used and they are expensive places because of their large moldings of concrete.

Indeed this playground recognized by its quality of landforms and play equipment.

Thus (METİN, 2003) also stated that the designs of this type of playground are

more emphasis on the play structures, which combine and connecting every

difference pieces of play structure and form a continuous piece known as the

superstructure or multi functional structure in the playground setting.

2.5.3 Traditional playground

The traditional playground design developed early in the 20th century and

they are still used on playgrounds today, which occupied with swings, slides, see-

saws, climbers and merry-go-rounds that can be known as the most popular items,

which are generally used on this type of playgrounds (METİN, 2003). Moreover

According to (Peter Heseltine & Holborn, 1987), this type of playground is useful

for physical development, which the design and the setting of play equipment are

taken into account about every part of physical body of children.



2.6Playscape environment

According to (Aileen Shackell, Nicola Butler, Phil Doyle, & Ball, 2008), playscape

environment can be define as a place, wherever children live, which that, all children

and young people should have easy access to spaces and facilities where they can play

without restraint, and free of charge, coming and going as they please. At the same time

as the condition of designated play spaces is very important to children so is their

opportunity to play in other public open spaces. Furthermore children benefit in

particular from being able to play in playscape environments and they tend to be more

active, and evidence suggests that contact with environments supports positive mental

health.

Photo 2.2: Children play with their surrounding setting made by them self that create an Adventure Playground,

Photo 2.4: the play equipment of Traditional Playground, Source: www. Am-niemeal.com

Photo 2.1: An Example of an Adventure Playground, Source: www.mindspring/discoverygardens.com

Photo 2.3: Continuous piece of play structure known as the superstructure, Source: www. ballerhouse.com



2.7Reference cases 1

The Garden of Valbyparken Copenhagen, Denmark

2.7.1 Background

First reference case is the Garden of Valbyparken source from

http://www.cabe.org.uk is the second biggest park in Copenhagen which the children’s

playground design reflects Denmark’s high standards for public space design and was

designed by Landscape Architect - Helle Nebelong, who at the time was a landscape

architect for the city. From 1994-2004 it has been entirely renovated. A 1 km long

avenue was planted across the park and a support area has been laid out with water

holes, meadows of wild flowers and hills. In 1996, when Copenhagen was European

culture city, 17 circular theme gardens were constructed.

2.7.2 Site conditions

The previous of Valbyparken is an old rubbish dumping area, therefore the

environmental authorities demanded that ½ meter of earth must be removed from the

whole area and replaced by new, clean earth. The rubbish dump earth must not be

Map 2.1: location of “The Garden of Valbyparken”,Source: Google map

Map 2.2: Masterplan of “The Garden of Valbyparken”,Source:www.sansehaver.dk/asp/side/naturlegepladsen.html#engelsk

http://www.cabe.org.uk/



removed from Valbyparken and it has therefore been built into a row of hills, which

separate the playground from the rest of the park. Moreover during the past 4 years a

20.000 m2 playground has been under construction using people from the unemployed

project.

2.8.3 Design approach

The design was an open-minded approach that involving the young people in

design workshops gave the architects an opportunity to see how they used different

types of play equipment and what kinds of spaces they were drawn to. The playground

can accommodate many different activities at the same time and this reflects the

principles of inclusion, responsibility and creativity that informed the design.

During the design process, the most outstanding thing about Valbyparken is their

emphasis on natural materials, complete with imperfections. Helle’s designs

acknowledge that the world is not made of standard shapes and sizes with even

surfaces, and from that the design offer children the chance to experience a variety of

play environments and challenge them to think more carefully about their movements.

Thus this garden reflects Helle’s belief that children’s play areas should be “as safe as

necessary”.

The level of design and arrangement throughout the garden is of a high quality,

with variety and remarkable contrasts that challenge children to use their imaginations

and be creative. Their individual, contemporary design is not what most people expect

in a children’s play environment, but they are a good example of how play spaces can

appeal to children and adults alike.



Photo 2.5: A fire for a storytelling and outdoor cooking session with schoolchildren, Source: http//:www.flickr.com

Photo 2.6: One of five towers created by design students for this natural playground, Source: http//:www.flickr.com

Photo 2.7: Valbyparken boardwalk and tower of light, Source: http//:www.flickr.com

Photo 2.8: Designed to be enjoyed by children of all abilities, Source: http//:www.flickr.com

Photo 2.9: A small part of the vast nature play, Source: http//:www.flickr.com

Photo 2.10: Some of wood sculpture,Source: http//:www.flickr.com




Evergreen Adventure Playground Hackney, London

2.8.1 Background

Second reference case is The Evergreen Adventure Playground source from

http://www.cabe.org.uk was established in 1974 and redesigned by an Architect – Liz

Adams which complete in 2000. The designs of playground were applying with the

creative and unconventional adventure playground that the aims are to set both hearts

and imaginations racing. The space offers a mixture of bespoke play structures and

more traditional off-the-peg equipment. Children who attend the playground helped to

design the layout of the playground, with each piece of equipment forming part of a

journey through the space. In addition, the playground provides play opportunities for

children aged 5-15 years and is open after school and on Saturdays. It is a staffed

playground but the play workers give the children freedom to initiate their own play

experiences. Thus the playground is well used, with 30 children using it every evening

and up to 150 children attending during the holidays and parents who used to visit the

playground when they were young now bring their children to the site and value the

quality play experience it provides.

Map 2.3: location of “The Evergreen Adventure Playground”, Source: Google map

Map 2.4: Plan view of “The Evergreen Adventure Playground”, Source: Google map





The site covers an approximate area of 7,500m‘. It is predominantly grass

covered with some mixed tree species spread throughout. The perimeter of the site is

bounded with an concrete fence with vehicular and pedestrian gates from Beehive

Close. In addition, the site comprises various timber playground equipment such as

climbing frames, towers, swings and the like, gardens and a pond. Furthermore the

layout design of this playground was established in 1974 which outdated with the

demand of children currently, where the layout and the play equipments were in poor

conditions for children to play.


The Evergreen play workers have always involved young people in decisions

about the playground, from ideas for activities to buying new equipment. In fact, this

culture was a vital part of the playground redesign. In the early stages of the project,

architect Liz Adams visited Evergreen once a week to meet the young people who play

there and discuss ideas. She created models to show the designs in a way that the

young people could understand. Consequently the young people were able to pick up

the models and move them around the site, to help them think about different layouts

and the impact upon the space. Moreover the playground can accommodate many

different activities at the same time and this reflects the principles of inclusion,

responsibility and creativity that informed the design.

Photo 2.10: Children allowed playing freely,Source: http://www.cabe.org.uk

Photo 2.9: Skydens encourage creative play,Source: http://www.cabe.org.uk





Photo 2.11: Totem poles decorated by the young people, Source: http://www.cabe.org.uk

Photo 2.12: Flying fox, Source: http://www.cabe.org.uk

Photo 2.13: Constructed in natural surroundings, Source: http://www.cabe.org.uk

Photo 2.14: Sky platform, Source: http://www.cabe.org.uk

Photo 2.15: Sky rocket, Source: http://www.cabe.org.uk

Photo 2.16: Landscaped grass mound, Source: http://www.cabe.org.uk










(The Imagination Playground Parks , Burling Slip, New York )

2.9.1 Background

Third reference case is The Imagination Playground Park source from

http://www.imaginationplayground.org/parks/ opened to the public on July 27, 2010, at

Burling Slip in the South Street Seaport area of New York City, cooperation between the

New York City Department of Parks and Recreation and Rockwell Group. Moreover The

Imagination Playground is a breakthrough playspace concept conceived and designed

by architect David Rockwell to encourage child-directed, unstructured free play. With a

focus on loose parts, Imagination Playground offers a changing array of elements that

allows children to constantly reconfigure their environment and to design their own

course of play.


Over the last decade, the South Street Seaport residential population has

swelled more than thirty-five percent. More than 15,000 apartments are being added to

the area, drawing a growing number of families with children under nine, and the age

Map 2.5: location of “The Imagination Playground”, Source: Google map

Map 2.5: Plan view of “The Imagination Playground”, Source: Google map

http://www.imaginationplayground.org/parks/



group Imagination Playground is meant to serve. Hence the playground design

consequently captures Burling Slip’s rich maritime and commercial history and engages

the messy vitality that characterizes New York City’s dynamic waterfront, with elements

such as climbing ropes and a lookout ramp with telescopes.


Imagination Playground design provides a flexible environment for many types

of play, rather than prescribed activities, through three key components which is, an

open multi-level space with large sand and water features; a huge array of loose parts,

essentially a variety of toys and tools; and trained staffs on-site who maintain and

manage the site. In fact, these elements enable children to play in an intuitive way: build

something, tear it down, and start all over again. In addition to giving the playground

design to New York City, Rockwell Group is raising, in collaboration with the New York

City Department of Parks & Recreation, an endowment fund to ensure that Imagination

Playground is properly maintained for decades to come.

Rockwell Group’s design and efforts have resulted in a playground that captures

Burling Slip and South Street Seaport’s rich maritime and commercial history, with

elements such as a cascading water channel, a climbing rope, masts and pulleys, and a

lookout ramp with telescopes. As well, the built landscapes also need to incorporate

with the amphitheater seating and a “crow’s nest” that has a double function as a

storage unit for the playground’s loose parts. Furthermore, there is also a portable

version of the playground called Imagination Playground in a Box, which consists of a

kit of parts suitable for a variety of outdoor and indoor sites that offers an easy-to-install,

cost-effective means to give children opportunities for unstructured, free play.



Photo 2.17: Water play, Source: http://www.imaginationplayground.org/parks/

Photo 2.18: playing with “loose parts” with the creativity way of children in play, Source: http://www.imaginationplayground.org/parks/

Photo 2.19: Playground’s loose parts Source: http://www.imaginationplayground.org/parks/

Photo 2.20: “loose parts” can be create with children imagination, Source: http://www.imaginationplayground.org/parks/







Ref

ere

nce

ca

ses

(3)

Th

e Im

agin

atio

n P

layg

roun

d P

arks

, B

urli

ng

Slip

, New

Yor

k

- Gro

win

g n

umb

er o

f fa

mili

es

with

ch

ildre

n u

nde

r n

ine.

- Nee

d a

pla

ce t

hat

can

serv

e as

rec

reat

ion

for

adul

t an

d ch

ildre

n- P

rovi

des

a fle

xibl

e en

viro

nmen

t fo

r m

any

typ

es o

f pl

ay.

- Ena

ble

chi

ldre

n to

pl

ay in

an

intu

itive

w

ay: b

uild

so

met

hin

g, te

ar it

do

wn

, an

d st

art

all

ove

r ag

ain.

- Th

e de

sign

co

nsid

er

abou

t th

e si

te

back

gro

und

Ref

ere

nce

ca

ses

(2)

Eve

rgre

en

Adv

entu

re

Pla

ygro

und

Hac

kne

y, L

ond

on

- Out

date

d w

ith t

he d

eman

d

of c

hild

ren

curr

ently

.

- Pla

y eq

uipm

ent

s w

ere

in

poor

co

nditi

ons

for

child

ren

to p

lay

- Inv

olv

ed y

oun

g p

eop

le in

de

cisi

ons

ab

out

the

pl

ayg

rou

nd.

- Acc

omm

oda

te m

any

diffe

ren

t act

iviti

es

- Cre

ate

d m

odel

s to

sho

w

the

de

sig

ns in

a w

ay

tha

t th

e yo

ung

peo

ple

cou

ld u

nde

rsta

nd.

- Use

nat

ural

ma

teria

l as

play

equ

ipm

ent t

hat

co

mpl

ying

the

su

rrou

ndin

g.

- Enc

hasi

ng

the

nat

ural

se

ttin

g.

Ref

ere

nce

ca

ses

(1)

Th

e G

ard

en

of V

alb

ypa

rken

C

ope

nha

gen

, Den

mar

k

- Was

old

rub

bish

dum

pin

g ar

ea,

and

chi

ldre

n co

mes

pl

ay a

roun

d d

umpi

ng s

ite

- An

open

-min

ded

ap

pro

ache

s th

at

invo

lvin

g th

e y

oung

pe

ople

in d

esi

gn.

- Em

phas

is o

n n

atu

ral

mat

eria

ls

and

of

fer

ch

ildre

n

the

chan

ces

to

exp

erie

nce

a

varie

ty

of

pl

ay

envi

ronm

ent

s.

- The

si

mpl

e

and

n

atur

al

com

pone

nts

of

park

ha

ve a

ca

lmin

g ef

fect

.

- sug

gest

ing

a

va

riety

of

ad

ven

ture

s an

d ch

alle

nge

s

- Th

e d

esi

gn c

ons

ide

r ab

out

cha

lleng

e c

hild

ren

to

use

th

eir

ima

gina

tions

and

be

cr

eat

ive.

Lo

cati

on

Iss

ues

an

d p

rob

lem

s

Th

e so

luti

on

s

2.10 Comparative analysis



2.11 Summary

From the literature and reference cases, the main point mention that all

playground design in the future should be taken into account in term of “the role of play”

in children development which is because, it contributes to the cognitive, physical,

social, and emotional of children. In fact the consideration will provide the play

environments that offer children countless benefits including better psychological well-

being, finer cognitive functioning. Moreover considering “Type of play in playground”

setting and the “age classification” of children, will help the creativity of children as well

as physical development. Therefore, when being creative in the design, it is essential to

allow the children to explore and develop their senses by using different ways to

express, so the child then can explore different elements of creativity.



3.0Study case: Tanjung Emas playground, Muar, Johor Darul Ta’zim

3.0Introduction

Generally, this chapter will form regarding the inventory and analyzing process of

the collected data and information of study area. The main objective for the

documentation of inventory and analysis is to determine and to get the information

related to the site. The information is consisting on the image, identity, problems,

strengths, opportunities, weaknesses and threat of the site. Therefore this inventory and

analysis also helps to determine the site potential.

3.1Background of Study area

3.1.1 Location

Tanjung Emas is situated at the west of Muar town (Bandar Maharani).

Whereas, the Muar Town is under Majlis Perbandaran Muar (MPM) administration,

situated at the mouth of Sungai Muar, about km (93 miles) southwest of the

Malaysian capital, Kuala Lumpur and 50 km north of Batu Pahat. The area of

Tanjung Emas is adjacent with Muar town and also Muar River, which is the

distance of Tanjung Emas with Muar town in 1.5 km.

Map 3.1: location of Muar Town Map 3.2: location of Tanjung Emas



3.1.2 History

Muar history had begun much earlier than the Empire of Malacca. According

to history data from Majlis Penbadaran Muar (MPM), in 1361, there were notes that

Muar is part of the territory of the Majapahit Empire and another note mentioned

that Parameswara, the founder of the Malacca Empire, had established settlements

in Pagoh, Ulu Muar after escaping from Temasek before heading to Melaka.

Moreover Muar is also the location of the only tomb the of Sultanate of Malacca -

Sultan Alauddin Shah Riayat 1 (1477-1488), whereby other tombs of Melaka

Sultanate, was destroyed by Portuguese during their occupation of Malacca.

Furthermore, Muar is also playing a role in advancing stem the Portuguese army in

1511 to counter attack the Portuguese armada

Bandar Maharani Muar Modern was open by Muhammad Salleh bin Perang,

known as the Datuk Bentara Luar in 1885. It was inaugurated by Maharaja Abu

Bakar in 1887. Muar town are being called Bandar Maharani, because its means

the town for Maharaja Wife. Therefore the ceremonial openings of Muar Town are

by the Maharaja Abu Bakar in 1887 with the ceremonial planting the "Talisman" in a

place that became known as Tangga Batu (now a seafood restaurant located on

the estuary of the river bank of the Muar Bus Station). Furthermore, Bandar

Maharani has grown rapidly with the presence of a small port in Kuala Muar and

now being the capital of Muar (Muar was then given the status of the state under

the rule of Emperor Sultan Abu Bakar)

3.2Site inventory and analysis

3.2.1 Physical inventory and analysis

3.2.1.1 Current land use activity

According to data and information obtained from MPM,

the current land use in the study area is shown in the table.

Activities are as follows:



Map

3.3

: sho

ws

the

land

use

act

ivity

cur

rent

ly a

t stu

dy c

ase

. The

re a

re 4

type

of m

ajor

land

use

act

ivity

in s

tudy

are

a.

Lege

nd:

Co

mm

erci

al

area

Op

en

spac

eIn

stitu

tion

al

area

C

om

mun

ity

area

Infr

astr

uctu

re a

nd

utili

tyR

oa

d

Wat

er

body

Site

bou

nda

ry



Land use activity in the study area was divided into two

parts, which is the land use activity of adjacent areas and land

use of study area. The differences between adjacent land use

activity and the land use activity in the study area is the land use

of institutional area and community area which is with the high-

density and medium-density of residential, where the land use in

the study area consists of the commercial and open space,

which is the open space cover the whole area of study area.

3.2.1.2 land use activity

i. Open space

The playground area covers almost whole area

of open space which consists of play equipment such

as swing, see-saw, and integrated playground.

Therefore, the position of each playground randomly

place causing the playground area has separated

from one playground to another playground.

Consequently lead, children who came to the study

area only playing in certain area.

This area are use to be the area for family

recreation area either during workdays or weekends.

This is because of the calmness environment along

Muar River with blowing wind at every time. Due to

that this circumstance lead visitors from local and

outsider come at every day. Furthermore this area of

land use has a potential to be the main focus of

domestic tourism.

a



Site boundary Legend

ii. Commercial area

Photo 3.1: photo “a”, “b”, “c”, “d” and “e” shows the location of playground area that cover in land use of open space

a

bc

de

b

c

d

e

Map 3.4: show the location of playground area in land use of open space

integrated playground area

integrated playground area

Dataran area

Swing area

cycling area




The food court area (33 meter x9 meter) located at

centre of the study area with 15 stall that serve famous

Muar food - Mee Bandung Muar and other food.

Therefore, this area attracts many visitors who come to

the study area. However, only focusing on the function

of Food court as serving food to visitor, it become

separated part from the purposed of study area as

playground. Furthermore the function and location of

Food Court area need to preserve and also need to

enhance in term of the appearance and the

surrounding, as well as have a potential to many visitor

to study area.

iii. Infrastructure and utilities

Map 3.5: show the location of food court area in land use of commercial

Photo 3.2: photo “f” show the location of food court area in land use of commercial

f

f

Food court area



The infrastructure at the study area consists of

public parking and jetty, where there is three area of

parking which is parking A, B and C located at entrance

of east and west the study area. Therefore this parking

space is sufficient to accommodate when users come at

workdays and weekend. However the area of parking B

located between playground areas that give unsafe

situation for children to play.

Besides that, the other infrastructure at study area

is jetty, where located at west of study area. This jetty

actually purposely for river cruise activity, and

accommodates small building for counter service and

jetty. Therefore, due to that many users from local and

outsider came to the study area for enjoying the activity

and give potential to attract more users. However the

location of this jetty and the playground area are very

close, so it will directly give unsafe situation for children

to play.

Moreover for the utilities on the study area are

consist of lamppost, rubbish bin, benches, where all of

these utilities are very adequate at study area, except for

benches.




Map 3.6: show the location of food parking and jetty in land use of infrastructure and utility

Photo 3.3: photo “g”, “h”, and “I” show the location parking and photo” j” shows the location of jetty area in land use of infrastructure and utility

g h

j i

g

i

h

j

Parking C Parking B

Jetty Parking A




3.2.1.3 Adjacent land use activity

i. Community area

Community areas in the adjacent of the site are

Taman Sri Tanjung, which consist of high-density and

medium-density of residential. Thus the study area

receives many users from this residential area, and

children are safe to come to the study area because of

the distant from their house to the site from 80 meter to

400 meter.

Photo 3.4: photo “k”, and “l” shows the community areas in the adjacent of the site, which children are safe to come to the study area

k

l

k

l

Map 3.7: show the location of community areas in the adjacent of the site



ii. Institutional area

Institutional areas are consisting of Sultan Ibrahim

Jamek Mosque, Sekolah Rendah Agama Arab, and

Marina Complex. The Sultan Ibrahim Jamek Mosque is

a historical mosque that completed in 1887 located at

east of study area. Therefore Sultan Ibrahim Jamek

Mosque is also one of most attractive tourism site in

Muar, which lead many users who come to the study

area. So that, this also, give opportunity and possibility

for users came to the study area.

Moreover other institutional area is Sekolah

Rendah Agama Arab, where also located at east of the

study area. The school hour is starting from 8am to

2pm at every Monday to Friday. In fact, the distant

school to the study area is only 50meter to 100meter.

Due to that, after school hours most children from age 7

to 12 years old come to the study area before they go

home. However there is no proper circulation connect

from school area to the study area, which gives unsafe

situation for children to come.

Marina Complex is located at west of the study

area which purposely for tourism activity, where be a

station for tourism ship to anchor and consist of a

building for Marina complex administration and also

jetty. For that reason, this area attracts users from

outsider come to the Muar and consequently leads to

study area. Although this area is very close to the study

area, there is no attraction at the adjacent between

Marina Complex and study area.




o

m

n

m

n

Map 3.8: show the location of institutional areas in the adjacent of the site

0

Photo 3.5: photo “o”, “m”, and “n” shows the institutional areas in the adjacent of the site

Marina Complex

Sultan Ibrahim Jamek Mosque

Sekolah Rendah Agama Arab



3.2.2 Circulation and accessibility

Circulation system is classified into two, which are the circulation system

outside of the study area and the circulation system in the study area.

Jln.Kamariah

2 w

ay

road

1

way

ro

ad

Map

3.9

: sho

ws

the

circ

ula

tion

out

side

of s

tud

y ar

ea -

one

wa

y an

d tw

o w

ay o

f roa

d.

Mua

r R

iver

S

ite b

ound

ary



3.2.2.1 Circulation system outside of the study area

Circulation outside of the study area is a secondary road

(7m) that frequently used routes and connects to the study area,

name as Jln.Petri, Jln.Kamariah, Jln.Majidi, Jln.Abd Rahman,

and Jln.Sultanah. Therefore the distant from their community

area to the study area is between 80m - 400m. From the reason

that, this type of road is very accessible for user to come and

the traffic was no congestion and safe for children to use it.

3.2.2.2 Circulation system in the study area

There is 3 type of circulation in the study area which is

promenade (4m), interlocking paver pathway (2m), and cement

pathway (1m). The materials are use for this circulation is from

interlocking brick and cement. Therefore the circulation fail to

connect between playspace and unsafe when children comes to

play on this circulation.

Photo 3.6: Children and other users use the road side to go the site (base on interview done it safe)

Photo 3.8: interlocking paver pathway (2m).

Photo 3.9: cement pathway. Photo 3.7: promenade (4m).



Inte

rlock

ing

pave

r P

ath

way

Cem

ent p

athw

ayP

rom

ena

de

Site

bou

ndar

yM

uar

Riv

er

Map

3.1

0: s

how

s th

e 3

type

of c

ircul

atio

n in

stu

dy

whi

ch is

inte

rlock

ing

pave

r pa

thw

ay, c

emen

t pat

hway

and

pro

men

ade.



3.2.3 Topography

The flat topography covered whole of study area, which is the percentage of

slope mostly less than 2%. Thus, the flat topography, study area provides easy for

users to walk and there is no risk in terms of erosion. Therefore, children who play at

study area mostly play on this topography. However, the flat topography of the study

area gives no verity of land form that cause boring atmosphere and no challenger for

children play creatively.

Map 3.5: study area topography percentage of slope mostly less than 2%..



Illu

stra

tio

n 3

.16:

sec

tion

elev

atio

n A

-A’ s

how

s th

e ea

se w

alki

ng

for

user

s to

cro

ss a

long

the

site

but

in th

e sa

me

tim

e ca

use

and

giv

es n

o ve

rity

of la

nd fo

rm a

nd b

orin

g a

tmos

pher

e

B

AA ’

B ’ pl

aysc

ape

road

Illu

stra

tio

n 3

.18:

sec

tion

elev

atio

n B

-B’ s

how

s th

e us

ers

can

per

ceiv

e vi

ew fr

om th

e di

stan

t the

y co

me

(roa

d) to

the

site

trou

gh th

e fl

at to

pogr

aphy

als

o c

ontr

ibut

es in

no

chal

leng

er

for

kids

to p

lay.



3.2.4 Drainage system

Drainage systems of the study area are dividing to two systems which are by

drain and canal system. Therefore the drain systems are dividing to three types of

drains which are by Monsoon drain, Perimeter drain and Sub-surface drainage.

Moreover the Monsoon drain is uncovered drainage cross the study area toward the

Muar River that gives unsecure to users and children. However the monsoon drain

gives advantage and opportunity in the design for children development. Indeed the

proper arrangement of drainage will be needed to get rid of surface runoff in the study

area.

The second drainage system is canal system, where this drain is the natural

water body that located along of the study area. From the observation to the study area

and the collection data from “Jabatan Pengairan dan Saliran Muar”, the water levels of

Muar River are from 1meter to 2meter. Therefore the study area is in safe condition and

no risk of flooding.

Photo 3.10: monsoon drain was give unsecure to users and at the same time gives advantage and opportunity in the design for children development



3.2.5 Vegetations

There are 3 type of vegetation in the study area which includes trees, palm, and

also shrubs. For the trees there are several types of original trees in the study area is

the matured trees and has been maintained until now. The matured trees are Samanea

saman and Casuarina equisetifolia. The existence of matured trees provides an

atmosphere of the study area other than adjacent development and also the growth of

these matured trees has not impeded but left grows naturally. Moreover overall matured

trees have a height of 12m - 15m, which is have a good potential in the design. The

types of vegetation are as follows:

Trees

Photo 3.11: Sub-surface drainage

Photo 3.12: Samanea saman Photo 3.13: Casuarina equisetifolia Photo 3.14: Mimusops elengi

http://www.google.com.my/search?hl=en&client=firefox-a&hs=4C8&rls=org.mozilla:en-US:official&&sa=X&ei=kQefTMqdFYrSuwPIw8GyDQ&ved=0CBcQBSgA&q=Samanea+saman&spell=1

http://www.google.com.my/search?hl=en&client=firefox-a&hs=5Wn&rls=org.mozilla:en-US:official&&sa=X&ei=ZwefTODyJIHCvQP017CmDQ&ved=0CB4QBSgA&q=Casuarina+equisetifolia&spell=1

http://en.wikipedia.org/wiki/Mimusops_elengi



Shrubs

Palms

Photo 3.15: Sygyzium campanulatum

Photo 3.16: Ficus binjamina

Photo 3.17: Peltophorum pterocarpum

Photo 3.20: Hibiscus rosa-sinensis coopei Photo 3.18: Ixora javanica Photo 3.19: Senna surattensis

Photo 3.21: Veitchia merrillii Photo 3.22: Cyrtotachys renda Photo 3.23: Dypsis decaryi



Photo 3.26: Archontophoenix alexandrae

Photo 3.25: Ptychosperma macarthurii

Photo 3.24: Livistona rotundifolia



3.2.6 Playground equipment

In the study area there are four area of playground which is integrated

playground area A and B, swing area and cycling area that consists of:

i. 4 set of integrated playground structure for children between the ages

of 2-12 years.

ii. 10 set of Swing equipment with 2 sit and 2m height.

iii. 3 set of seesaw equipment.

iv. 3 set of spring event equipment which has different shape and color,

specifically for children between the ages of 2-5 years.

However, integrated playground structure, swing, spring item, and see-saw only

contribute in muscle skill development and do not contribution of social, creative and

psychological development. Therefore the position of the playground equipment located

at random positions which lead most of children who came to the study area choose

play with natural setting rather then play equipment.

In addittion safety factor in the playground setting of study area were in low

condition of safety. It is because, the fall zone has covered only in the integrated

playground structure area. Whereas the footpath that connect between spaces are use

cement material. This low condition of safety will lead unsafe when children comes to

play and ristrict their movement and play activity.

Photo 3.27: set of integrated playground structure Photo 3.28: set of swing




Photo 3.29: shows photo “p”, “q”, “r” and “s” the area of playground at study area

s

p

Map 3.7: show the location of community areas in the adjacent of the site

p

q

r

q r

s

Integrated playground A

Integrated playground A

Swing area

Cycling area



Photo 3.30: set of spring item Photo 3.31: set of see-saw

Photo 3.32: set of play structure that plays role in the formation of child muscle skill development

Photo 3.34: fall zone covered only in drop area

Photo 3.33: fall zone has covered only in drop area

Photo 3.35: pathway that connect between spaces are use cement material, which give unsafe condition for children in play




3.3 Environmental inventory and analysis

3.3.1 Wind

The location of the study area were adjacent with Muar River which have

wind blow from north east with speed 2.53m/s all year. In fact, this is become the

reason why users come the study area. Hence this also gives potential to attract

more users to come and be one of the potential for the design.

3.3.2 Visual quality

The visual quality of the study area was base on Muar River itself, that

become one of the factor users from local and other area come to have recreational

time. Due to that the setting of matured trees at study area are also contribute to

the visual quality in the study area and attract users which is the setting of matured

trees that has influents calmness atmosphere.

Wind direction

Site boundary

Muar River

Map 3.8: shows the wind direction of study area



Photo 3.10: The view from study area to Masjid Sultan Ismail at across the Muar River

Photo 3.11: show the sunset view

Photo 3.9: the local people of Muar even from outsider come to the site to enjoy and have relaxation time. This gives big opportunities for the site to develop as playspace that can merge with the view of estuary

Good view

Map 3.9: shows the good view of study area

1

2

11

2 3



3.4Social context inventory and analysis

3.4.1 User profile

Tanjung Emas is an area for recreational purposes,

where is located in the town of Muar and adjacent to the

community area. Due to that, the study area is visited by adults

and children from local and outsider people, where the children

are dominate the total of users. From the reason that, the

observation has been conduct from weekday and weekend to

collect the info about user profile, where the percentage of

children almost 70% from the total of users. However the study

area did not provide proper facilities for adults, which led these

users, are just in one area only for certain time.

3.5SWOT analysis

Due to data collection from planning development in the local plan, the findings

from inventory analysis in the study area, in terms of physical, environmental and socio

culture factors. There are 4 major concerns that will benefit in the design process which

is as follow:

3.5.1 Strength

There are several aspects of physical strength in the study area that can be

used during the design process. In terms of geography, the study area is in the

strategic position because of close to the neighborhood area and also at the

adjacent with tourist attractions the Muar River and the Sultan Ibrahim Jamek

Mosque. Moreover there are mature trees and has the wind blown which almost all

the time, so that, the site strength can be used as a source of ideas in the proposed

design of the playground setting and the equipment.



3.5.2 Weakness

Several major aspects of physical weakness in the study area which the

connection of circulation between playscape that fail to connect users from one

playspace to another playspace. In addition the typical play equipment cannot

attract children to play and consequently limit the creativity and the development of

children.

3.5.3 Opportunities

The opportunities of the study area that can be determine as the

topography of study area itself, which can change to variety level and land form.

Otherwise the estuary view, wind and the setting of matured trees can take into

account in the design that can develop to the design of play equipment and the

play activity.

3.5.4 Threat

The spatial of study area can be determined as threat in the study area,

where it can restrict the children experience through spatial arrangement.

3.6Summary

From the documentation of inventory that has been done, the study area have

been analyzed for certain problems, threats and weakness. The study area is a

recreational area that focuses on the development of children by providing playgrounds

throughout the study area. Therefore the playground area that has been provided is not

meet the needs and desires of children to play creatively where it is only concerning

about development of children in term of muscle skill rather than psychology, social and

the creativity development of children. In fact there is no holistic approach in children in

term of concerning and respectful about natural surroundings. However the conditions

of the study area are filled with the mature trees, the exciting views of Muar River and

receive the wind at every time, were indirectly attracting more people and especially

children to stay longer at the study area.



4.0Synthesis 4.1Introduction

This section will synthesis all the assessment based on data collection from

chapter 1 to chapter 3. This section will also describe the recommendations or the

appropriate approach to resolve issues and problems beside lists out the strength of the

study area, which to assist and can be used during the design process. Therefore from

this synthesis will direct to the next planning process, where to create the area for

designing a child friendly playscape environment toward a holistic child development at

Tanjung Emas Muar, Johor.

4.2Potential of study area

From the reference study, it is possible to develop the study area as a potential

area for child development. Therefore from finding, the study area believes has potential

as a center recreation that focuses on the needs of the child and also consider about

the needs of other users. In fact the development of specific areas of child development

process will brings a positive impact on the study area, if the development planned

strictly. Moreover this area has the potential to play a role in two forms, which serve as

the child development that takes into account the natural values and they serve as an

area to generate the holistic and creativity for children's minds.

4.2.1 Physical aspect

4.2.1.1 Land use

In terms of geography, the study area is in the strategic

position because the adjacent with the community area,

institutional area (Sekolah Rendah Agama Arab) and the tourist

attractions, which is the Muar River and the Sultan Ibrahim

Jamek Mosque. Due to that, the distant from community area to

the study area is between 80meter to 400 meter and from the

Sekolah Rendah Agama Arab between 50 meter to 100 meter.

Consequently lead and give potential for users to come to the



study area. In other hand, the adjacent of tourist attractions also

lead users from local and outsider come to the study area.

Photo 4.3: shows the tourist attractions Muar River that attract users come to the study area

Photo 4.2: shows the institutional area (Sekolah Rendah Agama Arab) adjacent study area that situated at east of study area

Photo 4.1: shows the community area which consist of of high-density and medium-density of residential.



4.2.1.2 Topography

The study area has flat topography that covered the whole

area of study area which is the percentage of slope mostly less

than 2%. This flat topography can be seen as a potential to the

study area where it has opportunity to develop as various

landform and level. For the reason that the various landform can

contribute to the holistic development of children as well as

creativity development.

4.2.1.3 Vegetation

Most of the tress in the study area is matured trees that

consist of Samanea saman and Casuarina equisetifolia and

have been preserving and maintain until now. Due to that, these

Photo 4.4: shows the tourist attractions Sultan Ibrahim Jamek Mosque that adjacent with study area

Photo 4.5: shows flat topography of study area that can develop to various landform



matured trees are very potential in term of holistic approach

among children, which it can be part of the design and play

equipment.

4.2.2 Environment aspect

4.2.2.1 Wind

The windblown from north east with speed 2.53m/s all

year, which is study area become windy at every day. This also

becomes the factor for the users come to the study area. Due to

that this natural element can contribute to the development of

play equipment of children. Therefore any development should

not block the ventilation of wind trough to study area.

Photo 4.6: shows the setting of the study area that allow the ventilation of wind trough to study area

Photo 4.6: shows matured trees that can be a part of the design



4.2.2.2 Visual quality

The study area receives good view from Muar River itself

and has lead attraction to the users from local and outsider to

the study area. Other than that, settings of matured trees at

study area are also contributed to give good visual quality in the

study area that has influents calmness atmosphere. From that

reason any development and the design should not blocking the

view and also the suitable facilities will be needed.

4.2.3 Social context aspect

4.2.3.1 User profile

Children are dominating the total of users, which from

70% of total users of the study area. Therefore this is because

of main purpose of study area, which has provides area for

Photo 3.10: The view from study area to Masjid Sultan Ismail at across the Muar River

Photo 3.11: show the sunset view

Photo 3.9: shows the view toward Muar River



Create interaction for children and other user to use road space and playspace

Road

lack of attractive playspace area

good view

Wind direction

Lack of connection between playspace

Children also play at roadside

No barrier

Sungai Muar

A

A’

A A ’

children having their play time. The design development should

focusing in term of enhancing and providing the suitable space

for children enjoying their time at the study area.

illustration 4.1: shows the entrance area that lack of attraction and interaction between spaces (road and playspace) and also unsecure playspace – children also play at roadside. Where this area needs to create a friendly playscape that child can freely play in playscape setting. Therefore the connection between playspace need to enhance for users easily access and also use the good view and Wind direction of site as part of the design of playspace.



Focal point Focal point

Create interaction

Food court area – the design fail to merge with the surrounding and lack of interaction

Typical play equipment design can’t give real experience to users(children) trough the site strength

Good view

wind direction

Sungai Muar

road Playspace

Food court

Boring topography – can’t challenge the imagination of children in play

B

B B ’

Good view

Lack of attraction for kids use the play structure Lack of facilities for other users

Lack of connection between playspace

Typical playground play equipment – create a friendly playscape environment

Create interaction

playspace

road playspace

Lack of connection between playspace wind

direction

Sungai Muar

C

C’

C C ’

illustration 4.5: shows the Playspace and Food Court area that the spatial arrangement of the site (focal point) lack of interaction between spaces that restrict user to explore the site that cause a boring atmosphere. In fact flat topography gives some kind of boring environment for children to explore the site and limit the potential of children development

illustration 4.6: shows Between Playspace area that play structure and playspace fail to connect between children and other users and also create unsuitable place for children development. Therefore the design should use the site strength (estuary view) to develop new atmosphere for playspace and merge with surrounding



4.3Summary

To sum up the foregoing, the synthesis has been done in this chapter, the

summary that can be made is the study area which is Tanjung Emas can be develop as

an area that focusing on development of children. Therefore the design will be

considering about the strength of study area itself that can be blending with the design

and provide new approach for development of children. Likewise the formatting of new

play equipment, play activity and spaces arrangement will be provide regarding the

synthesis that has been done.



5.0Finding, Design implementations, Design guidelines

5.1Introductions

This chapter will form the proposal stage for realizing the objective of the study

to “Designing a Child Friendly Playscape Environment toward a Holistic Child

Development” base on the synthesis which will translate into physical, site design,

planning, or design guidelines. In this chapter also, will show the process, design

strategy and the ideas. All these are important to forecast on how the study could be

used in the planning and design practice. By providing recommendations in this study, it

will be helpful to any playscape design for the future development of the study area.

5.2Design statement

“Designing a Child Friendly Playscape Environment toward a Holistic Child

Development” is basically, the design idea is creating a playspace that have the

element of man-made design and nature which friendly for children of all ages, that

known as a child. These as well, assist the development of a whole for all aspects of

development in terms of psychological and physical development.

5.3Design objective

1. To design a playscape area by implementing natural setting that will

encourage interaction between children and the natural environment.

2. To design play equipment that can stimulate the creativity of children in play.

3. To fulfilled child desire and needs toward evergreen playground design.

4. To use the existing site conditions to create attractive playscape environment.

5.4Design approach

Based on the design statement and objectives, the study area will be designed

as friendly playscape environment that contributes to the holistic child development. The



approach to friendly playscape environment is about play area that contains the element

of man-made and nature, that work as a tool and play equipment for children to play,

where it appropriate to the needs, comfort, and safety and easy for children to operate.

Moreover the approach of holistic child development is to emphasis on respect for the

environment, so that the setting of the play area will be more highlighting on the natural

element such as the various landforms, existing matured trees and the Muar River itself.

So that by providing the attractive playscape equipment base on the natural element

such as earth, water, and plant, will encourage and generate the creativity of children in

play.

5.5Design concept

In order to produce the design concept, the inventory, analysis and synthesis of

the study area were taken as a guide into developing the concept. The design concept

on study area is based on the potential and opportunities of the study area itself that

can encourage towards the formation of a creative mind as well as taking into account

the psychological and physical development of children.

Base on the potential and the opportunity of the study area, the concept was

developed through natural environment that contain the element of water, plant, wind,

earth as a source of ideas that also can use as an element that can generate the

creativity of children in play. So that, the concept was chosen is the “Malay Folklore”,

which is folklore that created by the Malay people and influenced by Malay culture.

POTENTIAL + OPPORTUNITIES

Adjacent with Muar River

Wind

Matured trees

Topography

Estuary view

figure 5.1: show the diagram of potential and opportunities of study area

http://en.wikipedia.org/wiki/Malay_people

http://en.wikipedia.org/wiki/Folklore



Mostly, the background of the entire story in “Malay Folklore” was setting of natural

environment and it also use natural sources as part of imagination to develop the

sequent of the story itself. Moreover the flow of how “Malay Folklore” delivers the

implied content about the massage and useful advice from each story, which base on

adaptation of natural element such as plant, animal, earth, water and including human

itself that use as presenter in the story. Indeed the “Malay Folklore” concept act as a

new approach to be injected to the current state of the study area, which requires the

story in the “Malay Folklore” to attractive playscape with creative activities.

5.6Design theme

The theme use in designing a child friendly playscape environment toward a

holistic child development is “The Wit of Legendary Sang Kancil”, which is the story in

“Malay Folklore”. “The Wit of Legendary Sang Kancil”, is story about Sang Kancil

who has creative thinking that can use the natural environment either in the danger and

leisure situation. Therefore, there are various stories about Sang Kancil in “Malay

Natural setting

Plant Water Earth Wind

Sources of imagination

Study area potential and opportunities

Malay folklore (concept)

figure 5.2: show the flow chart of natural element as sources to produce concept



Folklore”, where the massage of the story is about to overcome every situation with the

creative thinking.

5.6.1 Design sub-theme

Therefore, in this theme “The Wit of Legendary Sang Kancil”, three stories

about Sang Kancil were chosen as sub-theme, which is “Sang Kancil dengan

Harimau”, “Sang Kancil dengan Buaya”, and “Sang Kancil dengan Kerbau”. These

sub-themes will be applied to the each playscape in the study area that to generate the

creativity of children in play where the connection of sub-theme will connect by other

sub-theme which is the story of “Jambatan pelangi”.

5.6.1.1 Jambatan pelangi

The story of “Jambatan pelangi” is about a Prince of

heaven is like to play on the natural setting of earth from an

early age until crowned as the King of Heaven, through a

rainbow bridge with his follower, and always bring along a gold

Malay folklore (concept)

The Wit of Legendary Sang Kancil (theme)

Sang Kancil dengan Harimau (sub-theme)

Sang Kancil dengan Buaya (sub-theme)

Sang Kancil dengan Kerbau

(sub-theme)

Jambatan pelangi (sub-theme)

figure 5.3: show the flow chart of theme and the connecting of each sub-theme

connect connect



“Alam kayangan” Earth Well

Fairy tale

Castle area

Color

Environment setting

Landform

Water Fresh

bucket for bath at well after having play. So that, the

implementation of this story to the study area base on the

sequent of the story that will be apply as playscape area and as

linkages to each area (others sub-theme) with the color of

rainbow as main attraction, learning method and play equipment

for kids to play.

illustration 5.1: show the sub-theme “Jambatan pelangi”

figure 5.4: show the diagram of space category base on sub-theme the story “Jambatan pelangi”



5.6.1.2 Sang Kancil dengan Harimau

The first Sang Kancil story is “Sang Kancil dengan

Harimau” which is about “Sang Harimau” in anger feeling

searching “Sang Kancil” with “Sang Kancil” smell. Due to that,

“Sang Kancil” tricks “Sang Harimau” who was angry to

overcome and escape the danger situation with the surrounding.

“Sang Kancil” manipulate the natural surroundings to create

creative solution in spontaneous. Therefore the implementation

to the study area base on habitat of “Sang Harimau” which is at

forest area, where the playscape setting should have forest and

big trees that can give forest environment. Beside that the anger

felling of “Sang Harimau” and the smell of “Sang Kancil” can

convert as type of activity and play equipment that need some

nerve in play. In addition the spontaneous thinking of “Sang

kancil” will be useful as how children use their mind for play

creatively.

illustration 5.2: show the sub-theme “Sang Kancil dengan Harimau”



Area with smell Excitement area Bee’s area

Smell

Landform

Spontaneous solution

Unexpected

Pleasure Fast

5.6.1.3 Sang Kancil dengan Buaya

The second “Sang Kancil” story is “Sang Kancil dengan

Buaya”, which is the flow of this story is about “Sang Kancil”

who hungry and try to find some food to eat, and suddenly

found it at the land across of river. “Sang Kancil” could not cross

the river by himself and get some ideas, which trick “Sang

Buaya” to help him cross the river. Likewise the implementation

of this story to the study area is base on the habitat of “Sang

Buaya” at river, where the location of this sub-theme should be

located near the river. The idea creative of “Sang Kancil” trick

Sang Buaya can be demonstrate as the arrangement of play

equipment. Furthermore the attractive of food that “Sang Kancil”

really wants to, can use as play activity that need children try to

get it with their creative thinking in play.

figure 5.3: show the diagram of space category base on sub-theme the story “Sang Kancil dengan Harimau”



illustration 5.3: show the sub-theme “Sang Kancil dengan Buaya”

figure 5.3: show the diagram of space category base on sub-theme the story “Sang Kancil dengan Buaya”

Lawn area River with Sang Buaya

Fruit area

Green area

Landform

Counting

Water

Pleasure Color

Scale



5.6.1.4 Sang Kancil dengan Kerbau

The third “Sang Kancil” story is “Sang Kancil dengan

Kerbau”, where in this story tell about “Sang Kerbau” who helps

“Sang Buaya” to remove stump tree from “Sang Buaya” back.

However “Sang Buaya” rewarded the help that “Sang Kerbau”

give by bite his leg, because “Sang Kerbau” is just like a food to

“Sang Buaya”. Due to that “Sang Kerbau” screams and asks

help from “Sang Kancil”. “Sang Kancil” use his intelligent mind

to overcome the situation with some trick to save “Sang Kerbau”

from “Sang Buaya”. So that, the implementation this sub-theme

to the study area is base on the habitat of “Sang Kerbau” which

is at paddy field where the setting of playscape covered with

long grass. Moreover the situation when “Sang Buaya bite Sang

Kerbau” can be apply as the area that need get some food, and

also the stump that have trampled at “Sang Buaya” back can

use as play equipment. Besides the help from “Sang Kerbau”

and “Sang Kancil” give is also can be use as the play activity

that need some group to play that need each other to play.

illustration 5.4: show the sub-theme “Sang Kancil dengan Kerbau”



Grass area Conflict area Run

Long grass

Landform

Spontaneous solution

Unexpected

Pleasure Fast

5.7Design implementations

5.7.1 Relationship diagram

figure 5.4: show the diagram of space category base on sub-theme the story “Sang Kancil dengan Kerbau”

Scale

plan 5.1: show the relationship diagram connection of spaces

active

passive

active

active

semi active

Passive areaSemi active area

active area

Site boundary

sang kancil

dengan buaya playsp

ace

sang kancil

dengan kerbau playsp

ace

sang kancil

dengan harima

u playspa

ce

Jambatan pelangi

playspace



5.7.2 Schematic diagram

Spontaneous tress

windy

Alam kayangan

smelling

Cooling well

Down to earth

Fruit landColor land

Long grass

Road

Conflict with who

parking

active

active

passive

semi active

sang kancil denga

n kerbau playsp

ace

Jambatan pelangi

playspace

sang kancil denga

n buaya playsp

ace

sang kancil denga

n harima

u playsp

ace

plan 5.2: show the refine relationship diagram with the type of playscape spaces

sang kancil denga

n harima

u playsp

acesang kancil denga

n kerbau playsp

ace

sang kancil denga

n buaya playsp

ace

Jambatan pelangi

playspace

parking

Rest in forest

Smelling area

well garden

Excitement land

Win land

promenade

promenade

promenade

fairy land

tree slide

Fantasy wallDeck mound

greenRainbow bridge

lawn

Wooden bedFood

court

Free run

Green slope

Tree pillar swingpromen

adeRiver with crocodile

Playing with scaleparking

Color land

parking

plan 5.3: show the refine relationship schematic diagram with the program in each playscape spaces



5.7.3 Preliminary plan

5.8Design proposal

plan 5.5: show the final preliminary plan

plan 5.4: show the preliminary plan



5.8.1 Master plan

Pla

n 5

.6: s

how

the

Mas

ter

plan

with

the

prog

ram

in e

ach

play

sca

pe s

pac

es



There are 4 playscape areas in the master plan regarding the design

implementation of the design concept and theme to the study area, which is Laman

Pelangi, Laman Rimba, Laman Sungai, and Laman Bendang. The formation of these

playscape areas are connecting with each other, where the Laman pelangi area act as

bridge that connect with others 3 playscape, which located at the center of the study

area. Due to that, the juxtaposition of Laman pelangi at the center of the study area

was formerly as “Dataran”, which the places most users gather due to the certain

function in every weekday and weekend, so the existing function of the area were

maintain and blend with the sub-theme to channel the users to go others playscape

area which is, Laman Rimba, Laman Sungai, and Laman Bendang.

illustration 5.5: show rainbow bridge at Laman Pelangi



illustration 5.5: show land of the wind activity at Laman Rimba

illustration 5.6: show tree pillar swing activity at Laman Sungai



illustration 5.5: show the resting area activity at Laman Sungai



illu

stra

tio

n 5

.5:

show

the

sect

ion

elev

atio

n o

f La

man

Rim

ba

illu

stra

tio

n 5

.5:

show

the

sect

ion

elev

atio

n o

f La

man

Pel

angi



illu

stra

tio

n 5

.5:

show

the

sect

ion

elev

atio

n o

f La

man

Ben

dang

illu

stra

tio

n 5

.5:

show

the

sect

ion

elev

atio

n o

f La

man

Sun

gai



5.9Playspace zoning and design guideline

In order to own a specific development of children, the child must have the

opportunity to playing in a variety of situations and circumstance. This can be done by

manipulating and using four playspace as provided.

a) Laman pelangi

The Laman pelangi area is adaptation from sub-theme of “Jambatan pelangi”

where in this playspace contain three play activity with several play equipment that

reflect the sequent of the story “Jambatan pelangi” such as:-

plan 5.7: show the enlargement Laman pelangi (sub-theme “Jambatan pelangi”)

Fairy land

Rainbow Bridge

Tree slide

Fantasy



I. Fairy land activity

This activity is about the land which most likely stranded with vast

view towards the skyline and natural area, where purposely for

users have leisure in viewing estuary of Muar River. In addition this

activity is as holistic approach for children having their time to

understand and have interaction to the nature environment. This

activity is also for children freely use their creativity in play with their

peer and family member in open lawn space which is, indirectly to

gain social development.

Guidelines recommendation:-

Lawn space must be design as mounding with fine grass

texture.

View toward Muar River must be clear from any structure

and with no obstacle.

No structures are allowed such as garden furniture to be

place in this area, which for users and children especially to

move and play freely.

Any sharp edges of trees braches, structures and play

equipment must be avoid.

Any materials are use must be UV- and chemical-resistant

which lasts longer in outdoor.

II. Tree slide activity

The “tree slide activity” is about the activity that using the existing

matured trees as part of play equipment. The matured tree itself will

attach with man-made sliding, so that children are allow playing

with matured tree by climbing the tree first then slide with the

sliding. Thus this activity needs children straggle using their

strength of arm and knee, where this is indirectly helps the physical

development of children.




High of sliding equipment must be 2meter with 45° from

ground and attach to the trees.

The area below the sliding and trees must be planted with

rough texture grass to adsorb pressure when children arrive

at the fall zone.

The color of sliding must be paint with light yellow color for

attraction purposed.

The material of sliding must be use plastic for long lasting

usage and free maintenance.

The trees must be free from damages.





III. Fantasy wall activity

There is wall structure with netting at the base, where the activity is

to need children climb the wall using netting to get at the top of the

wall. Therefore the attraction of this activity is about the wall

structure also act as view tower, so that users or children who want

to get at the top of this structure either needs to using stair or

netting. Due to that, the “fantasy wall activity” is also indirectly

contributed for physical development of children, which is children

need children using their strength of arm and knee. However the

beneficial from this activity to children is also as holistic to children,

which is when children get at top wall structure they will view all

over the place, so from that indirectly built sense of value and

appreciating the natural surroundings.




Wall structure must be constructing at 4meter height from

ground level.

Each wall must be paint with rainbow color

The material of tower must be use chengal wood and iron

which blend with environment and for long lasting usage.

The netting equipment must be tight attached from ground

surface to wall structure with 45°.

The netting color must be bright red color for attraction

purposed.

The material of netting must be use fabricate custom panels

using knotted polyester nets and high-tenacity polypropylene

netting (HTPP) which lasts longer in outdoor.

The ground area below the netting and wall structure must

be planted with rough texture grass to adsorb pressure.





IV. Rainbow bridge activity

The activity is about the undulating sliding in various color of

rainbow, where this activity act as channel kids to other area of

playscape. The sliding is covered by turf on its surface and it will be

deference and will be attractive to users and children to play it. The

idea of this activity is also need children use their imagination how

to use this sliding, where either as walk and run, slide or in others

creative method. This activity gives children opportunity to gain

physical and creative development while using the sliding. However

this sliding is also very useful at night, because each sliding with



color of rainbow will glow and give visible to this area for kids to

play at night.


High of sliding equipment must be one and half meter with

radius that can give smooth sliding for users use.

The material of sliding must be use plastic for long lasting

usage and free maintenance.

The color of each sliding must be paint with red, blue, yellow,

purple and orange color, which using the color "glow in the

dark" technology.

The surface material must be use blue color “rubber mats”

for safety purposed.







b) Laman Rimba

The Laman Rimba area is adaptation from sub-theme of “Sang Kancil dengan

Harimau” where in this playspace contain three play activity with several play

equipment that reflect the sequent of the story “Sang Kancil dengan Harimau” such

as:-

I. Spontaneous tree activity

This activity is about the area which has several matured trees that

joining by elastic netting equipment. So that the purposed netting

are installed between tress is to blending the play equipment to the

natural setting, where the trees itself can act as part of play

equipment. This elastic netting equipment give an effect bouncing

so, the kids especially play this equipment by jumping, climb, and

get something creative way of play that give opportunity indirectly

plan 5.8: show the enlargement plan Laman Rimba (sub-theme “Sang Kancil dengan Harimau”

Spontaneous

Land of the wind

Rest in forest



for children gain creative, physical and social development.

Moreover the joining of this equipment to trees as holistic for

children, which can value the trees as part of their play

environment. This activity is also having step sloping area where,

children need to struggle going the top of slope by using the

strength of their arm knee and strong will with by rope as provided.



surface to each tree with 30°-45°, with 1meter to 2meter

from ground level.

The netting color must be bright yellow color for attraction

purposed.




The rope are using in this activity must long lasting material

and planted to the ground.

The area below the netting equipment and trees must be

planted with rough texture grass to adsorb pressure when

children arrive at the fall zone.





The forest trees will be need here such as Antidesma

cuspidatum, Khana hookeriana, Diospyros pilosanthera and

clausitaia excavatoa for apply forest surrounding and attract

bird.



II. Land of the wind activity

There is structure for this activity which purposely for capture the

blowing winds from the river. Due to that, this structure has various

kinds of wind holes that can produce unique sound when the wind

get trough. Indeed this activity also, can produce some kind

imagination and creative thinking for children to hear and seek with

various sounds, that indirectly children will gain creative

development.


The surface of any structure must be covered with rubber

mats with specific color that match with the design proposal

The surface of ground level must be covered with fine

texture of grass




bird.

Any of sharp edges of trees braches, structures and play




III. Rest in forest activity

The “rest forest activity” is purposely for resting activity which

underneath close canopy of forest trees that give a sense of

calmness for the users who need resting time. Therefore the

location of this resting area is facing to Muar River, which gives

suitable place for parents who have brought their children to play.

Furthermore this area also contributes to social development of

children, where the interaction between family members will be

happen.







bird.


texture of grass







c) Laman Sungai

The Laman Sungai area is adaptation from sub-theme of “Sang Kancil dengan

buaya” where in this playspace contain four play activity with several play equipment

that reflect the sequent of the story “Sang Kancil dengan Buaya” such as:-

I. Playing with scale activity

This activity is about the area occupied with difference scale of

artificial tree trunk which is the arrangement of this play equipment

are install to the ground. Therefore, the “artificial tree trunk” install

with close and loose distant with each “artificial tree trunk” to

produce cramped space, where the way of playing this play


Playing with scale

Color land

Slope is green

Tree pillar swing



equipment will be needed children play with cooperative play with

others peer. Due to that, children need hide and seek with go

through the cramped space between “artificial tree trunks” to find

their friends. This activity give opportunities for children improve

their social interaction between their peer.


The “artificial tree trunks” (play equipment) must be covered

with soft material.

The distant of “artificial tree trunks” that install to the ground

must be allowed children to trough passing.

The surface of ground level must be covered mix up with fine

and rough texture of grass.





II. Slope is green activity

There is various level and sloping spot area for this activity that

purposely need children to do and play with their way in play, so

that this activity indirectly will beneficial to develop children creative

development. In addition, this activity has several sculpture of

“Sang Buaya” that very attractive and unique figure are place

randomly, which whoever users or children come to this area of

activity must go under beneath the sculpture of “Sang Buaya”

mouth. In fact these sculptures at night are also produce light for

children and users are able to play.


Spot area of sloping must be random with 0.5meter to

1.5meter height.



The sculpture of “Sang Buaya” must place in random with

height 1.5meter from ground level.

The surface of ground level must be covered mix up with fine

and rough texture of grass.







clausitaia excavatoa for attract bird.

III. Tree pillar swing activity

The “tree pillar swing activity” is about the activity that using the

artificial tree trunk that will install to the ground and swing in

between. So that the way of playing this play equipment are same

as any swing equipment and the difference about of this swing is

about the material that give attraction to this swing, which is the

swing pillar that look like tree trunk and swing itself is plastic tubing

and fiber optic lighting. Due to that this swing will be illuminating

and also gives possibility to play at night.


The pillar of swing must be install quarter of height to the

ground

The height of this play equipment must be install at 2meter

height.

The “artificial tree trunks” (swing pillar) must be covered with

soft material.

The surface of swing beneath must be covered with rough

texture of grass.







IV. Color land activity

There is various color that covered at the area are formerly as road

with difference of level for each color. This activity purposely for

children plays in free way by choosing the color which one they

want. Due to this activity indirectly will form a group of children by

color, indeed it’s also helps to develop physiological development

of children in term of emotion. Hence the difference level of this

area give opportunities for children gain the physical development

indirectly, which is when kids their strength of leg.


The surface of this area must using rubber mats with

difference color

The level of each color must rise from ground level with

0.1meter to 0.5meter height.

Turf grass are using must be grass with fine and rough

texture of grass.







d) Laman Bendang

The Laman Bendang area is adaptation from sub-theme of “Sang Kancil

dengan Kerbau” where in this playspace contain three play activity with several play

equipment that reflect the sequent of the story “Sang Kancil dengan Kerbau” such as:-

I. Deck mound green activity

Deck mound green activity is containing the wooden deck that

separate by mounding. The way to play this activity is by freely play

ways, so children need to use their imagination to play on this deck,

where this will indirectly contribute to the creative development of

children. In addition the attraction of this activity is bases on the

uniqueness of deck that appear from mounding. Furthermore, there




is the quarter of football court will fill with long grass, that

encourage children and teenage to play creatively on this football

court.


Turf grass must use long grass.

The material of tower must be use chengal wood and which

blend with environment and for long lasting usage.

The area of mounding must be at 0.5meter to 1.5meter

height.





II. Resting land activity

The “resting area activity” is purposely for resting activity which

surrounding by matured trees and forest trees that can attract bird.

However there is play equipment place at this resting activity area,

where while parents get some rest their children can play freely, so

from the composition of this activity will give benefit to the social

development indirectly. In addition the all of play equipment at this

area will very useful at night, because each of play equipment will

glow and give visible to this area for kids to play at night.





bird.


texture and long grass.




surface to each tree with 30°-45°, with 1meter to 2meter

from ground level.

The netting color must be bright blue color for attraction

purposed.




The color of play equipment must be paint with difference

color, which using the color "glow in the dark" technology.





III. Wooden bed activity

The “wooden bed activity” is occupied with difference scale of

sponge artificial tree trunk which is the arrangement and positions

of this artificial tree trunk are randomly installed to the ground.

Therefore these artificial tree trunks are actually made from

material of “sponge High quality”. Due to that, the way of this

activity are play by using strength of all of body part to struggle to

stable their position while on sponge artificial tree trunk. This

activity gives opportunities for children to gain physical

development.


The sponge artificial tree trunk must be use sponge High

quality material with cover with “Silicone Rubber Sponge

Strip” to ensure the resistance.

The color of sponge artificial tree trunk must be use various

color that can attract children.




texture and long grass.




bird.







5.10 General design guideline

The general design guideline will be apply and focusing to the design and safety

features that will be needed at every playscape.

5.10.1 Footpath

The construction of a footpath has to consider land use and side-visual

resources.

The minimum width footpath must be 1 meter and made from rubber mat

material and concrete in-situ with pebble wash finish.

The every edge of footpath must be clear edge to lawn surface to safety

purpose.

5.10.2 Gazebo

The design of gazebo must follow the design concept of the study area.

Gazebo will be place at each playspace.

The construction of gazebo must using chengal wood and “jerami” as roof.

Wood color must be applied to the gazebo for blending gazebo structure

with surrounding.

5.10.3 Benches The design of benches must follow the design concept of study area.

The construction of a benches must using polyethylene material

The length of bench (2 meter x 0.5 meter)

The every edge of bench will construct with smooth edge.

5.10.4 Rubbish bin The design of rubbish bin must follow the design concept of study area.

The construction of a rubbish bin must using long lasting material.

Must be placed at every area of playspace.

5.10.5 Lighting



The design must follow the design concept of study area.

All types of lighting elements to be approval of a qualified body such as

SIRIM, or other recognized body government to ensure the quality and

characteristics safety of consumers.

Prevent provides extreme elements and dazzling lighting, particularly in

the area of road and footpath.

The proposed materials such as steel stainless, Galvanise steel, zinc and

stainless steel paint, anodized aluminum, copper or silver is resistant to

acid, natural materials like wood, a combination of light sculpture,

ceramics

Must be placed at every area of playspace.

5.10.6 Information board The design must follow the design concept of study area.

The information must be place at each area of playscape for information to

the users.

5.10.7 Vegetation The planting area must follow the design concept of study area.

Use densely planted blocks of species in a simple layout, where possible

with a barrier along the rear to discourage through traffic.

Using various flowering type of shrubs and odor type.

The tree must give good shade

Any sharp brunches of trees and shrubs must cut smoothly for safety

purposed.

5.11 Conclusion



In all due fairness, the concept of “Malay Folklore” has been use in order to

designing a child friendly playscape toward a holistic child development at Tanjung

Emas Muar Johor. Indeed the implementing of the concept “Malay Folklore” to the study

area, the theme of “The Wit of Legendary Sang kancil” successful fill the need and

desire of children in term of play equipment and play activity. Therefore base the

concept and theme, children will indirectly assist their development in term of physical,

social, and creative development while enjoying their time playing play equipment and

play activity. In fact the holistic approach are also successful apply among children,

where base on the synthesis about the natural setting has been preserve and enhance

to be a part of play equipment accordingly base on the design concept and theme.

Due to that, the designs are also consider about safety factor, where in any of the

play equipment and the playspace should take into account about to avoid the sharp

edges of tress branches, structure and play equipment. Whereas the fall zone or area

that need safety landing will use “rubber mat” and also turf grass with rough texture.

Likewise the materials of play equipment use in each of play equipment are from UV-

and chemical-resistant which lasts longer in outdoor setting. With good judgment,

parent can let their children playing creatively and explore the whole area of playspace

with low supervision.

Bibliography



Aileen Shackell, Nicola Butler, Phil Doyle, & Ball, D. (2008). Design for Play: A guide to creating successful play spaces. Play England.

Atherton, J. (2010). Learning and Teaching; Piaget's developmental theory.Barbour, A. C. (1999). The impact of playground design on the play behaviors of children with differing

levels of physical competence. Early Childhood Research Quarterly, 14(1), 75-98.Brown, & Chip. (1999). The New Age Comes of Age. New Age: The Journal for Holistic Living((Nov./Dec.

1999)), 66-70.Butler, G. D. (1950). Playgrounds: Their Administration and Operation. 144(14).Child Development and Public Health. (2008, 6 October 2008). Retrieved 30 July 2010, 2010, from

http://www.cdc.gov/ncbddd/child/development.htmCynthia Wisenor, Donna Hicks, & Duncan, T. (2002). What is a playscape? [Electronic Version], 1.

Retrieved 30 July 2010 from http://www.helium.com/items/1788447-what-is-a-playscape.Elkind, D. (2007). The power of play : learning what comes naturally. Cambridge: Da Capo Press.GlossaryOfTravel.com. (2010). GlossaryOfTravel.com website.Hendricks, B. E. (2001). Designing for play (pp. viii, 267). Aldershot, England ; Burlington, VT: Ashgate.Hughes, F. P. (1995). Children, play, and development (2nd ed.). Boston: Allyn and Bacon.Kenneth R. Ginsburg, MD, & MSEd. (2007). The Importance of Play in Promoting Healthy Child

Development and Maintaining Strong Parent-Child Bonds: American Academy of Pediatrics.L.Stoecklin, V. ( 2007). Connecting School Age Children To the Natural World: Nurturing our Future Earth

Stewards, XXVII, 6.Lopes, M. (2004). Creative play helps children grow: Education Oasis.Louv, R. (2008). Last child in the woods : saving our children from nature-deficit disorder (Updated and

expanded. ed.). Chapel Hill, N.C.: Algonquin Books of Chapel Hill.MADI, S. F. I. (2009). Perkembangan Kanak-kanak. PROGRAM IJAZAH SARJANA MUDA PERGURUAN, 11.Maraini, F. (2009). Playground: Encyclopedia Brittanica.METİN, P. (2003). THE DEPARTMENT OF INDUSTRIAL DESIGN.Mussen, P. H., & Carmichael, L. (1983). Handbook of child psychology : formerly Carmichael's Manual of

child psychology (4th ed.). New York: Wiley.Peter Heseltine, & Holborn, J. (1987). Playgrounds: The Planning, Design and Construction of Play

Environments Nichols Pub Co.Stages Of Play During Child Development [Electronic (2007). Version]. Retrieved 1 August 2010 from

http://www.child-development-guide.com/stages-of-play-during-child-development.html#stagesofplay5.

Thomas, M. (2008). Boring Playgrounds [Electronic Version]. Retrieved 28 july 2010 from http://urbanworkbench.com/boring-playgrounds/.

Wardle, F. (1987). Outdoor Play: Designing, Building, and Remodeling Playgrounds for Young Children. Children Today, 15(2).

White, R. (1997). Sometimes, You Just Gotta Make Mud Pies Children's Adventure Play Gardens. Tourist Attractions & Parks magazine

White, R. (2006). Young Children's Relationship with Nature: Its Importance to Children's Development & the Earth's Future [Electronic Version], 16. Retrieved 24/07/2010 from http://www.whitehutchinson.com/children/articles/childrennature.shtml.

Wilson, & A, R. (1997). The Wonders of Nature - Honoring Children's Ways of Knowing. Early Childhood News, 6, 19.

Yusoff, J. Z. M. (2005). Akta Kanak-Kanak 2001: Penguatkuasaan Semula Tugas dan Tanggungjawab Ibu Bapa atau Penjaga? Journal of Malaysian and Comparative Law.

http://www.whitehutchinson.com/children/articles/childrennature.shtml

http://urbanworkbench.com/boring-playgrounds/

http://www.child-development-guide.com/stages-of-play-during-child-development.html#stagesofplay5

http://www.child-development-guide.com/stages-of-play-during-child-development.html#stagesofplay5

http://www.helium.com/items/1788447-what-is-a-playscape

http://www.cdc.gov/ncbddd/child/development.htm



Documents

DESIGNING A CHILD FRIENDLY PLAYSCAPE ENVIRONMENT TOWARD A HOLISTIC CHILD DEVELOPMENT AT TANJUNG EMAS MUAR JOHOR