4.1. Types of Therapeutic Playgrounds and Their Model Examples
Play, in all its forms, acts as a kind of tool for communication with the outside world and a platform for integration with and in space. In its essence, therefore, the play has therapeutic potential, which can be manifested in its various forms, including construction, creative, manipulative, or motor play. Forms of play are combined with various forms of therapy, including art therapy, horticultural therapy, animal therapy, nature therapy, sensory integration, occupational therapy, or physical therapy. Certain types of playgrounds, due to their functional program and forms of development, should be considered particularly predisposed to the therapeutic function, due to the stimulation of a wide range of play, including play combined with a specific form of therapy, inclusiveness, and counteracting exclusion, encouraging cooperation and collaboration, building self-esteem and a sense of agency, and gradual immersion of inclusiveness giving a choice to join in group play. These are as follows:
Playgrounds based on a specific form of active therapy (e.g., hospital play gardens, children’s sensory gardens, children’s healing gardens, water playgrounds);
Playgrounds based on the idea of creating space (e.g., adventure playgrounds, playground in a box, edible schoolyards, nature playgrounds);
Playgrounds based on contact with nature (e.g., children’s healing gardens, edible schoolyards, children’s farms, nature playgrounds);
Playgrounds based on community action (e.g., community-built playgrounds, edible schoolyards);
Playgrounds based on inclusivity and integration (e.g., family playgrounds for users of all ages and needs).
The children’s playgrounds characterized below differ in their therapeutic effect and their ability to stimulate specific forms of play resulting from their ideas, forms of development, and ideological and functional programs (
Table 1).
They are united by the function of play and therapeutic value, which is not always an obvious, purposeful program element of the establishment. Some playgrounds realize their therapeutic potential in passing or even by accident, while others realize it in a deliberate and strictly defined manner.
Playgrounds based on active therapy are most often garden-like spaces located next to hospitals and other health facilities, which allow children to reduce post-treatment stress, distract them from pain, and reduce their sense of fear. Their management depends on the specifics of the patients and the needs of their treatment and recovery. These spaces are distinguished by a functional program that considers not only passive but also active therapy, carried out in the form of various games such as creative, motor, or manipulative, with a structured or free-form character. The garden character of the space, the abundance of vegetation, colors, materials, and textures help to create the impression of an interesting but safe, often “familia” space, encouraging exploration. Typically, these spaces provide a range of interiors with varying degrees of openness, both intimate and calming, as well as more open and inclusive, which fosters a sense of security, taming the “situation”, and building confidence and mental balance. Playgrounds based on active therapy are often implemented in the form of so-called sensory playgrounds or sensory play gardens for children—playgrounds of a mostly garden nature, which are designed to stimulate specific senses and provide a variety of sensory experiences that support learning and development. The method of sensory integration therapy, usually conducted in therapeutic facilities, involves synchronizing the sensory systems, i.e., visual, auditory, sensory, and vestibular (otherwise known as the sense of balance). Developing sensory integration on the playground is possible through children’s contact with diverse surfaces, as well as playing on equipment. Standard playgrounds based on motor play equipment generally develop only motor skills but do not support the development of senses such as hearing, touch, and sight, which are essential for harmonious development. Sensory playgrounds, through the use of color contrasts and a variety of textures and textures in the materials and plant species used, as well as specially selected elements and equipment to stimulate play that activates specific senses (e.g., sensory paths, music panels, whiteboard equipment developing logical thinking skills, shape, color and texture recognition, sand and water play equipment, etc.) have a positive impact on various spheres of child development, enabling its integrated development. Sensory playgrounds can be located both at health facilities, e.g., in the form of meditation gardens, and in public spaces as public playgrounds and gardens (
Figure 4a,b).
The therapeutic value of playgrounds based on the idea of space creation derives its potential from construction and creative play, primarily building play. A model example of space realizing them is an adventure playground—a self-created space using available materials and tools, as well as its variations such as a playground in a box—a playground with specially designed blocks, or a nature playground—a naturalistic version of adventure playground, and even edible playgrounds and edible schoolyard, which enable space creation through self-created plants. The adventure playground, as a place based on building play, is primarily a place for construction and creative play. Construction play develops praxis, or motor planning, and improves small motor skills. While playing construction games, the child can feel his power to make things. This positively influences the development of his sense of self-worth. Unfortunately, the adventure playground, despite the spread of the idea, especially in Scandinavian and Western European countries, does not find acceptance and understanding everywhere. Responsible for this are economic (the need to replenish materials, the appropriate size of the space, or the presence of animators) and aesthetic (the lack of acceptance of the “junk” aesthetics and the lack of permanent design). Moreover, the 1980s and 1990s brought the progressive standardization of playgrounds associated with the introduction of safety regulations (the first safety standards for playgrounds were published in 1981 by the U.S Consumer Product Safety Commission) and the use of computers and CAD tools in the design process. Custom-designed equipment and alternative playgrounds like the adventure playground were practically eliminated from the landscape. However, the idea of building play has found a continuation in the much more urban-compatible concept of imagination playground based on the use of specially designed lightweight modular play blocks, which work well both outdoors and indoors. All forms of playgrounds based on the idea of self-creation of space, in addition to the structural play, can also stimulate exploratory and theme play, as well as exercise social skills, problem solving, making choices, and cooperation, which makes them places with therapeutic effect not only through building a sense of agency but also good group functioning (
Figure 5a,b).
Nature-based playgrounds are generally a type of play environment and complex play spaces, where natural materials, features, and plants combine with creative forms of terrain to provide a wealth of play and activity forms. They most often come in the form of nature playgrounds but can also be implemented as garden forms of playgrounds such as children’s healing gardens, edible schoolyards, or children’s farms. Each nature playground is unique, as they are designed to fit the context of the site, and the local landscape. Traditional playground equipment can be found in their development, but they are always integrated into the surrounding landscape, fused with the landform, and surrounded by vegetation. The therapeutic nature of these spaces comes directly from contact with nature, the world of plants and animals, as well as from the variety of stimuli, opportunities for creative and constructive play, and even conducting organized horticultural therapy. Biophilia-based playgrounds are characterized by a therapeutic effect resulting not only from passive contact with nature. In general, these spaces provide opportunities for independent space shaping through gardening and arranging a small garden or creative and constructive play, which are stimulated by the generally high availability of loose parts and natural elements. In addition to building a sense of ability and providing manual exercise, gardening play, like construction play, teaches cooperation and collaboration (
Figure 6a,b).
The idea of community action-based playgrounds is based on the belief that a playground can be a kind of cornerstone of the local community, reflecting the personality of its residents and creating a kind of physical and mental community platform for children and adults. Their therapeutic potential stems from the inclusive nature of the space, which is created through the joint action of the local community, inclusive and unifying around a common goal. This type of space is represented by a community-built playground—a type of participatory playground built by and according to the idea of the local community. Such a playground may resemble a traditional playground with equipment made of wood. However, as a rule, there are also original elements, which give the space an individual character. The possibilities for stimulating specific forms of play and integrative activities after the completion of the playground depend on the specific solutions adopted by the community. The most important value of the space, in this case, is the inclusiveness of the place, which is created during the process of establishment. A joint venture unites, and the community built based on joint work constitutes permanent social capital, the symbol of which becomes the playground (
Figure 7a,b).
Inclusion- and integration-based playgrounds are a type of family playgrounds that may look somewhat like traditional playgrounds with equipment. As a rule, however, they are much more carefully landscaped and thought-out in terms of a functional program that considers all age groups, provides a choice of forms of play and activities, and the degree to which they are socialized. Their development usually includes at least several zones that stimulate different forms of play, and interiors of graduated inclusiveness (suitable for solo time, observation, or integration in a narrow and wide group). The space is characterized by accessibility and inclusiveness, so that everyone, regardless of their needs, can find a place for themselves in it. They are places for organizing neighborhood and family outdoor events and play that brings generations together. The assumptions are characterized by openness in the spatial and social sense—the space is available to everyone, regardless of age or other needs. When properly developed, playgrounds become a kind of social center, the therapeutic effect of which stems primarily from the social function of the place, an activity that integrates and counteracts exclusion, although their development often includes elements that serve specific forms of therapy, such as sensory or motor therapy, and facilitate the use of the space for people with disabilities, such as information boards for the visually impaired (
Figure 8a,b).
4.3. Evaluation of Contemporary Playgrounds as Places with Therapeutic Potential
The Szczecin playgrounds selected for evaluation represent the classical trend in playground design, which is characterized by the use of equipment as a key element of development. All the analyzed realizations can be described as a contemporary playground—a type of playground whose development is based on standard certified playground equipment. However, the apparent differences in the approach to the solution of the space as a whole, connecting it to the environment and creating links between the various elements of the development, allow us to classify the analyzed playgrounds as a contemporary classical playground, contemporary theme playground—based on a theme or motif, and contemporary street playground—forming an integral part of the urban public space. All of the playgrounds are located in public spaces, but among them are places located in the following: a park, a green square, a city plaza, and neighborhood areas (
Appendix A).
Playground A, located in the green area of the Zawadzki housing estate, is an example of a modern playground of the classic variety. Its development includes a dozen or so typical motor play equipment, more or less functionally complex, such as trampolines, linarium, multifunctional equipment with slides, and a system of platforms. The equipment was located on a sand surface without any divisions into activity zones. The whole area has been fenced, which makes the playground functionally and visually isolated from the surrounding green area. This limits the functioning of the playground strictly to a separate place with predetermined types of activity. Both the selection of equipment oriented strictly to physical activity and the way the space is arranged give very limited possibilities for using the playground as a therapeutic place. There are also concerns about the color scheme of the equipment, as the black color can evoke negative feelings and associations, and, moreover, can cause excessive heating of the equipment and surfaces. Unfortunately, the site is not protected from the sun in any way. In addition, the space is characterized by limited accessibility due to the type of surface used. The entire playground was covered with a sandy surface, which does not allow for use by people in wheelchairs and with limited mobility. The limited amount of seating and the lack of a separate seating and equipment-free zone severely limit the playground’s multifunctionality, its use by different age groups of users, and the possibilities for flexible use of the play space (
Figure 9a,b).
Playground B, located in the Krzekowo-Bezrzecze housing estate, represents an educational and family-themed playground with a clear ideological theme and an extensive functional program, connecting different age groups. The leitmotif of the playground is the figure of Wojtek Bear, who, together with the soldiers of the Anders Army, walked the entire combat trail, including through Monte Cassino during World War II. Functional zones and landscaping elements have been carefully composed and subordinated to the bear’s story. A sculpture of Wojtek Bear was placed in the central part of the square, which can be climbed, and educational boards telling his story were placed in the entrance area. In addition, the functional program includes a trampoline zone, a linarium zone, a zone for younger children with a “stork’s nest” swing and a merry-go-round, touch panels, a gym, rest and observation areas, and zones of composed vegetation. The premise gives the impression of a coherently and carefully composed space, offering choices in terms of forms of play and the nature of activities. The space is characterized by accessibility and inclusiveness—the development elements allow families to spend time together and people of all ages and fitness levels to use it. An added value of the space is its sensory qualities resulting from the variety of plant species and materials (
Figure 10a,d).
Playground C, located in the very center of the city on Zgody Square as part of the reconstruction of Wojska Polskiego Avenue, represents a street version of the modern playground, being part of the public space. As part of the investment carried out, the revitalized Agreement Square has become a kind of square with play as its leitmotif. This fits in with the concepts of a playable city and a children-friendly city, which promote solutions that tame urban space by introducing play into it. Among the functional zones and development elements are a trampoline zone, a hill zone with telephone play equipment, a swing zone, rest, and observation areas, and composed vegetation. The space is a kind of urban leisure oasis, offering a choice of forms and types of activity. There is room for both quiet rest and observation as well as more active forms of play, including those encouraging cooperation and interaction in and with the space. This is a result of providing a certain amount of sensory experience, resulting from the variety of plant species, materials, and textures, as well as the terrain. The square is characterized by a lack of urban barriers and inclusiveness, influenced by flexibility in the use of space (
Figure 11a,b). Unfortunately, although there are large trees in the plaza, part of it is devoid of any protection from the sun, which may limit use on hot days.
Playground D, located on Dworcowa Street, is one of the classic modern playgrounds. Its development includes several typical pieces of equipment stimulating mainly physical play, such as a multifunctional piece of equipment for younger children, a multifunctional piece of equipment for older children, a weight swing, two rockers, and a swing for small children. The area is fenced and entirely covered with a sand surface. Its development does not include greenery, although the area is surrounded by trees. The area is very shaded and practically deprived of sunlight. There is also a lack of a clear idea and a coherent composition linking the individual elements of the equipment. The limited way and selection of development elements do not allow effective use of the therapeutic properties of play, and its accessibility for people with mobility problems is very limited due to the type of surface. Worthy of note may be the sandbox, which provides seating for several children. This is the only element that can (to a limited extent) stimulate inclusive play. The playground offers elements that stimulate only motor activities. It is not an integration and inclusive place (
Figure 12a,b).
Playground E, located in Telesfor Badetko Square, represents a type of contemporary playground of the classic variety, which is distinguished by an expanded program for play and motor activity for people of all ages, including those with disabilities. The functional program includes a training playground zone with exercise equipment, a play zone for young children with a swing, rocker, and slide, a play zone for older children with a linarium and a “stork’s nest” swing, and a sidewalk games zone. Entrances, pedestrian and bicycle paths, and some elements are accessible to people with disabilities. The zones are inscribed in the communication and composition system of the square. Play zones are integrated with greenery, which, however, is poorly diversified. The square has numerous tree and shrub plantings but lacks composed low greenery. Such landscaping provides a good basis for carrying out rehabilitation exercises and movement therapy. It also provides a basis for games and communal play. A favorable location in a square with numerous plantings of old trees provides a potential for developing a functional program in terms of biophilia, sensory enrichment, and sensory therapy, which, unfortunately, was not fully exploited in the design concept of the establishment (
Figure 13a,b).
Playground F is a contemporary classical playground with certified equipment with an extensive program of motor play and integration located in the Gen. T. Kutrzeba inter-neighborhood park. The playground is distinguished by its favorable location among greenery and the inclusion of old and new plantings in the development. Among the playground zones are a zone with an integration sandbox equipped with a shade cover, a zone for movement games with a rope, Tyrolean, two sets of swings and multifunctional equipment, a trampoline zone with a set of trampolines, including an integration trampoline, an integration zone with a place for sidewalk games, and two resting gazebos. The selection of equipment primarily provides a variety of physical activities, but also sidewalk games, and manipulative and construction games. The playful attractiveness of the space would benefit from the introduction of water into the sand play area. The space, despite the presence of various equipment, including those suitable for people with disabilities, and a favorable location among greenery, has limited therapeutic impact. This is due to the limited sensory qualities of the space, the lack of composed low greenery and flower beds, water play elements, and restrictions on the accessibility of some equipment. The area is very exposed to the sun, although trees surround it. The playground equipment remains exposed to the sun all the time (the only exception is the sandbox), which severely limits its use on hot days and is a health hazard. In favor of the space is the inclusion of landscaping elements that stimulate activities other than motor activities, such as a sandbox with a canopy or an equipment-free zone dedicated to sidewalk games or observation and relaxation (
Figure 14a,b).
4.4. Evaluation and Comparative Analysis of Playgrounds
The characteristics of the indicated components in the context of the specific development elements desired for their implementation formed the basis for the evaluation of the playgrounds and their therapeutic potential (
Appendix B). Even though the playgrounds selected for analysis are among the new ones realized over the past few years, their social value and possibilities for therapeutic potential as a place of play are limited. Among the listed components of therapeutic value (accessibility of space, forms of active therapy, sensory value of space, creation of space, neurodiversity, graded motor skills, biophilia, cooperation and collaboration, and choice of forms of play and types of activity), some are not realized at all, and others are realized only partially (
Table 3).
The weakest implementation opportunities relate to components such as space creation and forms of active therapy other than movement therapy. The analyzed playgrounds do not offer opportunities for play to build, make space changes, and transform. Only one of the playgrounds offers an area dedicated to playing with sand although without water. Those who use sand as a kind of shock-absorbing surface around motor play equipment can hardly be considered a place that stimulates construction play. A serious shortcoming is that natural elements like vegetation are most often elements that remain outside the boundaries of the playground or elements of secondary compositional and utilitarian importance. Only two of the analyzed playgrounds were designed so that vegetation was an integral part of the establishment. At the same time, these are the realizations that are characterized by the sensory value thanks to the composed, species-diverse vegetation and diversity of the materials and textures used. This also translates, in the case of these realizations, into good use of the therapeutic component, which is biophilia. The analyzed playgrounds appear to offer relatively good conditions for movement therapy due to the presence of numerous motor play equipment. However, detailed field inspections have revealed serious limitations in this regard. These are due to the lack of thought given to the selection of equipment in terms of providing graded difficulty and stimulating specific muscle parts. The limited availability of some elements is also a problem. Those playgrounds that make use of a loose surface as a cushioning for falls in their entirety of development, at the same time, create a barrier to use for people with disabilities. Implementation limitations are also evident in meeting the criterion for alternativity and providing choice in the type of activity. A common shortcoming is the lack of a play zone free of equipment, an area for exploratory, creative, and even theme play. There is also an apparent problem with the realization of the integration and inclusion role in the deployment of creating conditions and circumstances for joint activities and cooperation.
The analysis conducted focused on the therapeutic qualities of the playgrounds, but it should be noted that such obvious issues as safety have not been sufficiently considered in their design. Although the sites analyzed meet the requirements for the use of certified equipment, the apparent lack of conscious composition of the space with regard to sunlight conditions means that the equipment can become too hot and be dangerous on sunny days.
The results of the analysis indicate that the use of the therapeutic potential of play in playground design is rare. New realizations of playgrounds, unfortunately, are still too rarely designed in a comprehensive manner—considering various aspects of child development and the diverse needs of children. It is necessary to increase public awareness and educate designers about the value of playgrounds as places with therapeutic, integrative, and anti-social exclusion potential. Playgrounds should be designed following the idea of sustainable development as fully accessible places in the spatial and social sense—without barriers and realizing the ideas of inclusiveness and friendliness of space for all, regardless of the degree of fitness and needs. The basis for the implementation of such an approach can be the implementation of the three paths formulated below, relating to the identified eight components of the therapeutic space, leading, in effect, to the realization of the playground as a place of therapeutic value:
Playscape—the playground should be a kind of playscape, a space with a garden-like character, where the composed vegetation, landscaping, and natural elements are an integral part of the development and form, together with the play areas, a single whole, having sensory qualities and characterized by a variety of colors, textures, materials, and variety of plants. It is crucial in this context to implement therapeutic components such as Sensory value and Biophilia.
Integration—the playground should be an inclusive, accessible, and barrier-free space with program elements attractive to different user groups, including an equipment-free zone and elements that stimulate cooperative games, cooperation, and collaboration, and program elements that meet different needs, including those of people with disabilities. This requires the inclusion of therapeutic components such as the Creation of space, Cooperation and collaboration, and Accessibility.
Inclusion—the playground should be an inclusive space, containing elements relating to one or more forms of therapy, e.g., sensory therapy, movement therapy, horticulture therapy, and art therapy, providing choice and freedom of use, including in terms of the form and degree of socialization of the activity and the degree of fitness. Key in this context is the implementation of therapeutic components such as Alternativity—choice of forms of activity, Forms of active therapy, and Neurodiversity and graded motor fitness.
Such an integrated approach in the design of playgrounds, based on the implementation of the indicated paths leading to an increased therapeutic value of playground spaces, is a desirable direction of action that can contribute to raising not only the quality of these spaces but also the quality of public spaces in cities, fostering the implementation of the idea of a city friendly to all residents (
Figure 15).