Playscape for mentally challenged children : the concept of boundary

Abstract

Outdoor green spaces are necessary for cognitive development. Many mentally challenged children in South Africa lack proper treatment and access to green spaces, as well as basic social interaction. This dissertation investigates why play in outdoor spaces is beneficial and how this can be achieved through the basis of a playscape focusing on development and therapy for mentally challenged and abled-bodied children. The design solution also aims to uplift the community and create safe spaces. The main research question asks how a playscape can transform the segregated, derelict areas in Westbury into spaces that encourage child development. The hypothesis states that activity-orientated playground design that recognizes the abilities of mentally challenged and abled-bodied children, and provokes imagination, can create platforms that remove social boundaries and aid in development. Furthermore, naturalistic playground design can aid in solving the issue of boundary within Westbury, while effectively defining open space and creating a sense of place. In order to test the hypothesis, pragmatic requirements for child development were obtained through a literature review and by conducting interviews with therapists dealing with mentally challenged children. Case studies were consulted to understand the application in design. In conclusion, it is confirmed that naturalistic, activity-orientated playground design can create platforms that remove social boundaries and aid in development and therapy. By using archetypical landscape elements that provoke the imagination, a multifaceted playscape can be created. This dissertation in its design application demonstrates that it is possible to use boundary to create safer, integrated spaces, while effectively defining an open space. By this example a playscape and its surrounding spaces can offer platforms for economic, social, communal and environmental upliftment within Westbury.