designing a child friendly playscape environment toward a holistic child development at tanjung emas...
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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
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DEVELOPMENT AT TANJUNG EMAS MUAR JOHOR
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.
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DEVELOPMENT AT TANJUNG EMAS MUAR JOHOR
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.
4DESIGNING A CHILD FRIENDLY PLAYSCAPE ENVIRONMENT TOWARD A HOLISTIC CHILD
DEVELOPMENT AT TANJUNG EMAS MUAR JOHOR
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
5DESIGNING A CHILD FRIENDLY PLAYSCAPE ENVIRONMENT TOWARD A HOLISTIC CHILD
DEVELOPMENT AT TANJUNG EMAS MUAR JOHOR
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
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DEVELOPMENT AT TANJUNG EMAS MUAR JOHOR
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.
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DEVELOPMENT AT TANJUNG EMAS MUAR JOHOR
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.
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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
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DEVELOPMENT AT TANJUNG EMAS MUAR JOHOR
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.
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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).
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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,
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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)
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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.
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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.
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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.
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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.
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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
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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
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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.
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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
21DESIGNING A CHILD FRIENDLY PLAYSCAPE ENVIRONMENT TOWARD A HOLISTIC CHILD
DEVELOPMENT AT TANJUNG EMAS MUAR JOHOR
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
22DESIGNING A CHILD FRIENDLY PLAYSCAPE ENVIRONMENT TOWARD A HOLISTIC CHILD
DEVELOPMENT AT TANJUNG EMAS MUAR JOHOR
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.
23DESIGNING A CHILD FRIENDLY PLAYSCAPE ENVIRONMENT TOWARD A HOLISTIC CHILD
DEVELOPMENT AT TANJUNG EMAS MUAR JOHOR
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
24DESIGNING A CHILD FRIENDLY PLAYSCAPE ENVIRONMENT TOWARD A HOLISTIC CHILD
DEVELOPMENT AT TANJUNG EMAS MUAR JOHOR
2.8Reference cases 2
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
25DESIGNING A CHILD FRIENDLY PLAYSCAPE ENVIRONMENT TOWARD A HOLISTIC CHILD
DEVELOPMENT AT TANJUNG EMAS MUAR JOHOR
2.8.2 Site conditions
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.
2.8.3 Design approach
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
26DESIGNING A CHILD FRIENDLY PLAYSCAPE ENVIRONMENT TOWARD A HOLISTIC CHILD
DEVELOPMENT AT TANJUNG EMAS MUAR JOHOR
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
27DESIGNING A CHILD FRIENDLY PLAYSCAPE ENVIRONMENT TOWARD A HOLISTIC CHILD
DEVELOPMENT AT TANJUNG EMAS MUAR JOHOR
2.9Reference cases 3
(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.
2.9.2 Site conditions
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
28DESIGNING A CHILD FRIENDLY PLAYSCAPE ENVIRONMENT TOWARD A HOLISTIC CHILD
DEVELOPMENT AT TANJUNG EMAS MUAR JOHOR
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.
2.9.3 Design approach
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.
29DESIGNING A CHILD FRIENDLY PLAYSCAPE ENVIRONMENT TOWARD A HOLISTIC CHILD
DEVELOPMENT AT TANJUNG EMAS MUAR JOHOR
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/
30DESIGNING A CHILD FRIENDLY PLAYSCAPE ENVIRONMENT TOWARD A HOLISTIC CHILD
DEVELOPMENT AT TANJUNG EMAS MUAR JOHOR
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
31DESIGNING A CHILD FRIENDLY PLAYSCAPE ENVIRONMENT TOWARD A HOLISTIC CHILD
DEVELOPMENT AT TANJUNG EMAS MUAR JOHOR
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.
32DESIGNING A CHILD FRIENDLY PLAYSCAPE ENVIRONMENT TOWARD A HOLISTIC CHILD
DEVELOPMENT AT TANJUNG EMAS MUAR JOHOR
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
33DESIGNING A CHILD FRIENDLY PLAYSCAPE ENVIRONMENT TOWARD A HOLISTIC CHILD
DEVELOPMENT AT TANJUNG EMAS MUAR JOHOR
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:
34DESIGNING A CHILD FRIENDLY PLAYSCAPE ENVIRONMENT TOWARD A HOLISTIC CHILD
DEVELOPMENT AT TANJUNG EMAS MUAR JOHOR
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
35DESIGNING A CHILD FRIENDLY PLAYSCAPE ENVIRONMENT TOWARD A HOLISTIC CHILD
DEVELOPMENT AT TANJUNG EMAS MUAR JOHOR
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
36DESIGNING A CHILD FRIENDLY PLAYSCAPE ENVIRONMENT TOWARD A HOLISTIC CHILD
DEVELOPMENT AT TANJUNG EMAS MUAR JOHOR
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
37DESIGNING A CHILD FRIENDLY PLAYSCAPE ENVIRONMENT TOWARD A HOLISTIC CHILD
DEVELOPMENT AT TANJUNG EMAS MUAR JOHOR
Site boundary Legend
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
38DESIGNING A CHILD FRIENDLY PLAYSCAPE ENVIRONMENT TOWARD A HOLISTIC CHILD
DEVELOPMENT AT TANJUNG EMAS MUAR JOHOR
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.
39DESIGNING A CHILD FRIENDLY PLAYSCAPE ENVIRONMENT TOWARD A HOLISTIC CHILD
DEVELOPMENT AT TANJUNG EMAS MUAR JOHOR
Site boundary Legend
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
40DESIGNING A CHILD FRIENDLY PLAYSCAPE ENVIRONMENT TOWARD A HOLISTIC CHILD
DEVELOPMENT AT TANJUNG EMAS MUAR JOHOR
Site boundary Legend
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
41DESIGNING A CHILD FRIENDLY PLAYSCAPE ENVIRONMENT TOWARD A HOLISTIC CHILD
DEVELOPMENT AT TANJUNG EMAS MUAR JOHOR
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.
42DESIGNING A CHILD FRIENDLY PLAYSCAPE ENVIRONMENT TOWARD A HOLISTIC CHILD
DEVELOPMENT AT TANJUNG EMAS MUAR JOHOR
Site boundary Legend
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
43DESIGNING A CHILD FRIENDLY PLAYSCAPE ENVIRONMENT TOWARD A HOLISTIC CHILD
DEVELOPMENT AT TANJUNG EMAS MUAR JOHOR
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
44DESIGNING A CHILD FRIENDLY PLAYSCAPE ENVIRONMENT TOWARD A HOLISTIC CHILD
DEVELOPMENT AT TANJUNG EMAS MUAR JOHOR
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).
45DESIGNING A CHILD FRIENDLY PLAYSCAPE ENVIRONMENT TOWARD A HOLISTIC CHILD
DEVELOPMENT AT TANJUNG EMAS MUAR JOHOR
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.
46DESIGNING A CHILD FRIENDLY PLAYSCAPE ENVIRONMENT TOWARD A HOLISTIC CHILD
DEVELOPMENT AT TANJUNG EMAS MUAR JOHOR
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%..
47DESIGNING A CHILD FRIENDLY PLAYSCAPE ENVIRONMENT TOWARD A HOLISTIC CHILD
DEVELOPMENT AT TANJUNG EMAS MUAR JOHOR
Illu
stra
tio
n 3
.16:
sec
tion
elev
atio
n A
-A’ s
how
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se w
alki
ng
for
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cro
ss a
long
the
site
but
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me
tim
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use
and
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nd fo
rm a
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pher
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B
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ape
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Illu
stra
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.18:
sec
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atio
n B
-B’ s
how
s th
e us
ers
can
per
ceiv
e vi
ew fr
om th
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stan
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gh th
e fl
at to
pogr
aphy
als
o c
ontr
ibut
es in
no
chal
leng
er
for
kids
to p
lay.
48DESIGNING A CHILD FRIENDLY PLAYSCAPE ENVIRONMENT TOWARD A HOLISTIC CHILD
DEVELOPMENT AT TANJUNG EMAS MUAR JOHOR
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
49DESIGNING A CHILD FRIENDLY PLAYSCAPE ENVIRONMENT TOWARD A HOLISTIC CHILD
DEVELOPMENT AT TANJUNG EMAS MUAR JOHOR
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
50DESIGNING A CHILD FRIENDLY PLAYSCAPE ENVIRONMENT TOWARD A HOLISTIC CHILD
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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
51DESIGNING A CHILD FRIENDLY PLAYSCAPE ENVIRONMENT TOWARD A HOLISTIC CHILD
DEVELOPMENT AT TANJUNG EMAS MUAR JOHOR
Photo 3.26: Archontophoenix alexandrae
Photo 3.25: Ptychosperma macarthurii
Photo 3.24: Livistona rotundifolia
52DESIGNING A CHILD FRIENDLY PLAYSCAPE ENVIRONMENT TOWARD A HOLISTIC CHILD
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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
53DESIGNING A CHILD FRIENDLY PLAYSCAPE ENVIRONMENT TOWARD A HOLISTIC CHILD
DEVELOPMENT AT TANJUNG EMAS MUAR JOHOR
Site boundary Legend
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
54DESIGNING A CHILD FRIENDLY PLAYSCAPE ENVIRONMENT TOWARD A HOLISTIC CHILD
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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
55DESIGNING A CHILD FRIENDLY PLAYSCAPE ENVIRONMENT TOWARD A HOLISTIC CHILD
DEVELOPMENT AT TANJUNG EMAS MUAR JOHOR
Site boundary Legend
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
56DESIGNING A CHILD FRIENDLY PLAYSCAPE ENVIRONMENT TOWARD A HOLISTIC CHILD
DEVELOPMENT AT TANJUNG EMAS MUAR JOHOR
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
57DESIGNING A CHILD FRIENDLY PLAYSCAPE ENVIRONMENT TOWARD A HOLISTIC CHILD
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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.
58DESIGNING A CHILD FRIENDLY PLAYSCAPE ENVIRONMENT TOWARD A HOLISTIC CHILD
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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.
59DESIGNING A CHILD FRIENDLY PLAYSCAPE ENVIRONMENT TOWARD A HOLISTIC CHILD
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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
60DESIGNING A CHILD FRIENDLY PLAYSCAPE ENVIRONMENT TOWARD A HOLISTIC CHILD
DEVELOPMENT AT TANJUNG EMAS MUAR JOHOR
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.
61DESIGNING A CHILD FRIENDLY PLAYSCAPE ENVIRONMENT TOWARD A HOLISTIC CHILD
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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
62DESIGNING A CHILD FRIENDLY PLAYSCAPE ENVIRONMENT TOWARD A HOLISTIC CHILD
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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
63DESIGNING A CHILD FRIENDLY PLAYSCAPE ENVIRONMENT TOWARD A HOLISTIC CHILD
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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
64DESIGNING A CHILD FRIENDLY PLAYSCAPE ENVIRONMENT TOWARD A HOLISTIC CHILD
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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.
65DESIGNING A CHILD FRIENDLY PLAYSCAPE ENVIRONMENT TOWARD A HOLISTIC CHILD
DEVELOPMENT AT TANJUNG EMAS MUAR JOHOR
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
66DESIGNING A CHILD FRIENDLY PLAYSCAPE ENVIRONMENT TOWARD A HOLISTIC CHILD
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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.
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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
68DESIGNING A CHILD FRIENDLY PLAYSCAPE ENVIRONMENT TOWARD A HOLISTIC CHILD
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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
69DESIGNING A CHILD FRIENDLY PLAYSCAPE ENVIRONMENT TOWARD A HOLISTIC CHILD
DEVELOPMENT AT TANJUNG EMAS MUAR JOHOR
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
70DESIGNING A CHILD FRIENDLY PLAYSCAPE ENVIRONMENT TOWARD A HOLISTIC CHILD
DEVELOPMENT AT TANJUNG EMAS MUAR JOHOR
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
71DESIGNING A CHILD FRIENDLY PLAYSCAPE ENVIRONMENT TOWARD A HOLISTIC CHILD
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“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”
72DESIGNING A CHILD FRIENDLY PLAYSCAPE ENVIRONMENT TOWARD A HOLISTIC CHILD
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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”
73DESIGNING A CHILD FRIENDLY PLAYSCAPE ENVIRONMENT TOWARD A HOLISTIC CHILD
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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”
74DESIGNING A CHILD FRIENDLY PLAYSCAPE ENVIRONMENT TOWARD A HOLISTIC CHILD
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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
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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”
76DESIGNING A CHILD FRIENDLY PLAYSCAPE ENVIRONMENT TOWARD A HOLISTIC CHILD
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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
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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
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5.7.3 Preliminary plan
5.8Design proposal
plan 5.5: show the final preliminary plan
plan 5.4: show the preliminary plan
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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
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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
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illustration 5.5: show land of the wind activity at Laman Rimba
illustration 5.6: show tree pillar swing activity at Laman Sungai
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illustration 5.5: show the resting area activity at Laman Sungai
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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
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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
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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
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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.
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Guidelines recommendation:-
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.
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.
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.
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Guidelines recommendation:-
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.
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.
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
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color of rainbow will glow and give visible to this area for kids to
play at night.
Guidelines recommendation:-
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.
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.
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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
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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.
Guidelines recommendation:-
The netting equipment must be tight attached from ground
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 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 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.
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.
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.
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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.
Guidelines recommendation:-
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
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.
Any of 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.
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.
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Guidelines recommendation:-
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.
The surface of ground level must be covered with fine
texture of grass
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.
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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
plan 5.8: show the enlargement plan Laman Rimba (sub-theme “Sang Kancil dengan Harimau”
Playing with scale
Color land
Slope is green
Tree pillar swing
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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.
Guidelines recommendation:-
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.
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. 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.
Guidelines recommendation:-
Spot area of sloping must be random with 0.5meter to
1.5meter height.
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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.
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.
The forest trees will be need here such as Antidesma
cuspidatum, Khana hookeriana, Diospyros pilosanthera and
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.
Guidelines recommendation:-
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.
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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.
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.
Guidelines recommendation:-
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.
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.
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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
plan 5.8: show the enlargement plan Laman Rimba (sub-theme “Sang Kancil dengan Harimau”
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is the quarter of football court will fill with long grass, that
encourage children and teenage to play creatively on this football
court.
Guidelines recommendation:-
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.
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. 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.
Guidelines recommendation:-
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.
The surface of ground level must be covered with fine
texture and long grass.
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The netting equipment must be tight attached from ground
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 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 color of play equipment must be paint with difference
color, which using the color "glow in the dark" technology.
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.
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.
Guidelines recommendation:-
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.
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DEVELOPMENT AT TANJUNG EMAS MUAR JOHOR
The surface of ground level must be covered with fine
texture and long grass.
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.
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.
102DESIGNING A CHILD FRIENDLY PLAYSCAPE ENVIRONMENT TOWARD A HOLISTIC CHILD
DEVELOPMENT AT TANJUNG EMAS MUAR JOHOR
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
103DESIGNING A CHILD FRIENDLY PLAYSCAPE ENVIRONMENT TOWARD A HOLISTIC CHILD
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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
104DESIGNING A CHILD FRIENDLY PLAYSCAPE ENVIRONMENT TOWARD A HOLISTIC CHILD
DEVELOPMENT AT TANJUNG EMAS MUAR JOHOR
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.
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