設(shè)計心理學(xué) 張之欣課件

設(shè)計心理學(xué)·論文淺析Landscapeinterventions:newdirectionsforthedesignof

children'soutdoorplayenvironments景觀的干預(yù)措施:兒童戶外游戲環(huán)境的新方向

匯報人：張之欣內(nèi)容·目錄前言說明名詞解釋論文淺析脈絡(luò)AbstractKeywords1.Introduction2.Materials3.Methods4.Results5.Discussion6.Conclusion

論文淺析論文淺析內(nèi)容·目錄前言說明前言·說明論文淺析的對象論文淺析的對象選擇的理由來源期刊論文Landscapeinterventions:newdirectionsforthedesignofchildren'soutdoorplayenvironments景觀的干預(yù)措施:

兒童戶外游戲環(huán)境的新方向

前言·說明論文淺析的對象在研究生期間一直很關(guān)于關(guān)于人的心理和場地之間的關(guān)系，在上《設(shè)計心理學(xué)》課程中，一直在讀一本《交往與空間》的書，所以想通過自己看到的書結(jié)合上課所學(xué)的知識，找了這篇論文來詳解。論文淺析·AbstractAbstractAbstractThechildcareplaygroundisalandmarksitewherelandscapearchitectscancontributetheirskillsinabroadandmeaningful

way.TheNationalAssociationfortheEducationofYoungChildren(NAEYC)statesthatover5millionchildrenundertheage

offiveareinout-of-homecaresettingsintheUnitedStates.Theplaygroundatthechildcarecenterhasbecomethesurrogatebackyardknowntoapreviousgeneration.Unfortunately,theoutdoorenvironmentofthesecenterstypicallyconsistsofisolatedpiecesofequipmentinamono-cultureofgrass.This`place-less'equipment-basedapproachtodesigningplaygroundsdoesnotspeaktothequalitiesofbeingoutdoors.Additionally,theequipmentprimarilyaddressesthephysicaldevelopmentofthechild.Children'ssocial,emotional,andcognitivedevelopmentmustalsobeconsidered.Designprocessesthatexplorewaystosupportothertypesofdevelopmentandincludetheuniqueaspectsoftheoutdoorsaregreatlyneededtoproducequalityenvironmentsforchildren.ThispaperdescribesaresearchprojectconductedintheoutdoorplayyardsattheChildDevelopmentLaboratory,IowaStateUniversity.Theresearchhypothesizesthattheinstallationofnaturalmaterialandotherlandscapeelementsintotheexistingyardswillofferadditionaltypesofchilddevelopment(i.e.,social,emotional,cognitive).Thisresearchinvolveda`landscape-based'approachtodesign.Datacollectionincludedvideodocumentationandanecdotaloldnotesofthechildren(rangingfrom2±6yearsold)playingintheyards.Qualitativeanalysisofthesedatarevealedthattheinstallationofplantmaterialandotherlandscapeelementsdidprovideforadditionalrealmsofdevelopmentthatwherenotprovidedintheexistingyards.#1998ElsevierScienceB.V.Allrightsreserved.

論文淺析·1.IntroductionThispaperdescribesaresearchprojectconductedintheoutdoorplayyardsattheChildDevelopment

Laboratory,IowaStateUniversity.Theresearchspans2years(1995±1997)andinvolvescollaboratingfacultyandgraduatestudentsfromtheDepartmentofLandscapeArchitectureandtheDepartmentofHumanDevelopmentandFamilyStudies.Thebasicquestions:whatnaturalmaterialsandconditionsoftheoutdoorenvironmentcancontributetothedevelopmentofyoungchildrenrangingfrom2to6yearsold?

Althoughyoungchildrenspendasigncantportionoftheirdayinteractingwiththephysicalenvironment(Chase,1993),amajorityofresearchconductedinchilddevelopment.focusesontherelationshipofinterpersonalinteractionsuponearlyandsubsequentdevelopment.Littleresearchontherelationshiptothedetailsofthebroaderinanimatephysicalenvironmenttoearlydevelopmenthasbeenproduced(Neville,1994).Researchconcerningthedevelopmentalimpactofoutdoorphysicalenvironmentsonyoungchildrenisevenmoresparse(MooreandStrinste,1989;Wachs,1989).

兒童戶外場地實驗

論文淺析·1.IntroductionThehypothesisoftheresearchpostulatesthatiflandscapeinterventionsaremadeintheexitingplay

yardsusinga`landscape-based'approach,differentandvariedtypesofdevelopmentwouldbeencour

aged.TheoutdoorplayspacesattheChildDevelopmentLaboratoryareconsideredtypicalequipment

basedyards.Playstructuresprimarilysupportphysicaldevelopment(Frost,1989,p.17)whichisonlyonerealmofdevelopment.Theinvestigatorsseektoencouragesocial,emotional,andcognitivedevelopmentthroughspeciallandscapeinterventions.

Thehypothesisisbasedonthefollowingpremises:thephysicalenvironmentoffersauniqueinfluenceuponchildren'sdevelopment(Wachs,1985);(2)changesinthisenvironmentcanbringaboutchangesintheirbehavior,andultimatelytheirdevelopment(Moore,1986);(3)equipment-basedplayyardsprimarilysupportphysicaldevelopment;hence,thesampleplayyardswereprimarilyaddressingthisrealmofdevelopment.

景觀干預(yù)論文淺析·1.IntroductionTheobjectiveofthisresearchistoexpandknowledgeabouthownaturalmaterials(i.e.,plants,stones,

andearth)designedinanoutdoorplayareacansupportyoungchildren'ssocial,emotional,physical,

andcognitivedevelopment.Theresearchusesa`landscape-based'designapproachandinvolvestheinstallationoftemporaryinterventions(PhaseI)andpermanentinterventions(PhaseII)intheexisting

yard.The`landscape-based'designapproachemploysfundamentallandscapearchitecturaldesignprincipleslikeorderingsystems,spatialsequence,andsenseofplacetoguidethecompositionandshapingofoutdoorplayspaces.

Theuseofnaturalmaterialsandthe`landscapebased'designapproachwasinitiallyusedinthere

designoftheinfantoutdoorplayyardattheEarlyChildhoodLaboratoryattheUniversityofCalifornia,

Davis,in1994(Neville,1994;Herrington,1997).TheUniversityofCaliforniastudywasapre-andpost

constructioncomparativestudy.ThisCaliforniastudycomparedinfantsusingtheexistingplayspaceandthe`landscape-based'playspacethatcontainedplantmaterials,landforms,andotherlandscapeelements.Significantstatisticaldifferenceswerefoundintheuseoftheplayspaces,theuseofobjects,thetypesofactivities,andthesocialinteraction(Neville,1994).

ResultsfromtheIowaresearchsuggestthatthepermanentinterventions(phaseII)hadthemostvisi

bleinfluenceonthechildren.Specically,(1)thestepping-stoneinterventionalteredthechildren'sphy

sicaluseandcognitiveunderstandingofthespace;(2)thevegetativeroomstransformedthestructuralnatureoftheclasssocialhierarchy;and(3)thesevegetativeroomsbecame`places'tothechildren.

利用天然材料論文淺析·2.Materials2.1Existingsetting研究背景LabAconsistsofanasphaltpatioareaandagrasslawnwithplaystructuresrandomlyplacedthroughout.WithinthepavedareathereisaGleditsiatriacanthosapproximately30feethigh.

Thetreeissurroundedbyaraisedwoodendeck15feetindiameter.

Asmallplasticplayhouseissituatedonthedeck.ThreePinussylvestrisandonePinusmugosurroundtheasphaltarea.Withinthelawnareaoneswing-setwithtwoswings,threeclimberstructures,andonebridgearelocated.Alongthebackedgeofthisspaceisagrassmound2feethighand5feetwide.Thismoundrunsparallelwiththechainlinkfence(Fig.1).

LabCalsoincludesaporcharea,anasphaltpatio,andagrasslawnwithplaystructures.A40foothighPlatanusoccidentalisgrowsinthecenterofasphaltareaandprovidestheonlyshade.Twoplaystructuresarelocatedalongthesouthernedgeoftheyardandoneplaystructureislocatedalongthenorthernboundary.

Anarrowlawnareaexistsdownthecenterofthespace.Oneswing-setwithtwoswingsislocatedinthewesternpartoftheyard.AlongthewesternandnorthernedgesoftheyardthereisalowmoundlikethemoundinLabA(Fig.2).Researchersconsidertheplaypossibilitiesofferedinthesetwoyardsastypicalofmostoutdoorplayspacescreatedforchildren.Playoutdoorsisequipment-based.Naturalmaterialsconsistofcanopytreesforshadeandgrasstoprovideasoft,versatilebaseplane.

論文淺析·2.Materials2.2Subjects實驗課題InPhasesIandIIresearchersobservedsubjectsenrolledintheChildDevelopmentLaboratoryatIowa

StateUniversity.Theystudiedthemorningpreschoolprogramandthefull-daykindergarten.Thepreschoolprogramhas16childrenranginginagefrom2to5yearsold.Thereareeightfemalesandeightmalesinthisprogram.TherearefiveAsian,sixCaucasian,threeNorthernEuropean,andtwochildrenfromtheMiddleEast.Thefull-daykindergartenconsistsof20childrenrangingfrom5to6yearsold.Thereare12femalesand8malesinthekindergartenprogram.TherearetwoAfricanAmerican,fiveAsian,sixCaucasian,andsevenHispanicchildren.InPhaseItheresearchersdocumentedfourchildren(2males/2females)ineachprogram.Althougheightchildrenwerevideo-andsound-documented,allthechildreninbothprogramswereobservedandnotedthroughfieldobservations.InPhaseIIresearchersvideo-documentedandmadefieldnotationsofall16childreninthepreschoolprogramand20childreninthekindergartenprogram.TheparentsofchildrenobservedsignedhumansubjectsreviewconsentformsasspecialbytheIowaStateUniversityHumanSubjectsReviewCommittee.

隨機選出人員進行觀察和記錄論文淺析·2.Materials2.4Permanentinterventions——PhaseII永久干預(yù)——第二階段PhaseIIisanexpansionofPhaseI.Researcherswishedtointervenewithplantmaterial,andthisrequiredadditionalfundingwhichwasobtainedinJune1996.InSeptember1996,23typesofplantmaterialand20steppingstoneswereinstalledinLabAandLabC(Table2).Thechildrenwerethenobservedbyresearcherswiththeplantingsinstalled.在第一階段的基礎(chǔ)上增加一些墊腳石和植物論文淺析·3.Methods3.1Designprocess--PhaseI設(shè)計過程——第一階段Thecreation,timingofinstallation,andplacementoftheinterventionsweredeterminedandexecutedbytheresearchers.Aroughlistofintervention-typeswasmadeduringthreemeetings.Thegoalwastofindinterventionsthatreflectedseasonalchangesandwouldencouragechildrentoengagewithnaturalelements(water,wind,plants)thatchangedwiththesevariations.Thetimingoftheinterventionwasbasedonthegivenweathersituation.Thismadeitdifficulttoinformheadteacherswhowantedtoknowwhichinterventionwouldbeinstalledwhen.Theplacementoftheinterventionswasbasedonsimpleorderingprinciplesandhowtheinterventionfitwithinthespecificcontextofeachyard.找到好的設(shè)施“干預(yù)”孩子論文淺析·3.Methods3.2Designprocess--PhaseII設(shè)計過程——第二階段Inthesummerof1996staff,faculty,andgraduatestudentsfrombothChildDevelopmentandLandscapeArchitecturedeterminedthelocationof23typesofplantmaterialand20steppingstonesforLabAandLabC(Figs.3and4).Theselectionofplantmaterialwasbasedontwocriteria.Thefirstwastoxicitylevelsandtheplant’stendencytoattractbees.Thesecondcriterionwastheuniquenessoramountoftheplant’stexture,color,andform.Configurationofthismaterialconsideredtheprogrammaticneedsofstaffandresearchers,buttheobjectivesofthisconfigurationweretocreatevariousstatesofenclosureandtopromotecertainpathsofmovementintheyards.InLabAtherewerefiveplantinginterventions.Twohalfcirclesofplantings(12typesofplants)formeda16footdiametersensory-motorcircle.Thecircularformandsizeweredesignedtocreateasocialspaceforformalgroupactivities.Dayliliesandornamentalgrassesformeda3footdiametersemi-circleoneithersideofthebridge.Aplantingbedofmaidenhairfernswasplacedalongthesouthsideofthe‘a(chǎn)rchedclimber.’Intheasphaltareathreecut-outsweremadeandplantedwithEuonymusalata.Inthesouthwestcorneroftheyarda728squarefootpatchofgrasswasleftunmomn(Fig.3).通過一些植被和石頭的鋪墊，通過形式的不同來限定孩子們的游樂空間以及活動形式論文淺析·3.Methods論文淺析·3.Methods3.2Designprocess--PhaseII設(shè)計過程——第二階段Aserpentinepathofsteppingstonesspaced2feetapartwasdesignedtoleadthechildrenfromtheasphaltareathroughthefernplantingbedunderthe‘a(chǎn)rchclimber’tothesensor-motorcircle.Asecondshortpathconnectedthetwosemi-circleplantingsofDayliliesandornamentalgrassbygoingunderthebridge.Thispathendedwithalargeroundboulderplacednearthebridge(Fig.5(b)).InLabC,EuonymusalataandThujaoccidentalis‘Emeraldgreen’formedtwoseparate4*4squarefoot‘vegetativerooms.’Theroomswere3feethighandlocatedinthegrassyopenarea.Anopeningontheeastsideofthevegetativeroomsallowedforaccess.Thegroundplaneoftheinteriorsouthernroomwasgrass,whilethreebouldersweresituatedinthegrassofthenorthernroom.Therewerethreesteppingstonesleadingtothisroom.Theroomsweredesignedtocreatesub-spaceswithinthelargerplayspace.Thesizewasdesignedtosupportsmall,informalgroupactivities(Fig.4).Theconfigurationoftheseplantedspacesandthesteppingstoneswasdeterminedusinga‘landscape-based’designapproach.ThisisthesameapproachusedtodesigntheUniversityofCaliforniaplaygarden(Neville,1994;Herrington,1997).Usingthisapproachchilddevelopmentspecialistsandlandscapearchitectsworkedtogethertofindlandscapesituationsthatwouldsatisfyspecificdevelopmentalmilestones.Forexample,agrassmoundplacedinapathwayofmovementwouldnotonlyprovideforphysicaldevelopment,butprovideemotionalandcognitivedevelopmentbycreatingasenseofmystery.Thesculptingandcompositionofthematerialsinthedesignarebasedonfundamentallandscapedesignprinciplessuchaswayfinding,orderingprinciples,andcreatingasenseofplace.讓景觀不僅僅是植物，而是可以互動，和孩子們一起“交流”論文淺析·3.Methods3.3Datacollection–PhaseI數(shù)據(jù)收集——第一階段Datacollectioninvolvedvideo-taping,soundrecording,andfieldnotes.Videodocumentationinvolvedfollowingachildfor20minutesastheymovedthroughouttheyardinfreeplay(regardlessofwhethertheyinteractedwiththeinterventionornot).ThechildreninLabAwerevideo-tapedbetween10:00and11:00am,MondaythroughFriday.ThechildreninLabCwerevideo-tapedbetween10:30and11:30am,MondaythroughFriday.VideoclipsweretransferredontoVCRtapesinchronologicalorder.VoicerecordingsofthechildrenweremadeofoneofthetwoselectedchildrenforeachLab.Thiswasdonewithamicrophonehiddeninoneofthetwofannypacksattachedtothechildren.Thismicrophonerecordedthechild’sconversationsontotheremotevideotape.Voicerecordingsweretranscribedintotextdocuments.論文淺析·3.Methods3.3Datacollection–PhaseI數(shù)據(jù)收集——第一階段Fieldnotesweremadedailybyresearchers.Noteswererecordedbyresearchersonapre-printednotationsheetthatdisplayedaplanviewofbothyards.Researchersrecordedthetimeofday;(2)weatherconditions;(3)teachersandstudentteacherspresent;(4)childrenpresent;(5)anecdotalobservations;(6)sketchesontheplanviewdrawing.Thecontentoftheanecdotalnoteswaslefttothediscretionoftheindividualresearcher.（1）時間;（2）天氣狀況;（3）教師和實習(xí)教師存在;（4）兒童存在;（5）軼事意見;（6）個人研究者的判斷。論文淺析·3.Methods3.5Analysis分析LandscapeArchitectureandChildDevelopmentgraduatestudentsanalyzedapproximately20hoursofvideotapes.TheserecordingscontainedchildrenplayinginLabAandLabCwithandwithoutthetemporaryinterventionsinPhaseIandwiththepermanentinterventionsinPhaseII.Duringtheiranalysisnotesweremade.ForPhaseIthenotesweremadebasedonthefollowingcriteria:(1)interactionwithanintervention(2)durationofinteraction(3)children’sbehavioralmodificationmadebetweennointerventionandinterventionpresent(4)children’smovementchangesmadebetweennointerventionandwhentheinterventionwaspresent.交互、兒童的行為改變不干預(yù)和介入、持續(xù)的互動論文淺析·3.Methods3.5Analysis分析ForPhaseIIthecriteriawere:(1)whichchildrenwereengagedintheintervention;(2)howmanychildrenwereengaged(3)thedurationandnatureoftheirengagementwiththeintervention(4)howbehaviorandpathsofmovementchangedfromtheno-interventionpresentrecordings.

論文淺析·4.ResultResearchersreviewedvideosegmentsandanecdotalnotesthatdepicted2–6-year-oldchildrenintheLabyardswithandwithouttheinterventions.RefertoTables3–5forresults.A沒有干預(yù)B干預(yù)論文淺析·5.DiscussionThisresearchattemptstoextendknowledgeabouthownaturalelementsinterveningintypicalequipment-basedplayyardscaninfluencechilddevelopment.Thehypothesiscontendsthata‘landscape-based’designapproachcanofferdifferentandvariedtypesofdevelopmentotherthanwhatwascurrentlyprovidedforthroughtheexistingyards.ResultsindicatethatthepermanentlandscapeinterventionsofPhaseIIdidencouragedifferenttypesofdevelopmentfromthetemporaryPhaseIinterventionsandfromtheexistingyards.自然元素介入游戲場地會影響兒童發(fā)展論文淺析·5.Discussion5.1.ComparisonofPhaseIandPhaseIIresults一期二期的比較結(jié)果論文淺析·5.Discussion5.3.ComparisonofexistingsettingandPhaseI–Temporaryinterventions現(xiàn)有的環(huán)境和一期比較-臨時干預(yù)措施

Thewatertrough,overheadcanopy,iceblocks,andmovementoftheplayhouseareinterventionsthatreceivedlongerdurationsofattentionandinteractionthanthechalklines,windchimes,naturalplayprops,andbuckets.Thescaleandspatialconfigurationsofthewatertrough,iceblocksandoverheadcanopyattempttomodifythescaleoftheplayspacetoreflectachild’sscale.Theiceblocksbrokethepavedareaintoa3*6squarefootgrid.Theoverheadcanopybecamethe‘ceiling’ofthespace,insteadofthesky.Theparticipatorynatureoftheflowingwaterinthewatertroughsculpturewasthemostevidentreasonforitslongdurationofuse.Thechalklineswerebarelynoticedbythechildrenandthewindchimeswereplacedtoohighforthechildrentomodify.Onechildattemptedtohitthechimeswithhisshovel.Itisinterestingtonotethatthenaturalplayprops(pinecones,daylilystems,andmilkweedpods)randomlyplacedintheyardwerethrownoutbyoneoftheteacherswhowas‘cleaningup’.論文淺析·5.Discussion5.3.ComparisonofexistingsettingandPhaseI–Temporaryinterventions現(xiàn)有的環(huán)境和一期比較-臨時干預(yù)措施

Acoregroupofchildrenregularlyinteractedwiththeinterventions.Thesechildrenwereconsidered‘loners.’Throughouttheyeartheywereconsistentlymarginalizedfromthelargergroupsofchildren.Unfortunately,thesechildrenwerenotthedesignatedsubjectstobevideo-tapedinthesequencesamplingmethodforPhaseI.Thechildren’sbehaviorswereobservedandrecordedinanecdotalnotes.Thechildrenobservedthroughvideo-tappingseldomusedtheinterventions.在觀察過程中，發(fā)現(xiàn)年齡較大的孩子容易被“孤立”論文淺析·5.Discussion5.3.ComparisonofexistingsettingandPhaseI–Temporaryinterventions現(xiàn)有的環(huán)境和一期比較-臨時干預(yù)措施

Theunmowngrasswastheonlyinterventionthatenticedamajorityofthechildrenintheclass.Thechildrenusedthehighgrasstoplayhide-and-seekandtoconductsecretmeetings.PhaseIinterventionssuggestthatscaleandspatialdefinitionplayaroleinchildren’sinteractionswiththeenvironment.However,thePhaseIinterventionstypicallyengagedonlyafewchildrenfromtheclass.Thesetemporaryinterventionsalsodidnotaffectthechildren’srelianceontheequipmentforplay.孩子們可以通過壘起的高高的草垛，躲在里面草進行“草叢會議”論文淺析·5.DiscussionResultssuggestthreemajorchangesinthechildren’sdevelopmentaluseoftheyardsbeforeandaftertheinterventions.Thesechangesare(1)thepathsofmovementusedbythechildrenwerealteredbythesteppingstoneinterventionsinLabA;(2)thestructuralnatureofthesocialhierarchychangedinLabCwiththevegetativerooms;and(3)thechildrenstartednamingthevegetative

roomsinLabC.Thefollowingdiscussionwillfocusonthesignificanceoftheseobservations.（1）由孩子們的移動路徑改變了在實驗室A中的踏腳石；（2）結(jié)構(gòu)性質(zhì)改變了在實驗室C的社會等級和營養(yǎng)室（3）孩子開始命名的營養(yǎng)室在實驗室中5.4.ComparisonofexistingsettingandPhaseII——Permanentinterventions現(xiàn)有的設(shè)置和第二階段的比較論文淺析·5.DiscussionPriortotheinterventionsthechildreninbothyardsranfromtheexitdooroftheclassroomdirectlytotheplaystructures.Outdoorplayinbothyardswasorientedtowardstheuseoftheexistingpre-fabricatedplaygroundequipment.Amajorityofthechildren’stimewasspentmovingfromoneplaystructureislandtothenext.運動軌跡的改變5.5.Pathsofmovement運動軌跡論文淺析·5.DiscussionTheplacementofthe20steppingstonesinLabAandfiveinLabCwasdesignedtoprovideadifferentpathofmovementthanwhatwasobservedpriortotheintervention.InLabAthesteppingstoneswereplacedinameanderinglineandweavedthroughtypicallyunusedspacesoftheyard(Fig.5(a),(b)).Afterinstallationofthestones,thechildrenfollowedthesestonesandtraversedthetypicallyunusedspaces,andeventuallystayedandplayedinthem.Thelayoutofthesteppingstonesincreasedthechildren’sspatialandcognitiveawarenessbecausepriortotheintervention,thechildrenmoveddirectlytotheplaystructuresandthespacesunderneaththem.Thechildrenwerephysicallychallengedbythepath.Thestoneswereplacedbeyondthechildren’snormalsteppingpacecausingthemtojumpfromonestonetothenext.Thechildrenworkinginpairsdugupandmovedthelargeterminusstonetoadistanceof10feet.Theseactionsrequiredphysicalstrength,cooperation,andplanning.TheembeddedsteppingstonesinLabAwereaduplicationofadesigndetailinstalledintheUniversityCaliforniastudy.Thisresearchsuggests(liketheCaliforniastudy)thatchildrenregularlyfollowedthesteppingstonesandplayedinpreviouslyunder-usedpartsoftheyard.腳踏石的作用5.5.Pathsofmovement運動軌跡論文淺析·5.DiscussionTheseresultsareimportantinunderstandinghowchildrencognitivelyorganizeaphysicalspace.Appleyardin1970hadchildrenandadultsperformcognitivemappingexercisestorevealhowtheycomprehendedacity.Appleyardfoundthattheseindividualsmentallyorganizedthecitythroughtopologicalandpositionalmethods.Topologicalmethods‘‘...dependoncontinuityandjunctureofmovementandcharacter,’’andpositionalmethodsemphasize‘‘spatialplacement,directionanddistance’’(Appleyard,1982,p.80).結(jié)果對于理解兒童如何認知組織的物理空間很重要5.5.Pathsofmovement運動軌跡ThesteppingstonesinLabAencouragedtopologicalandpositionalthinking.Theserpentinepathmodifiedthechildren’sspatialexperienceandunderstandingoftheyardbecauseitofferedacontinuouslineofmovementthatwasdistinctincharacter.Thematerial,texture,color,andoverallformofthesteppingstoneswasdifferentfromtheexistingbaseplane.Thesteppingstoneswerealsopositionalbecausetheyledsomewhere.Thestonesweavedthroughasequenceofgrassyopenspacestoconnecttodifferentplaystructuresandlandforms.石頭路徑的不一樣，原本單調(diào)的場地變得豐富起來論文淺析·5.DiscussionTheuniformspacingofthestonesmaybepertinentaswell.LynchinhiscognitivestudiesofLosAngelesfoundthat‘‘...onceapathhasdirectionalquality,itmayhavethefurtherattributeofbeingscaled:onemaybeabletosenseone’spositionalongthetotallength,tograspthedistancetraversedoryettogo’’(Lynch,1960,p.55).AlthoughLynchwasreferringtoscaledmarkersinacity(suchasurbanblocks),theuniformlyspacedsteppingstonesmayalsoprovideasimilarscalingtoolforunderstandingspace.通過正常尺度的縮放，更好的為孩子們使用5.5.Pathsofmovement運動軌跡論文淺析·5.DiscussionPriortothepermanentplantinterventions,playstructuresweretheprimarysourceofactivitiesinbothLabs.Theuseofequipmenthelpedchildrendevelopgrossandfinemotorskills.Physicalcompetencewasgainedastheequipmentwasusedbythechildrento‘test’outtheirphysicalabilities.游戲的一些“架子”是最初能讓孩子產(chǎn)生興趣的東西5.6.Socialstructure社會結(jié)構(gòu)DuringPhaseIItwo4*4squarefootplantenclosuresofEuonymusalataandThujaoccidentalis(‘Emeraldgreen’)werelocatedintheopengrassyareaofLabC(Fig.6).Theuseofthesevegetativeroomsde-emphasizedtheuseofplayequipmentandchangedthestructuralhierarchyoftheclass.Thevegetativeroomsbecametheprimeareaforsocializationandfantasyplay.Childrentendedtousetheseroomsmorefrequentlyandforlongerdurationsthantheequipment.Thesocialhierarchywasbasedonachild’scommandoflanguageandtheircreativityandinventivenessinimaginingwhatthespacemightbe.Hence,thesocialhierarchyofthechildreninLab