Date of Award
8-2025
Document Type
Dissertation
Degree Name
Doctor of Philosophy (PhD)
Department
Architecture
Committee Chair/Advisor
Dr. Hala Nassar
Committee Member
Dr. Matthew Tyler James Brownlee
Committee Member
Dr. Matthew Lawrence Nicolette
Committee Member
Dr. Winifred Elysse Newman
Abstract
Existing research demonstrates that the physical environment can either hinder or enhance children’s play behavior. Diverse outdoor settings are especially effective in fostering motivation to play, contributing to children’s physical, social, and cognitive development. In response to the growing belief that outdoor play is both a necessity and a right for young children, particularly amidst concerns about nature deficit disorder and the rise of urban living among children, this study investigates the concept of nature playscapes, or naturalized playgrounds, as a vehicle for reconnecting children with the natural world. While contemporary playground design often struggles to balance structure with creativity, nature playscapes offer unstructured, flexible environments that support child-nature engagement and afford opportunities for self-directed exploration, challenge, and learning. Grounded in the ecological concepts of affordances and behavior settings theory related to children development, this single case study examines how the spatial design of a school nature playscape influences children’s play behavior and environmental affordance use. Focusing on children aged 8 to 11 at Camperdown Academy in Greenville, South Carolina, the research employs a mixed-methods approach including behavioral observation, spatial mapping, and descriptive and inferential statistics.
Findings reveal that manufactured, mixed, and natural zones each afford distinct behavioral and developmental opportunities. While manufactured zones promote rule-bound, high-energy play, natural and mixed environments support a broader range of physical, cognitive, and social behaviors, including imaginative and risk-related play. Affordance richness was highest in the natural zone, where children demonstrated flexible social interactions, exploratory risk-taking, and constructive engagement with diverse environmental elements. Developmental differences were also observed: older children engaged in more varied and creative play, while younger children relied more on structured, rule-based activities. Gendered patterns emerged, with boys engaging more in physical and constructive play, and girls more in socially expressive and communication-driven behaviors. By integrating environmental design with behavior analysis, this study contributes to understanding how diverse play settings support inclusive, developmentally responsive, and nature-based learning experiences. The results inform design and policy strategies for creating outdoor school environments that promote holistic child development, equity, and environmental connection.
Recommended Citation
Billie, Sara E., "Nature Playscape: Investigating Children’s Play Behavior and Environmental Affordances in a School Playground" (2025). All Dissertations. 4058.
https://open.clemson.edu/all_dissertations/4058
Included in
Environmental Design Commons, Landscape Architecture Commons, Other Architecture Commons, Urban, Community and Regional Planning Commons