Can Playful Spaces Restore Our Sense of Agency
Feeling lost, overwhelmed, and anxious is inversely proportional to the agency children have over their physical environments. The very first assignment in architecture school was to perform a choreographed dance in a public quadrangle. We were taught that space is not an abstract entity confined to computer screens and sketch pads; rather, it exists for the consumption of our senses within a physical dimension. Later in architecture school, we explored how the architecture of urban spaces reflects the prosperity of people within society. However, before these lessons, we were reminded of the fundamental idea about space. That is, architectural space exists for life to be lived in.
As a child, I played cricket in the street. Vehicles were given passage by moving the wickets aside, and pedestrians stepped out of the way when they noticed the bowler preparing to bowl. But playing in the street was risky business. All it took was one excited swing to hit a windscreen, a window, or an unsuspecting passer-by. The risk for us was immense because any mistake could result in public humiliation, physical punishment, or the confiscation of our kit. Yet that never deterred us. We quickly learnt that the best street to play on was always a few streets away from home. This way, if one of us did break a window or windscreen, we could at least make a quick escape from the adults.
And what happened when we needed a break from playing? The sugarcane vendor, who piled his fruit under a banyan tree, was our next stop. Collecting our drinks was almost always preceded by a heated debate about who would claim the accessible branches of the tree to enjoy their drinks. Each of us would climb into position, leaving the vendor to stretch out and tilt the glasses towards us for collection. Despite living in a bustling city, the banyan tree and the space surrounding it remained a sanctuary—a place to replenish ourselves while enjoying the sparrows’ songs, mixed with the low hum of continuous traffic.
The street was designed for transportation, and the banyan tree is a natural home for sparrows, but neither is exclusively that. While play may traditionally take place on a playing field, it feels far more playful when it occurs in unexpected circumstances. However, as we grew up and entered adulthood, a strange phenomenon took over. We became obedient adherents of the law “form follows function.” From the perspective of restrictive compartmentalisation, this law may appear effective. For instance, the form of a dental clinic follows the function of dentistry. Yet this principle is severely challenged when designing for open-ended functions. Healthy family life, community engagement, social gatherings, entertainment, anthropological experiences, and the cultivation of individual and collective identity represent open-ended functions that generate an exhaustive and ever-changing list of activities. It is only fitting, then, that architecture for the majority should steer away from restrictive forms and prescriptive functions.
As children, we imparted our built environments with functions distinct from those assigned by their architect. We instinctively recognised that the function of any physical space is malleable and that asserting authority over a space required playful ingenuity. Children who are allowed to playfully engage with their surroundings develop a deep-rooted connection to their built and natural environments. In the regimented routines of adult life, we each long for elements of play, indulgence, and authenticity. If we can integrate these latent desires into our built environment with the innocence and wonder of a child, we may rediscover our place within this dynamic world. Children who are encouraged to play outdoors continue to explore and express agency over their spaces as adults. Through architectural design, it is our responsibility to deliver agency to the child within each of us.
Bibliography
Augé, M., Non-Places: An Introduction to Supermodernity, trans. by J. Howe (London: Verso, 1995).
Gehl, J., Life Between Buildings: Using Public Space, trans. by J. Koch (Washington, DC: Island Press, 2011).
Lynch, K., The Image of the City (Cambridge, MA: MIT Press, 1960).
Norberg-Schulz, C., Genius Loci: Towards a Phenomenology of Architecture (New York: Rizzoli International Publications, 1980).
Sennett, R., The Fall of Public Man (Cambridge: Cambridge University Press, 1977).
FAQs
How does childhood play influence a person’s relationship with their environment?
Childhood play allows individuals to explore and reinterpret their physical surroundings, often imbuing spaces with new and creative purposes. This fosters a deeper understanding of and connection to the built and natural environment, which can carry forward into adulthood.
How can architecture support open-ended functions?
Architecture can support open-ended functions by creating spaces that are adaptable, inclusive, and designed to encourage spontaneous interactions. Areas without prescriptive roles allow for diverse activities like play, socialisation, and personal expression.
What role does play have in the design of urban spaces?
Play introduces elements of spontaneity, creativity, and interaction into urban spaces. Designing for play ensures that spaces are not only functional but also foster a sense of joy, community, and engagement, making them more meaningful for those who use them.
How can urban environments encourage agency in children?
Urban environments can encourage agency in children by incorporating features such as safe play areas, interactive installations, multi-functional spaces, and natural elements that children can explore and adapt to their needs. These spaces should invite creativity and allow for unstructured activities.
