The participatory process in transforming Son Basca's school playground: architecture as an opportunity for childhood

Identifier:  imarina:9423955

Handle: https://hdl.handle.net/20.500.11797/imarina9423955

Authors:  Genis Vinyals, Mariona; Cuenca Cerda, Laura; Planelles Salvans, Jordi; Pons Beltran, Catalina; Batle Siquier, Margalida

Abstract:
The Convention on the Rights of the Child establishes children's participation as a fundamental right. This means that children should be allowed to express their views, be heard, and have their interests considered in decisions that have a direct impact on them. This is a key principle in the field of children's rights and child protection. This study focuses on integrating children into the processes of analysis and architectural transformation of the spaces they occupy. Specifically, we analysed how the outdoor space of the Son Basca's early childhood and primary school in Sa Pobla, Mallorca, was transformed in order to enhance diverse play, learning, inclusion, coeducation, environmental comfort, and naturalisation. The study proposes a methodology in which the entire educational community takes part, including children, to ensure a truly inclusive and effective process in the determination of the playground's final design. The project is justified by the need to revise the traditional configuration of school playgrounds and the emergence of new, important design methodologies for such spaces. These methodologies reflect the major role of architecture in creating integrated, less fragmented, and learning-conducive environments, and they incorporate children's participation. While the primary study goal was to implement the transformation in a participatory manner, it also shed light on the learning potential of collaborative playground design at various educational levels within the school. This participatory approach not only improves the physical environment but also contributes to the students' educational and social development.