After creating my three first low-fidelity prototypes, I started comparing them instead of thinking about them as separate ideas. Each prototype focused on a different aspect of participation: materials, emotions, or spatial experiences. However, while reflecting on them, I realized that they all had something in common—they encouraged children to communicate visually instead of relying only on words.
The more I thought about my research question, the more I realized that my goal is not to design a better playground, but to design a better way for children to participate in the design process.
Looking at examples from Playground Research, I noticed that successful co-design projects rarely begin with asking children direct questions like “What playground do you want?” Instead, they provide children with playful tools that help ideas emerge naturally through making, arranging, discussing, and imagining.
This made me reconsider my own prototypes. The first prototype; the card system felt the most flexible. It could easily be expanded, adapted, or combined with other activities. Unlike a questionnaire, it allows children to explore different possibilities without feeling like there is a right or wrong answer.
Rather than designing one perfect activity, I decided to continue developing the card-based approach. It has the potential to become a playful design tool that encourages conversation, creativity, and collaboration.
Instead of collecting answers, I want to create opportunities for children to express ideas that adults might never think of.
References
- Playground Research. (2024). Children as Co-Designers. https://playgroundresearch.org/children-as-co-designers/
- Sanders, E. B.-N., & Stappers, P. J. (2008). Co-creation and the new landscapes of design. CoDesign, 4(1), 5–18.
