As my research focuses on how interaction design can help include children in the playground design process, I created three low-fidelity prototypes that explore different ways children might express their ideas, feelings, and experiences related to playgrounds.
Rather than designing a playground itself, the goal of these prototypes was to design methods of participation. Each prototype approaches the design process from a slightly different perspective: materials and elements of play, emotional experiences, and spatial interactions within playground environments.
Prototype 1: Playground Idea Cards
The first prototype is a simple card-based toolkit designed to help children communicate their playground ideas through categories. The cards are grouped into three themes: materials and elements, types of play, and feelings. For example, materials might include elements such as wood, sand, or water, while play cards might refer to activities like climbing, sliding, or jumping.
Children can select and combine cards to describe what kind of playground they imagine. This format allows them to build ideas visually rather than relying only on verbal explanations. The simplicity of the cards makes them flexible and easy to use in workshops, where children can rearrange, group, or expand the combinations while discussing their ideas.
Prototype 2: Playground Reflection Sheet
The second prototype takes a more reflective approach. It consists of a large sheet that asks children three questions about playground experiences. The first question asks how children feel on playgrounds, which they can answer by choosing emotion stickers. The following questions invite children to describe how they usually play and how they would like to play, using drawings or written responses.
This structure allows children to express themselves through multiple modes of communication. Some children may prefer stickers, while others may choose drawing or storytelling. By combining emotional responses with descriptive answers, this prototype helps reveal not only what children do in playgrounds but also how they experience those spaces.
Prototype 3: Mapping the Playground
The third prototype focuses on spatial interaction. In this activity, children are given a simple drawing of a playground that includes common elements such as slides, swings, or climbing structures. Children are then invited to place stickers on different parts of the playground to indicate how they feel about those elements.
Through this mapping activity, children can visually communicate which areas they enjoy, which spaces they find exciting, or which ones they might avoid. This approach transforms the playground into a map of experiences rather than just a collection of equipment.
