EVALUATION OF KEY DESIGN ELEMENTS FOR PLAY-LEARNING ENVIRONMENT IN ELEMENTARY SCHOOLS IN MINNA, NIGERIA

Abstract

In an era of climate change and a time when pupils especially those in elementary schools spend most of their time indoors, attempt to entice and encourage children and their teachers to spend more time in well-structured, child-centred green designed school grounds is timely and cannot be overemphasized. Creating an outdoor learning and play environment is an initiative that would incorporate green design principles targeted at meeting children's developmental needs. Children developmental needs are cognitive, physical, social and emotional. This paper assessed the physical outdoor spaces and natural elements in elementary schools with a view to integrating these elements in elementary schools in Minna, Niger State. The research was carried out by the use of a structured observation schedule and questionnaires. Data collected were analyzed using descriptive statistical tools such as mean, percentages and averages. The findings revealed that only 25% of the playgrounds of elementary schools in Minna have above average fixed components. It also showed that no provisions were made for experimental, individual, gathering and ecological spaces. The results generated were shown in tables. The paper recommended that play-learning environment be integrated in elementary schools in Minna.