CEPSJ_2011_4_Juvanec_Rezension_TomsikCerkez_Zupancik_Play_space

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Juvanec, Borut

Tomsic Cerkez, B. and Zupancic, D. (2011). Play space [Prostor igre].

Ljubljana: University of Ljubljana, Faculty of Education and Faculty of

Architecture. [Book review]

CEPS Journal 1 (2011) 4, S. 107-112

Quellenangabe/ Reference:

Juvanec, Borut: Tomsic Cerkez, B. and Zupancic, D. (2011). Play space [Prostor igre]. Ljubljana:

University of Ljubljana, Faculty of Education and Faculty of Architecture. [Book review] - In: CEPS

Journal 1 (2011) 4, S. 107-112 - URN: urn:nbn:de:0111-pedocs-110097 - DOI: 10.25656/01:11009

https://nbn-resolving.org/urn:nbn:de:0111-pedocs-110097

https://doi.org/10.25656/01:11009

in Kooperation mit / in cooperation with:

http://www.pef.uni-lj.si

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    Journal | Vol.1 | No4| Year 2011 107

Tomšič Čerkez, B. and Zupančič, D. (2011). Play Space

[Prostor igre]. Ljubljana: University of Ljubljana, Faculty

of Education and Faculty of Architecture. 164 p., ISBN

978-961-253-053-2.

Reviewed by B J

Children are our future, play is their work. Work strengthens children

and develops their capacities, skills and thinking. So it matters how a child

plays. Above all, it matters where s/he plays, how s/he grasps the environment,

since play connected with a space encourages discoveries. In a restricted, dark,

badly organised space that is poorly articulated, a child cannot develop a feel-

ing for clear thinking, for wide recognition, for relations between people, for

freedom of thought.

So the space in which a child lives, and in which s/he works, is very

important.

Not a lot of books have been written about play, especially not in the

eld of architecture, the design of space. e present publication is not just a

handbook on the theme of play and planning playgrounds; as well as reviewing

existing solutions in the world, it analyses them, considers them and proposes

further solutions.

e authors have systematically, critically and fully developed the sub-

ject of play and its impact on architectural composition in space: at rst entirely

theoretically, with examples and possibilities given.

Space is always limited by actual, physical and apparent, psychological

elements. Limitation is a particularly important element of children’s educa-

tion; it can inuence them negatively or help them to develop thought pro-

cesses in connection with space. A well-designed space must enable play, en-

couraging and developing it. In this context, two professions are important:

pedagogy and architecture. By providing possibilities, architecture develops the

child’s thinking, so that the child actively intervenes in the architecture; so that

in the given possibilities the child invents something new, something that is ac-

tually original but has been unobtrusively provided by the architect. Pedagogy

supplements its own intervention with elements of architecture, which thus si-

multaneously become limitation and encouragement.

e combination of the two sciences is much more than merely their sum.

For example, a fence is a restriction intended for safety, but sometimes

also ensuring survival. e detail of a fence that is adapted to the hand is an

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摘要：

Juvanec,BorutTomsicCerkez,B.andZupancic,D.(2011).Playspace[Prostorigre].Ljubljana:UniversityofLjubljana,FacultyofEducationandFacultyofArchitecture.[Bookreview]CEPSJournal1(2011)4,S.107-112Quellenangabe/Reference:Juvanec,Borut:TomsicCerkez,B.andZupancic,D.(2011).Playspace[Prostorigre].Ljubljana:Unive...

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