In high-density urban environments, outdoor kindergarten spaces are vital for children’s cognitive and social development, yet their design within constrained urban greenery poses a significant challenge. This study investigated how these environments support development through autonomous play. Conducted as a case study in three Beijing kindergartens, it employed a framework analyzing ten environmental elements across four dimensions: terrain space (e.g., open space, slopes), game facilities (fixed and movable), loose materials, and natural elements (water, plants). Behavioral observations were used to examine associations between these elements and children’s play behaviors. The findings suggest that diverse, naturalized, and adaptable combinations of elements may best foster autonomous play. While functional play was predominant, our analysis identified that a core combination of rigid fixtures, shielded places, and loose materials appears to optimally support this play type, which is primarily linked to solitary play. By strategically supplementing this core with elements like moving fixtures and loose objects, the environment can further encourage constructive, dramatic, and exploratory play—forms that show stronger associations with cooperative group play. This reveals a potential pathway through which sequenced environmental provisioning might scaffold the progression from individual to social play, thereby fostering socio-cognitive growth. Consequently, the study proposes three exploratory design principles: the differentiated allocation of elements to target specific play behaviors, deliberate naturalization of the setting, and incorporating dynamic adjustability for flexibility. These hypothesis-generating strategies aim to inform the design of kindergarten outdoor spaces, offering practical guidance for creating more sustainable and child-inclusive urban communities, though their generalizability requires further cross-context validation.
An et al. (Mon,) studied this question.