Objective This research aims to explore the theory and practice of landscape design for campuses of primary and secondary schools in the context of contemporary high-density Chinese cities. The objective is to establish a comprehensive design framework based on the concept of “playscape” to transform school campuses from single-functional, enclosed educational facilities into vibrant, creative urban spaces that serve as nodes within the public realm. Confronted with challenges such as limited space, a rigid focus on academic performance, and physical and psychological segregation from surrounding communities, traditional campus design has proven inadequate. This research seeks to address these shortcomings by proposing a design philosophy that not only promotes the holistic development of children but also enhances the campus’s role as an open, inclusive, and vital community hub. The research intends to provide inspiring theoretical perspectives and practical pathways for the future innovation of campus landscape design and overall spatial design, grounded in asynthesis of the scientific principles of child development and the poetics of place-making.
Methods To achieve this objective, the research employs a multi-faceted methodological approach. First, it conducts a systematic historical review of the concepts of “play” and “playfulness” within the evolution of contemporary cultural, artistic, urban and architectural theories. This review traces the intellectual lineage from Schiller’s and Huizinga’s cultural theories to the critical practices of the Situationist International and Cedric Price, establishing “play” as a profound cultural phenomenon and a powerful tool for critiquing functionalist urbanism. Second, the research constructs an integrative design framework by synthesizing the “science” of child development with the “poetics” of playscape design. It systematically incorporates a five-dimensional design method, largely informed by the scientific findings in child psychology, behavioral science, and neuroscience, covering aspects such as risk assessment, embodied cognition, executive functions, social-emotional support, and benefits of the natural environment. This scientific dimension is interwoven with the poetic dimension, which draws inspiration from the pioneering works of artists and designers like Isamu Noguchi and Aldo van Eyck, focusing on place-making, aesthetic experience, and community engagement. Third, the research empirically illustrates and validates this framework through an in-depth case study of the landscape regeneration project at the Harbin Institute of Technology, Shenzhen Experimental School. This case study analyzes the specific strategies and methods applied to translate the playscape philosophy into a tangible design, particularly examining its adaptability within the constraints of a rapid, low-cost campus regeneration project.
Results The research yields several significant findings. The historical review confirms that “play” and “playfulness” have consistently served as a critical counter-narrative to rigid, functionalist approaches to urban design, acting as a vital source of urban vitality and community cohesion. The proposed “science-poetics” integrative framework proves to be a robust and effective tool for addressing the multifaceted challenges of campuses in high-density cities. The scientific dimension provides a clear, evidence-based rationale for design decisions, moving beyond intuition to create environments that precisely support children’s holistic development. The poetic dimension elevates the campus landscape from a mere functional backdrop to a meaningful “playable work of art” that fosters a sense of place and belonging. The case study of Harbin Institute of Technology, Shenzhen Experimental School demonstrates the framework’s practical applicability and adaptability. The findings show that even under significant constraints of time, budget, and space, the core values of the playscape can be effectively realized through “low-intervention, high-perception” strategies. The project successfully transforms a monotonous, single-functional sports ground into a dynamic, interactive playscape. Key results from the case study are summarized as follows. 1) The paradigm shift from a “functionalist” to a “developmentalist” landscape is achieved by creating a flowing topography and integrating natural elements. 2) “Spatial acupuncture”, a strategy of activating interstitial spaces, proves highly effective in maximizing the use of limited land resources. 3) The integration of “color therapy” with micro-topography shaping serves as a low-cost, high-impact method for enhancing spatial perception, guiding activities, and creating a positive emotional atmosphere. 4) The design successfully blurs the physical and psychological boundaries between the campus and the community, enhancing the school’s identity as a public node through strategies like the design of the “Sixth Facade” system. These results collectively demonstrate that the playscape philosophy, when adapted through context-specific, innovative strategies, offers a powerful pathway to overcoming the prevalent challenges in contemporary Chinese campus regeneration.
Conclusion This research concludes that “playscape” is an integrative design philosophy that masterfully combines scientific rationality with poetic and humanistic concerns, offering a systematic solution for the design of campuses of primary and secondary schools in high-density cities. The research establishes that a playscape-based approach can fundamentally reshape the campus, facilitating a paradigm shift from a passive, function-oriented environment to an active, educational space that scientifically empowers children’s growth. Furthermore, it serves as a critical catalyst for linking the campus to the city, transforming it from an isolated “island” into an open, creative, and inclusive hub that energizes the community. The “low-intervention, high-perception” strategies explored in this research offer a tangible and adaptable pathway for realizing innovative playscape designs within the common constraints of campus regeneration projects in China. Looking forward, the systematic application of the playscape philosophy to campus design is not merely an effective strategy for tackling current challenges, but also a vital step towards reimagining the school as a place full of creativity, inclusivity, and community vitality, which holds profound significance for nurturing future citizens and building harmonious, livable cities.
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