Project R-16199

Emotional cartography of the playground: An empirical and methodological exploration of spatial and emotional experiences in primary schools (Research)

This interdisciplinary research project explores how the spatial design of school playgrounds affects the emotional well-being of children aged 10 to 12. Using an exploratory multiple case study design across three primary schools, we combine a range of qualitative spatial-temporal and participatory methods. Data collection includes maps, photographs, in-situ observations, emotion diaries, photo-elicitation, GoPro-based first-person recordings, and emotion observation cards. Soft atlas analysis results in a usage atlas, visualizing sensory features, movement flows, and types of activities in separate layers. Thematic analysis yields an emotion atlas that maps emotionally charged zones (e.g., feelings of safety, happiness, fear) and emotional intensity across the playgrounds. By combining both atlases, a detailed overview of emotional hotspots for each of three playgrounds emerges. Through cross-school analysis, recurrent patterns between spatial features and emotional experiences are identified. These empirical and methodological insights lay the groundwork for future research into co-creating inclusive playgrounds that support children's emotional well-being.

01 January 2026 - 31 December 2027