Learning and Connecting in School Playgrounds

Llyween Couper, PhD completed a PhD in 2015 at the University of Canterbury, Christchurch, New Zealand, where she is currently co-presenting Master's level courses by distance in Autism and Teaching and Learning in Inclusive Settings. Llyween is a registered teacher and worked as a Resource Teacher, Learning and Behaviour in primary and secondary schools in Christchurch, New Zealand. During this time she was awarded a 10-week sabbatical to develop a playground audit tool.Dean Sutherland, PhD is a senior lecturer and speech-language therapist at the University of Canterbury, Christchurch, New Zealand. His research interests include supporting parents, whānau and teachers to understand how to grow children’s communication and social connections. Dean is passionate about the role of play and play spaces in children’s lives.

• List of TablesList of ContributorsPrefaceChapter 1. Play Defined: The Search for Play Llyween CouperChapter 2. School Break-Times: To Be or Not to Be? Llyween CouperChapter 3. Playgrounds for Learning, Communicating and Playing Dean Sutherland And Alex GostevaChapter 4. The Role of Adults in School Playgrounds: The No-Rules Playground Llyween Couper And Bruce McLachlanChapter 5. Traditional Games and Media Informed Play in The Playground Llyween CouperChapter 6. Moving from Early Childhood to Primary School Playgrounds Llyween Couper And Christine Rietveld Chapter 7. Transitions from Primary to Secondary School Playgrounds: From Reality to Virtual Reality Dean SutherlandChapter 8. Landscaping for Play: Who and What Is the Playground For? Llyween CouperChapter 9. Culturally Responsive Practice in the School Playground Llyween Couper Chapter 10. Improving School Playgrounds: Making Changes Based on Data Llyween CouperChapter 11. School Playgrounds for The Future: What Do Children and Adults Want? Dean Sutherland Index