Spatial architecture and place attachment in playgrounds of mega primary schools in Akure, Nigeria (Africa)

Primary school playgrounds are open spaces where fixed play equipments and marked areas for games and other play activities are positioned for facilitating socio-spatial activities of school children. Spatial architecture of school playgrounds is concerned with the quality of play spaces in these playgrounds. It consists of play equipments, circulation areas and physical features on such playground. On the other hand, place attachment of a school playground is the overall identity consisting of memories, feelings, beliefs and meanings of the play activities carried out and associated with the physical environment or the physical features of such playground. This thesis assesses the spatial architecture and place attachment of playgrounds of three Mega Primary Schools in Akure, Ondo State. Interviews were conducted with the pupils to glean their perceptions about the research themes. On-site and observations were also carried out to examine the physical features of the playgrounds. Results show that the pupils have a spot or area of identity where they usually play on their school playground compared with other areas. This was possible because of some physical features that the pupils identified to be more interesting and fascinating than other features. Most of the pupils were attached to areas/spots that were spacious and large enough to accommodate their desired play activities. This suggests that the place attachment of the pupils is contingent upon the spatial architecture of playgrounds. It is therefore necessary to consider spatial architecture and place attachment when planning school playgrounds as this has effects on the pupil’s socio-spatial experience.