ABSTRACT
This chapter establishes sufficient spatial provision for the potential number of children to offer a rich and diverse outside learning environment. It reviews high-density use of space to result in less focused play and more anti-social aggressive behaviour the range of play options insufficient to meet the needs of the children and their varied interests. Without this the provision of children's play and teacher's programming needs are markedly constrained. Minimum government licensing requirements should only be seen as that as they potentially provide insufficient space for an effective playground. The topography plan can be used to help assess patterns of natural drainage, areas of watershed and the depth of the water table. A multidisciplinary approach to design including close communication, collaboration and sharing responsibility will be required for the complex task of designing an outside learning environment where children's play can flourish.
