ABSTRACT
The decades following World War II saw a slow change within learning environments in many parts of the Anglophone world, from streamlined, passive versatility to ‘active’ and individualistic learning models. In certain respects this might be reflected most markedly by the rise, in the 1960s, of the adventure playground movement, initiated through Danish forays into children’s agency in play space and quickly picked up in other nations. However, novel advances are also to be found in key innovators’ important experiments in surface treatment of school buildings and their surroundings.
