ABSTRACT
This chapter is concerned with relations between child, other people and physical habitat, and with environment-behaviour phenomena that can be translated into policy or that have policy implications. Initial efforts were focused on the design and evaluation of designated places for children, such as playgrounds and schoolyards. The growth of environmental education—especially in Britain—provides an excellent vehicle for the integration of childhood environment research with the participation of young people, in the planning, design and management of local community settings. The fact remains that serious issues exist regarding the state and status of children in those communities where there is a paucity of opportunities for the creative use of their leisure time. The Peter Opie's work is so utterly fascinating and carried out with such scholarly thoroughness, one is relieved to find it unsullied by editorializing about the obvious fact that many settings are not supportive of children's play.
