Influencing Movement and Creative Thinking for Early Childhood Development

f
INTEGRATING
URBAN PLAYCES:
Influencing Movement and Creative Thinking For Early Childhood
Development Through the Translation of Traditional Filipino
Games
De La Salle – College of St. Benilde School of Design
and Arts Architecture Program
Andrea Y. Diongco
11837236
A Research Submitted to
DLS-CSB Faculty of the Architecture Program
In Partial Fulfillment of the Requirements for the Degree of
Bachelor of Science in Architecture
Ar. Erika Vixeen H. Dia
ARCDES 9 & 10 MENTOR
2nd Term Academic Year 2023-2024

INTEGRATING URBAN PLAYCES:
Development Through the Translation of Traditional Filipino Games
Approved by Execution of the Thesis Board
Ar. Erika Vixeen Dia
ARCDES10 Thesis Mentor
Ar. Jim Caumeron
Creative Studies Track Coordinator
Ar. Noel E. Nicolas, MSAR, UAP
Technical Studies Track Coordinator
Dr. Maribel C. Tubera, UAP, EnP, MsCM, PhD
Thesis Track Coordinator
Ar. Erika Vixeen Dia
Professional Practice Track Coordinator
Ar. Jose Carlos Gutierrez
Planning Track Coordinator
Ar. Janeil Arlegui, MSAR, UAP
Visual Com and Data Management Track Coordinator
Ar. Walther Ocampo, MSAE, PIA Architectural
History, Theory, & Criticism Track Coordinator
Ar. David Barcelona
Building Sciences Track Coordinator
Engr. Iñigo Calixto
Engineering Sciences Track Coordinator
Ar. Ven Lawrence Quizon
Architecture Program Chairperson
Ar. Harvey Vasquez, UAP OIC
Associate Dean – Environment Studies Cluster De La Salle-College of Saint Benilde
Ar. Dottie Asela Domingo, EnP, MBA, UAP, PIEP
Dean – Design and Arts Campus
Page 2 of 199
Andrea Yee Diongco
Term 01
AY 2022-2023
Approved for execution by the Thesis Board
_______________________________
ARCDES10 Thesis Mentor
_______________________________
Juror 01
Ar. Gino Bjorn Abrera, Signature and Date of Signing
_______________________________
Juror 02
Ar. Alice Baby Garcia , Signature and Date of Signing
_______________________________
Juror 03
Ar. Angeline Ramos, Signature and Date of Signing
_______________________________
Juror 04
Ar. Miel Udtohan, Signature and Date of Signing
_______________________________
Juror 05
Ar. Ramon Bizares, Signature and Date of Signing
_______________________________
Ar. Ven Lawrence Quizon
Architecture Program Chairperson
Page 3 of 199
Andrea Yee Diongco
Term 01
AY 2022-2023
Page 4 of 199
Andrea Yee Diongco
Term 01
AY 2022-2023
INTEGRATING
URBAN PLAYCES:
Development Through the Translation of Traditional Filipino
Games
Page 5 of 199
Andrea Yee Diongco
Term 01
AY 2022-2023
TABLE OF CONTENTS
1.1 Background of the Study 19

1.2 Rationale 20
1.3 Statement of the Problem 21
1.4 Research Questions 21
1.5 Research Goals and Objectives 22
1.6 Significance of the Study 22
1.7 Scope and Limitations 23
1.8 Definition of terms 23
1.9 Assumptions 23
Chapter 2: Review of Related Literature 26
2.1 Review of Related Literature 26
2.1.1 Number of Children in the Philippines 26
2.1.2 Government and NGO Programs Addressing Child Development 28
2.1.3 Four Domains of Child Development 29
2.1.3 Stages of Child Development 30
2.1.3.1 Early Childhood 32
2.1.3.1.1 Newborn Stage 32
2.1.3.2 Infancy Stage 33
2.1.3.3 Toddler Stage 35
2.1.3.4 Preschool Age 37
2.1.3.5 School Age 38
2.1.3.2 Middle Childhood 40
2.1.3.3 Adolescence 41
2.1.4 Child Developmental Stages Affected Before the Pandemic 43
2.1.5 Child Developmental Stages Affected by the Pandemic 46
2.1.6 Poor Early Child Development Effect in Adults 49
2.1.6.1 Effect of Poor Cognitive Development During Early Childhood 49
2.1.6.2 Effect of Poor Speech Development During Early Childhood 50
2.1.6.3 Effect of Poor Motor Development During Early Childhood 50
2.1.6.4 Effect of Poor social-emotional Development During Early
Childhood 51
2.1.7 The Role of play and Movement in child Development 51
2.1.7.1 Contribution of Play to a Child's Four Domains of
Development and Learning 52
2.1.7.1.1 Physical and Motor Development 52
2.1.7.1.2 Social and emotional Development 52
2.1.7.1.3 Cognitive Development 52
2.1.7.1.4 Speech and Communication Development 53
2.1.7.2 Theories of Play 53
2.1.7.3 Stages of Play 54
2.1.7.3.1 Unoccupied Play 54
2.1.7.3.2 Solitary Play 54
2.1.7.3.3 Observer or Onlooker Play 54
2.1.7.3.4 Parallel Play 54
2.1.7.3.5 Associative Play 54
2.1.7.3.6 Cooperative Play 55
2.1.7.4 Types of Play by Sara Smilansky 55
2.1.7.4.1 Functional Play 55
2.1.7.4.2 Constructive Play 55
2.1.7.4.3 Games with Rules 55
2.1.7.4.4 Dramatic play and Sociodramatic Play 56
2.1.8 Playgrounds 56
2.1.8.1 A Brief History and Types of Playgrounds 56
2.1.8.1.1 Adventure Playground 56
2.1.8.1.2 Contemporary Playground 57
2.1.8.1.3 Traditional Playground 58
2.1.9 Design Criteria for Playground Equipment 58
2.1.9.1 Accessibility 58
Page 6 of 199
Andrea Yee Diongco
Term 01
AY 2022-2023
2.1.9.2 Age Separation 59

2.1.9.3 Age Group 59
2.1.9.4 Conflicting Activities 59
2.1.9.5 Sightlines 59
2.1.9.6 Signage and Labelings 59
2.1.9.7 Supervision 59
2.1.10 Age Appropriate Parts of Play Equipment 60
2.1.10.1 Platforms 60
2.1.10.2 Stepped Platforms 60
2.1.10.3 Guardrail and Protective Barriers 60
2.1.10.4 Access Methods to Play Equipment 61
2.1.10.5 Methods of Access and Egress 61
2.1.11 Major Types of Playground Equipment 62
2.1.11.1 Balance Beams 62
2.1.11.2 Climbing and Upper Body Equipment 62
2.1.11.3 Slides 62
2.1.11.4 See saw 63
2.1.11.5 Swings 63
2.1.12 Equipment Materials 64
2.1.12.1 Durability and Finish 64
2.1.12.2 Hardware 64
2.1.12.3 Metals 65
2.1.12.4 Paints and Finishes 65
2.1.12.5 Wood 65
2.1.13 Minimum Requirements Based by Time Saver’s Standards Building
Types 65
2.1.13.1 Size of Playlots 65
2.1.13.2 Playlot Activity Spaces and Elements 66
2.1.13.3 Layout of Playlots 66
2.1.14 Unvalued Play and Playspaces 66
2.1.15 Architecture as a Control to Child Development 72
2.1.15.1 Ergonomics and Anthropology 72
2.1.15.2 Technology 73
2.1.15.3 Ergonomics, Anthropology, and Technology. 74
2.2 Case Studies 74
2.2.1 International Case Studies 74
2.2.1.1 Open-Ended Function 74
2.2.1.2 Sensory Elements 76
2.2.1.3 Natural Environment 78
2.2.1.4 Risk Play 79
2.2.1.3 Site Specific 80
2.2.2 Local Case Studies 80
2.2.2.1 The New Rizal Park Children’s Playground 80
2.2.2.2 Terra 28th at BGC, Taguig City 82
2.2.2.3 Sky Park at SM City Cebu 83
2.3 Concepts and Theories 84
2.3.1 The Theory of Deconstruction by Jacques Derrida 84
2.3.1.1 Deconstruction in Early Child Education Philosophy 85
2.3.2 Urban Play by Helen Hadani and Jennifer Vey 86
2.3.2.1 Time and Choice 86
2.3.2.2 Space and Facilities 86
2.3.2.3 Facilitation 86
2.3.3 Creative Learning Through Movement 87
2.3.4 Affordance Theory by James Gibson 87
2.3.5 Nudge Theory by Richard Thaler 88
2.3.5 Zone of Proximal Development by Lev Vygotsky 88
2.4 Establishment & Build-up of Premises 89
Page 7 of 199
Andrea Yee Diongco
Term 01
AY 2022-2023
Chapter 3: Development of Dialectics, Frameworks and Methodology 91

3.1 Development of Dialectics 91
3.2 Declaration of Thesis Statement 91
3.3 Theoretical Framework 91
3.4 Conceptual Framework 93
3.5 Methodological Framework 93
3.6 Analytical Framework 94
Chapter 4: Study Proper 98
4.1 Criteria for Site Selection 98
4.1.1 Demography 98
4.1.2 Location 98
4.1.3 Access 98
4.1.4 Visibility 98
4.1.5 Open and Void Spaces 98
4.1.6 Natural Environment 98
4.1.7 Safety 98
4.1.8 Site Capacity 99
4.2 Site Selection Process 99
4.2.1 Macro Level Analysis: 99
4.2.1.1 Nutritional Status 99
4.2.1.2 Reported Cases of Child Abuse 99
4.2.1.3 Geographical Profile 100
4.2.1.4 Population Growth 101
4.2.1.5 Demographic Profile 103
4.2.1.5.1 Population by Sex and Age 103
4.2.1.6 Land Area and Land Use 103
4.2.1.7 Topography 104
4.2.1.8 Hazard Maps 106
4.2.2 Meso Level Analysis 107
4.2.2.1 District Level Malnutrition 107
4.2.2.2 Geographic Profile 108
4.2.2.3 Population Growth and Size 108
4.2.2.4 Demographics 109
4.2.2.4.1 Age and Sex Population 109
4.2.3 Micro Level Analysis 110
4.2.3.1 Site Options 110
4.2.3.1.1 Table of Site Selection 111
4.2.3.1.2 Description of Table of Site Selection 112
4.2.3.2 Site Location 113
4.2.3.3 Site Analysis 113
4.2.3.3.1 Sun Analysis 113
4.2.3.3.2 Wind Analysis 114
4.2.3.3.3 Road Map 114
4.2.3.3.4 Zoning Map 115
4.2.3.3.5 Figure Ground Map 115
4.2.3.3.6 Contour Map 116
4.2.3.3.7 Water Map 116
4.2.3.3.8 Hazard Map: Flood Map 116
4.2.3.3.9 Vegetation Map 117
4.2.3.3.10 Landmarks 117
4.2.3.4 SWOT Analysis 118
4.3 Criteria for Maintenance and Safety Feature of the Playspace 118
4.4 Space Programming 120
4.4.1 Schematic Analysis 120
4.4.2 Landscape Analysis 121
4.4.3 Supervision Analysis 122
4.4.4 Space Matrix 122
4.4.5 Form Finding 123
4.5 Design Concept 123
4.5.1 Design Translation 124
4.4.1 Holen 124
Page 8 of 199
Andrea Yee Diongco
Term 01
AY 2022-2023
4.4.2 Tiyakad 126

4.4.3 Tagu-taguan 128
4.4.4 Piko 130
4.4.5 Tumbang Preso 132
4.4.5 Ice Ice Water 135
4.4.5 Chinese Garter 137
4.6 Safety Guideline Considerations and Children Anthropometric Study 139
4.6.1 Application of the Safety Guidelines and Anthropometric Study for
Children to the Designed Translation of Traditional Filipino Games to a Play
Equipment 140
Holen 140
Anthropometric Measurement Guidelines 140
Play Equipment Material and Dimension 141
Tiyakad 142
Anthropometric Measurement 142
Tagutaguan 148
Piko 149
Play Equipment Recommended Dimension 150
Tumbang Preso 150
Chinese Garter 155
Ice Ice Water 158
4.7 Sustainable Design Strategies and Technology 159
4.7.1 Transparent Solar Panel 159
4.7.2 Kinetic Energy to Renewable Energy 160
4.7.3 Bioretention System 162
4.8 Materials 163
4.8.1 Play Equipment Surface 163
4.8.2 Hardscape Surface 163
4.8.3 Play Equipment Material 163
4.8.4 Landscape Guidelines 164
4.9 Plans 174
5.0 Conclusions and Recommendations 190
Bibliography 195
List of Figures
Figure 1. Total Population in the Philippines 26
Figure 2. Age Demographics in the Philippines 27
Figure 3. Multidimensional Poverty in Children 27
Figure 4. ECCD Programs 28
Figure 5. ECCD Partners 29
Figure 6.1 Communication and Speech 29
Page 9 of 199
Andrea Yee Diongco
Term 01
AY 2022-2023
Figure 6.2. Physical and Motor 30
Figure 6.3. Social and Emotional 30
Figure 6.4. Cognitive 30
Figure 7. Child Developmental Stages 0-18 Years of Age 32
Figure 8. Newborn Stage 32
Figure 9.1. Newborn Communication 33
Figure 9.2. Newborn Physical and Motor 33
Figure 9.3. Newborn Social and Emotinoal 33
Figure 9.4. Newborn Cognitive 33
Figure 10.1. Infancy Comunication 34
Figure 10.2. Infancy Physical . 34
Figure 10.3. Infancy Social and Emotional 35
Figure 10.4. Infancy Cognitve 35
Figure 11.1.Toddler Communication 36
Figure 11.2.Toddler Physical and Motor 36
Figure 11.3.Toddler Social and Emotional 36
Figure 11.4.Toddler Cognitive 37
Figure 12.1. Preschool Age Communication 37
Figure 12.2. Preschool Age Physical and Motor 38
Figure 12.3. Preschool Age Social and Emotional 38
Figure 12.4. Preschool Age Cognitive 38
Figure 13.1. School Age Communication 39
Figure 13.2. School Age Physical and Motor 39
Figure 13.3. School Age Social and Emotional 39
Figure 13.4. School Age Cognitive 39
Figure 14. Early Child Development Stage 40
Figure 15.1. Middle Childhood Communication 41
Figure 15.2. Middle Childhood Physical and Motor 41
Figure 15.3. Middle Childhood Social and Emotional 41
Figure 15.4. Middle Childhood Cognitive 41
Figure 16.1. Adolescence Communication 42
Figure 16.2. Adolescence Physical and Motor 42
Figure 16.3. Adolescence Social and emotional 42
Figure 16.4. Adolescence Cognitive 43
Figure 17. Stunting Prevalence 44
Figure 18. Stunting Prevalence 44
Figure 19.. Stunting Prevalence in Regions 45
Figure 20. Development Dip 47
Figure 21. MRI Imaging 47
Page 10 of 199
Andrea Yee Diongco
Term 01
AY 2022-2023
Figure 22. Child Abuse in the Philippines 49
Figure 23.1. Alcoholism in Adults 50
Figure 23.3. Depression in Adults 50
Figure 23.4. Mental Health in Adults 51
Figure 24. Play is Children’s Work 53
Figure 25. Stages of Play 55
Figure 26. Adventure Playground 57
Figure 26. Contemporary Playground 58
Figure 27. Guardrail and Protective Barriers 61
Figure 28. Access Methods to Play Equipment 61
Figure 29. Methods of Access and Egress 62
Figure 30. Recommended Dimension for Access Ladders, Stairs, Ramps 62
Figure 31. Slide 63
Figure 32. See-Saw 64
Figure 33. Swing 64
Figure 34. Minimum Compressed Loose-FIll Surfacing Depths 65
Figure 35. Installation Layers for Loose-Fill over Hard Surface 65
Figure 36. Wood Surfacing 66
Figure 37. Kidzoona Indoor Playground 68
Figure 38. Time-Use of Play 69
Figure 39. Types of play that children engage in (n=45) 70
Figure 40. Sedentary Behavior 71
Figure 41. Number of Hours for Children Less Than One Year Old 71
Figure 42. Number of Hours for Children Less One to Two Years Old 71
Figure 43. Number of Hours for Children Less three to Four Years Old 72
Figure 44. Drapers Field at London, United Kingdom, by Kinnear Landscape Architects
75
Figure 45. The Brutalist Playground, by Simon Terrill 75
Figure 46. Climbing Dome at Amsterdam, by Van Eyck 75
Figure 47. Breakwater at Jamestown, New York, by Coryn Kempster and Julia
Jamrozik 76
Figure 48. Moerenuma Park at Sapporo, Japan,b y Isamu Noguchi

76
Figure 49. The Brutalist Playground by Simon Terrill

76
Figure 50. F Sensory Playground, by EcoLogicStudio 77
Figure 51. Rail Trail Symphony at Charlotte, New York City By Kaboom! 77
Figure 52. Adventure Playground at China, by AnjiPlay 77
Page 11 of 199
Andrea Yee Diongco
Term 01
AY 2022-2023
Figure 53. Knitted Wonder Space 2 at Hakone Open Air Museum, Japan By Toshiko
Horiuchi MacAdam 77
Figure 54. Yesler Terrace Park at Seattle, WA, by ForeverLawn 78
Horiuchi MacAdam 78
Figure 56. Play anywhere, by Kaboom! 79
Figure 57. Rizal Park Complex Conceptual Master Plan, by TIEZA 79
Figure 58. Rizal Park’s Children Playground 80
Figure 59. Piko Area, Terra 28th 80
Figure 60. Rest and Play Area, Terra 28th 81
Figure 61. Piko Area, Terra 28th 81
Figure 62. “color me” Chameleon, Terra 28th 81
Figure 63. Sky Play, by Kenneth Cobonpue 81
Figure 64. Urban Play Framework 84
Figure 65. Affordance Theory, by James Gibson 85
Figure 66. Nudge Theory, by Richard Thaler 85
Figure 67. Zone of Proximal Development, by Lev Vygotsky 86
Figure 68. Deconstruction Theory Theoretical Framework 89
Figure 69. Deconstruction Theory Theoretical Framework 89
Figure 70. Conceptual Framework 90
Figure 71. Methodological Framework 91
Figure 72. Nutritional Status Aged 0-5 96
Figure 73. Reported Case of Child Abuse 97
Figure 74. Six Legislative District of Quezon City, Zoning Map 97
Figure 75. Land Availability Map 98
Figure 76. Distribution of Population, Metro Manila 2015 98
Figure 77. Population Density Map 98
Figure 78. Population, Land Area and Density by Region 98
Figure 79. Population by Sex and Age Classification 98
Figure 80. Land Use Map 99
Figure 81. Multi Centered Growth Area 99
Figure 82. Topography Map. 100
Figure 83. Slope Map 100
Figure 84. Soil Type 100
Figure 85. Flood Hazard 101
Figure 86. Earthquake Hazard 101
Figure 87. Informal Settlers Map 102
Figure 88. Commonwealth Map 102
Figure 89. Land Use Map 103
Figure 90. Top Ten Populous Barangay 103
Page 12 of 199
Andrea Yee Diongco
Term 01
AY 2022-2023
Figure 91. Population, Distribution and Growth Rate by District 103
Figure 92. Total Household Population by Sex 104
Figure 93. Site Options 104
Figure 94. Site Location 107
Figure 95. Sun Analysis 107
Figure 96. Wind Analysis 107
Figure 97. Road Map 108
Figure 98. Zoning Map 108
Figure 99. Figure Ground Map 108
Figure 100. Contour Map 109
Figure 101. Water Map 109
Figure 102. Flood Map 109
Figure 103. Vegetation Map 110
Figure 104. Landmark Map 110
Figure 106. Space Programing 113
Figure 107. Schematic Analysis. 113
Figure 108. Landscape Analysis 113
Figure 109. Supervision Analysis 114
Figure 110. Space Matrix 114
Figure 111. Form Finding 115
Figure 112. Holen Design Translation Iteration 117
Figure 113. Holen Enforced Movements 117
Figure 114. Holen Translated Design 117
Figure 115. Tiyakad Design Translation Iteration 118
Figure 116. Tiyakad Enforced Movements 118
Figure 117. Tiyakad Translated Design 119
Figure 118. Tagu-taguan Design Translation Iteration 120
Figure 119. Tagu-taguan Enforced Movements 120
Figure 120. Tagu-taguan Translated Design 120
Figure 121. Piko Design Translation Iteration 121
Figure 122. Piko Enforced Movements 122
Figure 123. Piko translated Design 122
Figure 124. Tumbang Preso Design Translation Iteration 123
Figure 125. Tumbang Preso Enforced Movements 123
Figure 126. Tumbang Preso Design Translation 123
Figure 127. Ice Ice Water Design Translation Iteration 124
Page 13 of 199
Andrea Yee Diongco
Term 01
AY 2022-2023
Figure 128. Ice Ice Water Design Translation Iteration 124
Figure129. Ice Ice Water Translated Design 126
Figure130. Chinese Garter Design Translation Iteration 126
Figure 131. Chinese Garter Enforced Movements 126
Figure 132. Chinese Garter Translated Design 126
Figure 133. Lounge Area 127
Figure 134. Holen Play Equipment and Material 129

Figure 135. Tiyakad Play Equipment and Material 136
Figure 136. Tagutaguan Play Equipment and Material 138

Figure 137. Piko Play Equipment and Material 139
Figure 138. Tumbang Preso Equipment and Material 143
Figure 139. Chinese Garter Play Equipment and Material 147
Figure 140. Ice Ice Water Play Equipment and Material 147
Figure 141. Transparent and Colored Solar Panel 149
Figure 142. Banaba Tree 154
Figure 143. Katmon Tree 154
Figure 144. Molave 154
Figure 145. Ylang-ylang 154
Figure 146. Dapdap 154
Figure 147. Talisay 155
Figure 148. Traveller’s Palm 155
Figure 149. Mango 155
Figure 150. Papaya 155
Figure 151. Banana 155
Figure 152 Palas 156
Figure 153 Japanese Cyad 156
Figure 154 Bamboo Palm 156
Figure 155 Foxtail Palm 156
Figure 156 Sealing Wax Palm 157
Figure 157 Red Latan Palm 157
Figure 158 Pinto peanut 157
Figure 159 Variegated Mondo Grass 158
Figure 160 Boat Lily 158
Figure 161 Purple Fountain Grass 158
Figure 162 Golden Bamboo 158
Figure 163 Periwinkle 158
Figure 164 Dwarf Bamboo 159
Figure 165 Madagascar Dragon Tree 159
Figure 166 Snake Plant 159
Figure 167 Jade Plant 159
Figure 168 Firecracker Plant 159
Figure 169 Parrot Heliconia 160
Figure 170 Green Aralia 160
Figure 171 Poison Bulb 160
Figure 172 Variegated Caribbean 160
Figure 173 Copperleaf 160
Figure 174 Spider Lily 161
Figure 175 Dwarf Screwpine 161
Page 14 of 199
Andrea Yee Diongco
Term 01
AY 2022-2023
Figure 176 Tomato 161

Figure 177 Cucumber 161
Figure 178 Calamansi 161
Figure 179 Pechay 162
Figure 180 Eggplant 162
Figure 181 Chili Pepper 162
Figure 182 Bell Pepper 162
Figure 183 Onion 162
Figure 184 Okra 163
Figure 185 Site Development Plan 163
Figure 186 Soft and Hardscape Landscape Plan 164
Figure 187 Management Office Floor Plan 164
Figure 188 Holen Floor Plan 164
Figure 189 Holen Zoning Plan 165
Figure 190 Tiyakad Floor Plan 165
Figure 191 Tiyakad Zoning Plan 165
Figure 192 Tagutaguan Floor Plan 166
Figure 193 Tagutaguan Floor Plan 166
Figure 194 Piko Floor Plan 166
Figure 195 Piko Zoning Plan 167
Figure 196 Tumbang Preso Floor Plan 167
Figure 197 Tumbang Preso Zoning Plan 167
Figure 198 Tumbang Preso Play Equipment 168
Figure 199 Chinese Garter Floor Plan 168
Figure 200 Chinese Garter Zoning Plan 168
Figure 201 Ice Ice Water Floor Plan 169
Figure 202 Ice Ice Water Zoning Plan 169
Figure 203 Lighting Layout Plan 169
Figure 204 Plumbing Layout Plan 170
Figure 205 Water Line Layout Plan 170
Figure 206 Drainage to Bioretention Pond Plumbing Layout 170
Figure 207 Cross Section 171
Figure 208 Longitudinal Section 171
Figure 209 Front Elevation 171
Figure 210 Left-Side Elevation 171
Figure 211 Rear Elevation 172
Figure 212 Right-Side Elevation 172
Figure 213 Main Entrance Signage 172
Figure 214 Minor Road Entrance 172
Figure 215 Clinic PWD Ramp and Parking 173
Figure 216 Bougainvillea Entrance Center Piece 173
Figure 217 Admin’s Office 173
Figure 218 Male Toilet Area 173
Figure 219 Female Toilet Area 174
Page 15 of 199
Andrea Yee Diongco
Term 01
AY 2022-2023
Figure 220 Clinic Area 174

Figure 221 Mechanical Area 174
Figure 222 Wewatt Bike Area 175
Figure 223 Holen Zone Area 175
Figure 224 Edible Garden Area 175
Figure 225 Tumbang Preso Area 1 175
Figure 226 Tumbang Preso Area 2 175
Figure 227 Ice Ice Water Zone 176
Figure 228 Bioretention Pond 176
Figure 229 Tiyakad Zone 176
Figure 230 Tagutaguan zone 176
Figure 231 Chinese Garter Zone 177
Figure 232 Kinetic Dance 177
List of Tables
Table 1. Four Domains of Development 31
Table 2. Stages of Development and Age Range 33
Table 3. Newborn Stage, High Speed Training 35
Table 4. Infancy Stage, High Speed Training

36
Table 5. Toddler Stage, High Speed Training

37
Table 6. Preschool Age, High Speed Training 39
Table 7. School Age, High Speed Training 41
Table 8. Middle Childhood, High Speed Training 42
Table 9. Adolescence, Education State University 44
Table 10. Theories of Play by Pinar Metin 55
Table 11 . Analytical Framework 82
Table 12. Table of Site Selection 105
Table 13. Color Reference 106
Table 14. Description of Table of Site Selection 107

Table 15. Normal Height and Weight 131
Table 16. Recommended dimensions for access ladders, stairs, and ramps 131
Table 17. Step Height (in cm) for Male and Female 132
Table 18. Knee Height (in cm) for Male and Female
133
Table 19. Foot Length (in cm) for Male and Female 133
Table 20. Maximum Fist Circumference (in cm) for Male and Female 134
Table 21. Maximum Fist Breadth (in cm) for Male and Female 134
Table 22. Middle Finger-Thumb Grip Length (in cm) for Male and Female 135
Table 23. Elbow-Hand Length 136
Table 24. Frontal Grip Reach (in cm) for Male and Female 136
Page 16 of 199
Andrea Yee Diongco
Term 01
AY 2022-2023
Table 25. Lateral Grip Reach (in cm) for Male and Female 137
Table 26. Body Measurement 138
Table 27. Foot Length (in cm) for Male and Female 139
Table 28. Minimum Hand Clearance (in cm) for Male and Female 143
Table 29. Throwing Height and Distance 144
Table 30. Vertical Grip Reach (in cm) for Male and Female 147
Page 17 of 199
Andrea Yee Diongco
Term 01
AY 2022-2023
Abstract
The development of children is a crucial aspect of society, as they are valuable

members of the society who will contribute to the future of the country. During the early
years of a child's life, their cognitive, physical, social, and emotional skills are rapidly
developing. Play and play environments are essential components of early childhood
development, as they provide opportunities for children to explore and learn about the
world around them. Despite the recognized importance of play in children's
development, the value of play and playspaces in the Philippines is often overlooked,
evidenced by the lack of public playgrounds, child-friendly spaces, and stunting rate.
This issue is compounded by the increasing reliance on the traditional play equipment
and digital technologies, which limit opportunities for children to engage in movement
and creative thinking. Redefining children’s playspaces translated through Filipino
Traditional Play in promoting early child development is guided by the theories and
concepts of Deconstruction, Urban Play, Affordance, Nudge, and Creative learning
Through Movement. The design deconstructs the idea of play to be specific for children
to influence movement and creative thinking. A play environment based on children’s
perception and not on adults’ assumptions.
Keywords: Play value, Children, Playspaces, Traditional Filipino Play,
Deconstruction, Movement, Creative Thinking, Play Environment
Page 18 of 199
Andrea Yee Diongco
Term 01
AY 2022-2023
Acknowledgements
I’d like to give my sincerest gratitude to all the people who contributed to the completion
of this thesis. First and foremost, I would like to thank my thesis adviser Ar. Erika Vixeen
Dia, for her invaluable guidance, support, and feedback throughout the process of my
Arcdes9 and Arcdes10. My deepest appreciation goes to my family who have been my
greatest support and source of love ever since.
To my brother John Paulo, may we always have our ikigai - the Japanese concept of
finding passion and purpose in doing what we love, which gives value and joy to our
lives. The book we read served as an inspiration for my thesis topic. To my friends who
have been with me throughout my college journey, thank you for your unwavering
support and encouragement. Finally, Jadan, here we come!
To Glaze Luxe, who have not only been my creative outlet and actual learning process
in design and architecture but have also ignited a burning passion within me and helped
me grow as a designer. Lastly, I would like to thank the almighty God for being my
constant source of strength and sustaining me throughout my college journey,
especially during the last few weeks of my thesis. I cannot do all of these on my own,
and all glory and honor belong to You alone!
Page 19 of 199
Andrea Yee Diongco
Term 01
AY 2022-2023
CHAPTER 1
INTRODUCTION
Page 20 of 199
Andrea Yee Diongco
Term 01
AY 2022-2023
The early years is a vital period in a child's development because it lays down
the foundation for the child's academic growth and general health. This stage is usually
regarded as the most important in an individual's growth, influencing both those around
them and the development of society (World Health Organization, 2007). Keeping track
of the development of a kid during this time is critical for parents and everyone
dedicated to creating a better world and future. The idea of the importance of early
childhood is based on neurobiology and behavioral evidence, highlighting the vital
relevance of the initial years of a child in terms of physical, cognitive, speech, and
social-emotional development (Harvard University Center on the Developing Child,
n.d.). These early events create the foundation of a child's brain framework and have
a lasting impact on the child's capacity to acquire knowledge, welfare, and
temperament. It is critical to acknowledge that an ideal beginning in life allows each
child a fair opportunity to develop to be beneficial to society.
However, many children are pushed to work at a young age, rather than
spending their childhood in a carefree and pleasant setting affecting their early
childhood development which are evident in underprivileged children. Low-income
parents struggle to give their children the necessities for their children’s healthy growth
due to a lack of financial resources. According to the Situation Analysis of Children in
the Philippines summary report by UNICEF (2017), Filipino children continue to face
numerous and deeply embedded deprived and vulnerabilities that impede their
survival, development, protection, and participation. According to the World Bank Org
(2020) study, roughly 200 million children in the world do not reach their full
developmental potential because of poverty, poor health and nutrition, and inadequate
health care supply. Nearly ten (10) million children in these countries die before they
turn five (5). Southeast Asia is home to over eighty-eight (88) million of them. Their
nations' adult productivity declines by an estimated twenty (20) percent as a result.
Poverty is one of the main reasons linking to the multifaceted problem of poor early
childhood development which are poor health and nutrition, inadequate health care
access, lack of education, and child labor and abuse. Unfortunately, poor early
childhood development has a long-lasting impact on a child's life. The poverty
incidence in the Philippines is greatest in the ARMM Mindanao region (PSA, 2019).
Ensuring that children develop properly through physical and developmental growth
remains a challenge in some regions of the world due to a variety of social and
economical difficulties (Manuel & Gregorio, 2015). Underprivileged children are far less
inclined to succeed in educational institutions, and as such, they are more likely to be
paid poor wages, have a large number of kids, and deliver insufficient support for their
own kids, thus contributing to the intergenerational transmission of poverty (Grantham-
McGregor et al., 2007).
A number of government and non-governmental organizations have already

begun to address early child development through programs implemented, but they
are still a long way from implementing a well-planned strategy to address children’s
healthy development. Among the reasons were a lack of strategic direction,
fundamental problems in the programs, implementation issues, and a failure to identify
Page 21 of 199
Andrea Yee Diongco
Term 01
AY 2022-2023
priorities. Programs by the government and non-governmental organizations are one

way of addressing children’s poor early childhood development, however, there are
other aspects in addressing the poor early childhood which includes their family,
society, and their built environment. Due to poverty, many underdeveloped countries
regard the underprivileged children to be a social burden without clearly seeing that
these children are as important as everyone else. Having simple dreams and goals
that would contribute to the society yet lacks the opportunities and are not given their
basic rights to live their lives as merely children that would help in our country’s nation-
building.
The conditions of children in poverty working, under physical and mental abuse,
lack of education, and deprived of a safe space to play is considered a violation of their
rights. Children in poverty is clearly increasing as a result of several unavoidable events
occurring around the world, especially because of the pandemic. Forcing children to
stay indoors for more than two (2) years worsened the condition of children’s
development. Additionally, the lack of public parks allows children to play on the
streets, posing dangers and threats to an unsafe environment, or substitute malls as
their thirdspace or playspace. Play and playspace for children are often undervalued
as an important factor of child development. With the lack of playspace for children to
play, this results in children engaging more into technology and having less time in
playing traditional toys and physical activities (Gomez et al., 2019) which impedes child
development. Despite studies showing evidence that play promotes the domains of
children’s development, play is frequently overlooked or addressed in a limited way,
especially in today’s playspaces. Most of our built environment overlooks the inclusion
of children’s development in design particularly ergonomics and anthropometrics
limiting children’s movement and creative thinking. Play and the architectural
environment of children is often narrowed down based on the assumption of adults and
not based on children’s perception.
Page 22 of 199
Andrea Yee Diongco
Term 01
AY 2022-2023
CHAPTER 1
1.1 Background of the Study
Having the longest lockdown in the Philippines to contain the transmission of

the Covid-19 virus, individuals younger than the age of 18 have been forced to be
confined in their homes for more than two years. Although COVID-19-related mortality
in children and adolescents is often low, the pandemic's unforeseen consequences are
becoming more well known. In low-income and middle-income countries, the pandemic
could aggravate one hundred and forty-two (142) million more children in the world to
live in households with low socioeconomic status. It may also leave education gaps
where there is insufficient access to online learning resources and result in long-term
effects on physical and mental health. These issues are more pressing in the
Philippines than in most other nations (UNICEF, 2021). Authorities in the Philippines
maintain the decision in keeping children indoors was made to safeguard these age
groups who are most susceptible to Covid-19, despite widespread criticism of the
decision as being arbitrary and an infringement on children's rights. With children being
glued their attention to the TV all day, experts say that this is an alarming strategy for
children to stay at home and could possibly cause harm to their overall health.
The COVID-19 epidemic has had an enormous effect on individuals all around
the world, particularly on the most disadvantaged and underprivileged. As a result of
this, many more individuals have fallen into impoverishment. There are various
evidence suggesting the most vulnerable children are those who are already
marginalized.For example, individuals with low incomes are lacking adequate
reserves, and the economic damages caused by the pandemic have exacerbated their
economic struggles. During the current pandemic, disparities in parental assistance for
education and recreation have been predicted to broaden the socioeconomic gap
among families of varying socioeconomic backgrounds. Children from families with
limited resources may have trouble obtaining medical care that are essential for good
health and growth in development. Traditional play equipment available today has set
constraints that only to a certain degree promote a child's physical and social
development. However, this type of equipment does not allow for a child's full growth
in all domains (Metin, n.d.).
The hardship brought by the pandemic widened the gap between the rich and
the poor in terms of financial, health, education, social activities, digital technologies,
and food security. A research-based study in the United Kingdom found that during
the pandemic, children between the ages of eight (8) months and three (3) years of
age who attended daycare have higher communication, cognitive, physical, and social-
emotional skills than those that did not attend the daycare (Davies et al., 2021).
Page 23 of 199
Andrea Yee Diongco
Term 01
AY 2022-2023
Additionally, the researchers also compared the motor, communication, and cognitive
abilities of newborn babies in the year 2017, prior to the pandemic, and babies born in
the year 2020, during the pandemic. The result of the study showed that newborn
babies in 2020 scored two (2) times lower in motor, communication, and cognitive skills
than babies born in 2017. This is due to the stress of mothers due to pregnancy and
the lessening of human interaction (Shuffrey, 2022). This shows that the pandemic has
impacted children’s development through being confined in their homes and the lack
of face-to-face interaction.
Not only did the pandemic added an impact to the poor early child development
problem in most countries, but also impacted on children’s play and time of play. Play
is an important role of a child's development as it improves the domains of
development. However, in the United States of America, the years of inconsistent
investment in public parks have left 100 million Americans, including 27 million children,
without access to quality neighborhood and green areas during the coronavirus
lockdown (Lakhani, 2020). In the Philippines, the growing urbanization in the city left
public parks and open spaces unprioritized. Because of the lack of public parks, the
demand for children’s recreational areas like indoor playgrounds are brought inside the
malls, however, malls do not substitute for parks as it limits the connection of children
with the natural environment and the community they live in. Adding to that, indoor
playgrounds are inaccessible to children during the pandemic. Traditional play
equipment we see nowadays have fixed limitations that support physical and social
development of a child to only a certain extent. However, the traditional type of
equipment does not foster children's domains of development into their full potential
(Metin, n.d.). Standardized traditional play equipment is most common nowadays as it
is easy to manufacture and allows children to play in smaller spaces. Children
nowadays, have a sedentary lifestyle due to the lack of playspaces, comfort of the
environment, and because of substituting technology as a form of play. Physical
movements are essential to develop the four domains of children’s development. With
the limitations of our built structure and environment, as well as parents limiting
children’s movement to manage safety risks, children are limited to play and
exploration. Child dispreference of the type of play also shows how child’s play is often
controlled by adults and how the value of play for children is limited which is evident in
the study of Gomez et al. (2019) titled “Are Filipino Children Still Playing?”.
It is crucial to ensure each child's healthy development. This demands for early
access to healthcare for mothers and their children, as well as ensuring that children
are fed with proper nutrition and have stimulating environments. A child's environment
consists of their immediate family, which includes their parents, as well as their
extended family, their neighborhood, and even the community in which they live. It is
vital to realize that everyone plays a role in a child's healthy early development,
including parents, families, and the community. Governments and low-income parents
must prioritize ensuring healthy early childhood development. In fact, spending money
on early childhood development is the most effective investment a nation can make to
end the cycle of poverty, reduce inequality, ensure people's productivity, and increase
its economic competitiveness (Hansen, 2016).
Page 24 of 199
Andrea Yee Diongco
Term 01
AY 2022-2023
Influencing Movement and Creative Thinking
For Early Child Development
1.2 Rationale
In accordance with the "Youth in Nation Building Act," also known as Republic
Act 8044, the Philippine government acknowledges the role and significance of young
people in the society’s development. The purpose of this research is to ensure that
children, especially the underprivileged ones, would be given the opportunity to meet
their basic needs and rights to develop a healthy early childhood development that has
been a long problem in the Philippines that even worsened during the pandemic. This
study would provide an insight on the value of child’s play a playspaces in their
development.
1.3 Statement of the Problem
Poor child development in the Philippines has always been a social issue that
the government and non-governmental organizations have been trying to address for
years, as poor child development in children has a long-term impact on adulthood that
eventually leads to an intergenerational social and economical problematic cycle in the
country. The pandemic situation in the Philippines even worsened the situation of poor
early childhood development for children. Our country enforced the longest and
strictest lockdown where children are forced to be confined in their homes for more
than two (2) years. This affected the important physical, social-emotional,
communication, and cognitive abilities that are needed to be developed in the crucial
early child development. The almost three (3) years of staying at home robbed their
childhood years in learning to interact and develop their needed foundation of skills
and development. Additionally, children ages 0 to 5, also referred to as the early
childhood stage, have the greatest age population of more than eleven (11) million
children in the Philippines and would most likely increase more due to the pandemic's
baby boom phenomenon. Even when children are allowed to go out of their homes with
their parents to interact with children their age, there is a lack of safe and secured
environment and a lack of open and public spaces in the country. The lack of public
playspace and the undervalued play for children having a limitation of traditional play
equipment in the country limits children's play and movement impeding children's
development.
Children, despite the differences of their socioeconomic status, have been

affected by the pandemic, but underprivileged children are still the most affected.
Underprivileged children have been part of the society where they are at the lowest
social status, often neglected and abandoned. These children are seen as potential
criminals and thieves, an unfair criticism by the society for children that did not choose
to be in an unpleasant environment. Understanding that children are an integral part of
the society is important as they possess unique characteristics and purpose within
themselves. The lack of a safe and secure environment, proper facilities, education,
and proper guidance could worsen the development of the children and future adults
of the future generations.
1.4 Research Questions
1. What is the demographics of the children in the Philippines?
Page 25 of 199
Andrea Yee Diongco
Term 01
AY 2022-2023
2. What are the different initiative programs that the Philippine government is
doing to address poor child development?
3. What are the stages of child development?
4. What are the domains of each developmental stage?
5. What are the domains of developmental stage that are lacking in children before
and during the Covid-19 lockdown?
6. What are the long term effects of poor early childhood development in adults?
7. Why is play important in childhood development?
8. What are the different stages and types of play?
9. What is the current state of public playgrounds in the Philippines?
10. Do indoor and outdoor play environments have an effect on children’s

development?
11. How does architecture for adults and children differ?
12. How can child development be addressed architecturally in playspaces?
1.5 Research Goals and Objectives
The main goal of this research is to analyze the importance of play and the play
environment to children ages 1 to 5 years old to ensure the healthy development of
physical, social, social-emotional, and cognitive abilities, allowing them to reach their
full potential development in a safe and secure environment that protects their basic
needs and rights for the betterment of the future generations of the country.
This research aims to:
(1) Study the considerations needed to design a playspace that ensures an

optimal child development according to their behavior, culture, and
social aspects.
(2) To provide a playspace that promotes movement and creative thinking

through play.
(3) To ensure different types of play in children’s play equipment.
(4) To propose a playspace that values children’s play and development

that is accessible to the children and community.
1.6 Significance of the Study
Page 26 of 199
Andrea Yee Diongco
Term 01
AY 2022-2023
Children are an integral part of society for the betterment of our country’s future.
The result of this study will provide insight and information on improving the ways in
designing playspaces for children that will cater their need for play and a healthy
development. This study would provide a playspace for children’s childhood
development that will promote movement and creative thinking giving value to
children’s play and perception in spaces.
1.7 Scope and Limitations
The scope of this research is to address the poor early childhood development
of the underprivileged Filipino children ages 1-5 years of age in the Philippines that has
a long term effect in an individual’s life. Understanding their basic rights and necessities
and how design could aid in translating their needs into spaces for a holistic childhood
development would contribute to becoming a fully successful individual that would help
in nation-building.
Thus, the research is limited to:
1. The study of underprivileged children in the Philippines through online data gathering
of sociocultural behavior and demographics.
2. Children ages 1-5 years old developmental growth, rights, and necessities.
3. Research related to the studies and initiative programs of the government and local
and international case studies.
4. Travel limitations related to COVID-19 have hindered any type of site visits, which
could have had an impact on the study process.
5. Limited data as the Covid-19 pandemic only started in the late year of 2019.
1.8 Definition of terms
COVID-19 - A virus that infects people and animals, and produces illness.
Pandemic - A disease occurring over a large geographic region and often impacting a
huge portion of the population
Lockdown - a security mechanism that places an individual in a restricted or isolated

environment.
Playspace - An area where children can play.
Holistic Child Development - The process of a child's cognitive, speech, physical, and
social-emotional development in order to prepare them for the responsibilities and
challenges of everyday life.
Stunting - An impaired growth and development of children due to poor nutrition.
Page 27 of 199
Andrea Yee Diongco
Term 01
AY 2022-2023
Play Value - A quality play that allows children to be creative while developing their
physical, cognitive, social-emotional, and speech
1.9 Assumptions
The assumption of the research is the translation of children’s play based on

the area’s behavioral and cultural into a program and spatial design that would enhance
and allow children to develop their full potential in their early child development that
would benefit them in their adulthood. The study intends to create an outdoor
playspace for children to promote movement and creative thinking that also acts as a
public space to the community addressing the lack of value given to play and
playspaces and the lack of open spaces.
Page 28 of 199
Andrea Yee Diongco
Term 01
AY 2022-2023
CHAPTER 2
REVIEW OF RELATED LITERATURE

Chapter 2: Review of Related Literature
2.1 Review of Related Literature
2.1.1 Number of Children in the Philippines
The Philippines is the world's thirteenth-highest population in the world with a

population of 109,947,900 during the mid year of 2020. Currently, the population is
estimated to be 112,855,221 as of October 2022 based on Worldometer elaboration of
the latest United Nations data. The population steadily increased to 1.31% by the
beginning of 2021, from the number of 109,480,590 from the year 2020. The population
growth rate between 2019 and 2020 was 1.45%, which decreased from 1.68% in 2016
(POPCOM, 2021). The decrease was due to the economic and social instability.
Figure 1. Total Population in the Philippines

Source: World Population Review
Available: https://worldpopulationreview.com/countries/philippines-population
In the Philippines, youth are regarded as the government's greatest asset and
investment. People under the age of eighteen are classified as children by UNICEF.
The Philippine Statistics Authority's most recent age-specific population census in 2020
found that the country's youthful population has hit the highest level ever contrasted to
the previous highest level in 2015. The country has around fifty (50) million young
people under the age of twenty-four Children aged 0 to 4 years old have the greatest
demographic in this age range, accounting for 11,475,800 people. Meanwhile, the
number of children aged 5 to 9 years old is the second-largest, with 11,233,600 people
(Philippine Statistics Authority, 2021).
Page 30 of 199
Andrea Yee Diongco
Term 01
AY 2022-2023
Figure 2. Age Demographics in the Philippines

Source: Philippine Statistics Authority
Available:https://psa.gov.ph/sites/default/files/attachments/hsd/pressrelease/Table4_
9.pdf
Globally, countries are experiencing a decrease in growth rate during the

pandemic, however, researchers are expecting birthrates to grow as the Covid-19
pandemic fuels a baby boom. According to the United Nation Population Fund or
UNFPA (2020), the lockdown in the Philippines would likely affect the reproductive
health services of women. The lack of access to reproductive healthcare and disruption
of the supply chain of contraceptives limits over 47 million women on contraceptives,
leading to an estimated 7 million unplanned births. The UNFPA together with the UPPI
forecasts the baby boom with an additional of 751,000 unplanned pregnancies at the
end of the year 2020 if community quarantine measures continue. As of 2021, there
are already more than 1.8 million unplanned pregnancies to be anticipated (Santos,
2020) Executive Director of the Commission on Population and Development Juan
Antonio Perez III stated that the year 2021 would be the country's greatest number of
births since 2021 (POPCOM, 2021).
According to the research conducted by Save the Children and UNICEF, it was
predicted that in 2020, there would be an extra 150 million children living in
multidimensional poverty without access to shelter, food, nutrition, sanitation, or water,
as a result of the COVID-19 pandemic. More than 70 countries show that even before
the coronavirus pandemic had started, about 47–48% of children were seriously
lacking in at least one of these essential needs. The situation for children living in
multidimensional poverty is still expected to be worse for around 100 million children
(UNICEF, 2021).
Figure 3. Multidimensional Poverty in Children

Source: UNICEF
Available: https://data.unicef.org/covid-19-and-children/
Poverty has an extensive effect on the lives of young people, influencing them
in all aspects. Poverty introduces children to a higher risk of criminal activity, substance
abuse, a drinking disorder, and depression. There are approximately forty million kids
in the Philippines, with one in every three living in poverty. As a result, many Filipino
children lose the opportunity to consume nutrient-dense foods, which can lead to
Page 31 of 199
Andrea Yee Diongco
Term 01
AY 2022-2023
inadequate nourishment and stunted growth and development. Furthermore, UNICEF

reported that over 2.8 million Filipino children of primary school age do not have access
to schooling. Learning is critical not only for a child's development and progress, but
also for the country's economic prosperity (UNICEF, 2018).
2.1.2 Government and NGO Programs Addressing Child Development
The Philippine government established the Early Childhood Care and

Development (ECCD) Council by Republic Act 10410, referred to as the Early Years
Act of 2013, to offer full assistance for kids aged zero to four years old. The council is
in charge of monitoring official early childhood development activities such as
education, nutrition, health, and social services. The committee requires the allocation
of finances, the renovation of existing facilities, and the hiring of early childhood
development suppliers to assist disadvantaged and poor areas in establishing and
broadening public programs. Furthermore, the board intends to create a variety of
assistance processes that maximize the utilization of public and private funds for ECCD
programs, with a particular focus on disadvantaged and susceptible children in
impoverished communities (ECCD Council, n.d.).
Early Childhood Care and Development (ECCD) is a multi-sectoral initiative that

strives to offer excellent care as well as instruction to young children. ECCD
accomplishes this in part through center-based initiatives, which include a variety of
options such as child care services, kindergartens, educational programs, and
community-based initiatives. Republic Act No. 6972 mandated that all units of local
government in every community in the Philippines offer child care services. The
legislation formalized the aspects of the day care system that respond to the education,
wellness, and emotional requirements of young children. These initiatives are critical
in making sure kids, especially those from impoverished households, have the
opportunity to receive excellent healthcare and educational opportunities. (Meridie,
2021).
Figure 4. ECCD Programs

Source: ECCD Council
Available: https://eccdcouncil.gov.ph/programs/
In the Philippines, the National ECCD System is an alliance between different

groups of government organizations, municipalities, non-profit organizations, and
business companies that are verified to offer support or instruction for children's best
possible growth (ECCD Council, n.d.).
Page 32 of 199
Andrea Yee Diongco
Term 01
AY 2022-2023
Figure 5. ECCD Partners

Source: ECCD Council
Available: https://eccdcouncil.gov.ph/programs/#ECEP
2.1.3 Four Domains of Child Development
According to Fraser (2021), children mature at an independent rate, and

although it may appear that just a single field is shifting at certain phases of a child's
development, the remaining domains usually experience analogous modifications in a
gradual and slow way. Fraser classifies each stage of development into four domains:
communication and speech, physical, social and emotional, and cognitive.
FOUR DOMAINS AT EACH DEVELOPMENT
Communicatio
n and Speech
Children learn how to interact with

others in their environment as well
as learning the language and Figure 6.1 Communication and
picking up conversational skills. Speech
Source: Baby Hints and Tips
Available:https://babyhintsandtips.
com/early-childhood-tips-
communication/
Physical and Through gross motor

Motor development (using big muscles
like the arms and legs) and fine
motor development, the body
develops skill and performance
Figure 6.2. Physical and Motor
through time to make precise
Source: Penfield Building Blocks
movements. Available:penfieldbuildingblocks.or
g/play/outdoor-play-suggestions-
develop-gross-motor-skills/
Page 33 of 199
Andrea Yee Diongco
Term 01
AY 2022-2023
Social and Identity, self-image, and emotional

Emotional expressions in children change as
they mature. Additionally, they
form relationships with others and
gain social skills and proper
Figure 6.3. Social and Emotional
manners. Source: Beyou
Available:/https://beyou.edu.au/fac
t-sheets/social-and-emotional-
learning/social-development
Cognitive Described as the mental ability to

know, recall, judge,reason, and
solve problems. Children get a
more thorough understanding of
the world, a stronger memory, and
Figure 6.4. Cognitive
higher attention.
Source: communication Theology
Available://www.communicationth
eory.org/cognitive-development-
theory/
Table 1. Four Domains of Development
2.1.3 Stages of Child Development
A child experiences developmental changes that may be in a positive or a

negative direction. Change in a positive direction leads to a better development where
children transition to behave and think more maturely compared to those that develop
in a negative direction. However, developmental changes in children vary from one
another and don't always show a smooth transition of maturity (Harris, 2008, p.1).
Developmental changes vary from one child to another as they have different
experiences and environmental influences that relates to Erik Erikson’s psychosocial
theory where the environment had a significant impact on identity, self-awareness,
adaptability, and human development through experiences. In his study Exploring
Developmental Psychology: Understanding Theory and Methods, Harris (2017)
defines two types of developmental growth: transformational change and variational
change. Transformational change notes the physical and mental changes as motor,
social, emotional, and cognitive development through each of the different stages of
human development. Variational change refers to the variation of an individual’s
development at a specific stage of development where the level of thinking and
problem-solving strategies vary from each other. Physical and mental abilities all lie in
the transformational and variational change. The strategy in knowing the variation of
an individual’s physical and mental ability requires the age-appropriate assessment to
determine whether one is among the good, average, or below average.
As stated by UNICEF, there are three phases of child development: early

childhood, middle childhood, and adolescence. Early childhood is defined as the time
between birth and the age of five. The cerebral cortex of children is very flexible and
malleable all through this time, as billions of interconnected neural networks arise as a
result of a mix of environment, genes, and behavior. It is vital for the development of
the brain to provide an enjoyable setting, appropriate nourishment, and encouraging
Page 34 of 199
Andrea Yee Diongco
Term 01
AY 2022-2023
interactions with caregivers. At this phase, the main growth objective is acquiring skills
(Early Childhood Development Overview - UNICEF DATA, n.d.).
EARLY CHILDHOOD
STAGES AGE RANGE
Newborns 0 - 3 Months
Infancy 3 - 12 Months
Toddler 1 - 3 Years
Preschool Age 3 - 4 Years
School Age 4 - 5 Years
MIDDLE CHILDHOOD
STAGES AGE RANGE
Middle Childhood 5 - 12 Years
ADOLESCENCE
STAGES AGE RANGE
Adolescence 12 - 18 Years
Table 2. Stages of Development and Age Range
Figure 7. Child Developmental Stages 0-18 Years of Age

Source: Online Psychology Degree Guide
Available: https://www.onlinepsychologydegree.info/lists/5-theories-of-child-
development//
Page 35 of 199
Andrea Yee Diongco
Term 01
AY 2022-2023
2.1.3.1 Early Childhood

2.1.3.1.1 Newborn Stage
To examine the characteristics of each developmental milestone during early

childhood, we can start with the "newborn stage" which encompasses the period from
birth to three months of age. During this phase, infants demonstrate reflexive
responses to external stimuli.
Figure 8. Newborn Stage

Source: Mom.com
Available: https://www.onlinepsychologydegree.info/lists/5-theories-of-child-
development//
NEWBORN STAGE
Domain of Milestones or Characteristics

Development of the Stage
● retains the visual

connection.
Communication ● demonstrates feelings
for a range of
and Speech necessities
● Pays close attention to Figure 9.1. Newborn
your tone Communication
Source: Enfamil
Available:/https://www.enfa
mil.ca/articles/communicatio
n-social-development-
month-1
Page 36 of 199
Andrea Yee Diongco
Term 01
AY 2022-2023
● development of
the neck, hands,
and limbs' motor
capabilities
Physical and Motor
● focuses on Figure 9.2. Newborn
auditory clues Physical and Motor
● follows moving Source: Day to Day
targets with the Parenting
eyes Available:1https://day2
d0ayparenting.com/fine
-motor-skills-
development-infants-
babies-aged-3-months/
Social and ● at two and three

Emotional months, first displays Figure 9.3. Newborn Social
smiling behavior and Emotional
Source: Healthy Children
Org
Available:www.healthychildr
en.org/English/ages-
stages/baby/Pages/Emotion
al-and-Social-Development-
Birth-to-3-Months.aspx
● has a preference
Cognitive towards inanimate
items and faces of
people
Figure 9.4. Newborn
Cognitive
Source: Parenting Science
Available:www.parentingscie
nce.com/newborn-cognitive-
development/
Table 3. Newborn Stage, High Speed Training
2.1.3.2 Infancy Stage
Early childhood's "infancy stage" spans the years between three and twelve
months of age. Infants pick up new skills quickly throughout this stage. They can put
their hands together and start to have more control over their head movements.
Additionally, they begin to crawl, learn to sit up on their own, and may even make an
effort to stand with support. By learning to utter their first words, recognizing and
reacting to their name, and grasping and manipulating objects, infants at this period
also begin to build their communication skills.
Page 37 of 199
Andrea Yee Diongco
Term 01
AY 2022-2023
INFANCY STAGE

Communication and At three months old:

Speech ● infants begin to babble
with an expanding
range of sounds and
show reactions to
auditory events.
At seven and nine

months:
Figure 10.1. Infancy
● show directed attention Communication
to named items or
Source: Baby hints and
people.
Tips
● may communicate with Available:https://babyhint
gestures and pointing sandtips.com/early-
by the time childhood-tips-
communication/
At nine to twelve
months old:
● familiar with the word
"no".
Physical and Motor At three months

old:
● Can sit up straight
and have more
control over their
limbs.
● Begin to roll over as
they move objects
around
Physical and Motor
At seven and nine
Source: SG Classes
months:
Online
● Start to learn how to
Available:https://sgcl
use one hand to
assesonline.com/Chil
grip things
dcare-online-training-
● Start to crawl, and
classes-
some even try to
STARS/child-
stand up.
development-infant-
physical-p
At nine to twelve
months old:
● Hand-eye
coordination has
improved, and they
may be able to
stand for a brief
period of time
without assistance.
Social and At three months old:

● Infants start showing
Emotional
emotions such as
laughing and sobbing.
Remember familiar
faces.
At seven and nine

months:
● Expresses empathy by
displaying distress Figure 10.3. Infancy
when another person is Social and Emotional
distressed. Source: PSY
Available:http://www.psy.
At nine to twelve fau.edu/waveslab/index.p
hp
Page 38 of 199
Andrea Yee Diongco
Term 01
AY 2022-2023
months old:
● May love the company
of other babies, but they
are not yet old enough
to engage.
Cognitive At three months

old
● Start to detect
musical around
accelerate their
brain growth.
At seven and nine

months:
● Begin to enjoy
exploring cause
Cognitve
and effect by
Source: Psychology
dropping objects
Dictionary
and watching them
Available:https://psyc
fall.
hologydictionary.org/
cognitive-
At nine to twelve
development-games-
months old:
for-infants/
● Ability to organize
items into patterns
and forms and to
focus for up to one
minute.
Table 4. Infancy Stage, High Speed Training
2.1.3.3 Toddler Stage
From one to three years old, toddlers go through a critical period of physical, linguistic,
and cognitive development. Toddlers develop their gross motor skills by learning to
stand up on their own, climb stairs, leap, and do other things. Additionally, they start to
stack objects on top of one another, grab a pen and write, and use short words and
phrases to communicate. They improve their ability to act out scenarios and follow
simple directions.
TODDLER STAGE
Domain of Milestones or
Development Characteristics of the Stage
Communication and At age of one:

Speech ● Start using words
● Can respond to
inquiries.
At age of two to
three:
● Form their first full
phrases correctly
● Learn how to interact
Page 39 of 199
Andrea Yee Diongco
Term 01
AY 2022-2023
around this time. Figure 11.1.Toddler

Communication
Source: Mom Junction
Available:https://www.momj
unction.com/articles/langua
ge-activities-for-
toddlers_00368025/
Physical and Motor At age of one:

● Make marks on
paper and
acquire a
preference for
using one hand
over the other
● Can quickly
crawl, sit up, and
Figure 11.2. Toddler
stand by Physical and Motor
themselves. Source: Play Fullbee
Available:https://www.pl
ayfulbee.com/blog/2017
At age of two to /05/15/why-your-
three: toddler-needs-physical-
activity-every-day/
● Better at
jumping and
hopping, running
more fluidly,
dodging
obstacles, and
have a strong
interest in
climbing.
● Gain better
balance and
coordination.
Social and Emotional At age of one:

● Begin to
comprehend the
nature of things
around them.
At age of two to
three:
Figure 11.3.Toddler Social
● May play with and Emotional
others, but they are Source: NCT
not yet cooperating Available:https://www.nct.or
in play. g.uk/baby-
● Become more toddler/emotional-and-
comfortable among social-development/how-
strangers as they and-when-do-babies-
become more develop-social-skills
accustomed to social
situations.
● Comprehend that
others have their
own thoughts and
feelings.
Page 40 of 199
Andrea Yee Diongco
Term 01
AY 2022-2023
Cognitive At age of one:

● Can point to
named and
identify body
parts
● recognize
common objects
in illustration.
● Demonstrate Figure 11.4.Toddler
better problem- Cognitive
solving abilities. Source: The Wonder
Weeks
At age of two to Available:https://www.th
three: ewonderweeks.com/brai
● Identify colors, n-development-babies-
letters, count 6-12-months
aloud, and
arrange objects
together
● Comprehend the
ideas of cause
and effect as
well as truth and
fiction.
Table 5. Toddler Stage, High Speed Training
2.1.3.4 Preschool Age

The "preschool stage," which lasts from three to four years of age, is the next
stage of development. Children gain the ability to express a larger range of emotions,
use phrases and entire sentences to express themselves, and take an active role
getting prepared and getting dressed for the day during this period.
PRESCHOOL STAGE
Communicatio ● Can communicate

n and Speech more clearly and are
comprehended by
adults.
● Begin to formulate a
lot of questions.
Figure 12.1. Preschool Age

Communication
Source: Kids r Kids
Available:https://kidsrkids.co
m/oakbrook/2020/05/02/com
munication-and-preschool-
children/
Physical and Motor ● Characters and

figures start to
look like
sketches.
● Able to ascend
and descend
stairs without
assistance
Page 41 of 199
Andrea Yee Diongco
Term 01
AY 2022-2023
● Capable of Figure 12.2. Preschool

capturing a ball Age Physical and Motor
at close range. Source: Bebekegitimi
● Can more Available:https://bebekegi
precisely trace a timi.com/cocuk-
circular and gelisimi/0-6-yas-ince-
rectangular motor-becerileri-nelerdir/
shape.
● able to eat on
one's own.
Social and Emotional

● Develop curiosity
and begin to
acknowledge their
own emotions
● Play collaboratively
with others and
engage in pretend
scenarios.
● Acquire a feeling of Figure 12.3. Preschool Age
good and evil and Social and Emotional
learn how to Source: Raising Children
recognize when they Available:https://raisingchildre
have acted n.net.au/preschoolers/play-
inappropriately. learning/play-preschooler-
development/thinking-play-
preschoolers
Cognitive ● Can spot when a

story or music is
being
misrepresented.
● Able to focus for
three minutes
while reading
independently.
● Familiar with the
numbers 1
through 10, Figure 12.4. Preschool
though Age Cognitive
sometimes not Source: Funderstanding
in sequence. Available:https://www.fun
derstanding.com/educato
rs/jean-piaget-cognitive-
development-in-the-
classroom/
Table 6. Preschool Age, High Speed Training
2.1.3.5 School Age
Children develop diverse motor abilities during this period, which normally
includes children aged between the ages of four and five years old. These abilities
involve grooming themselves, tossing an object overhand, ducking, leaping and resting
on one foot.(Sword, 2021).

Page 42 of 199
Andrea Yee Diongco
Term 01
AY 2022-2023
Communicati At age of four:

on and ● employs larger,
Speech more complex
phrases that may
contain "and".
● able to respond to
inquiries regarding
stories they hear.
● They are also able
to perform vocally Figure 13.1. School Age
and recite nursery Communication
rhymes. Source: Sunshine
Daycamp
Available:https://sunshin
edaycamp.com/blog/the-
key-to-communication/
Physical and Motor ● can take charge of

themselves by
getting dressed,
eating, and bathing
themselves with
little supervision.
● Able to correctly
grip a pen, comb
their hair, and
move in a straight Figure 13.2. School Age
direction. Physical and Motor
Source: Raising children
● Sketch illustrations
Available:https://Raisingc
also get more
hildren.net.au
intricate.
Social and ● Conversations with

Emotional others are initiated
● Makes fresh
acquaintances
● Uses numerous
objects when playing
imaginatively
● May collaborate and
trade turns Figure 13.3. School Age
● Recognizes threat. Social and Emotional
Source: Math Genie
Available:https://www.mathg
enie.com/blog/importance-of-
socio-emotional-dev
Cognitive ● Recognizes what is

socially appropriate
and inappropriate.
● Trouble distinguishing
between actual life and
pretend play.
● Has a fundamental
concept of time,
dimensions, hues, and Figure 13.4. School Age
mathematics. Cognitive
● Demonstrates a desire Source: Psychology
to learn more about the Dictionary
meaning of existence Available:https://psychologyd
and mortality. ictionary.org/cognitive-
● Awareness of contrasts physical-growth-and-
like "size" and "speed" development/
Table 7. School Age, High Speed Training
Page 43 of 199
Andrea Yee Diongco
Term 01
AY 2022-2023
Figure 14. Early Child Development Stage

Source: LovingParents, [Online].
Available: https://www.lovingparents.in/kids/stages-of-child-development-and-tips-for-
parents/
2.1.3.2 Middle Childhood
Children go through a lot of cognitive, social, emotional, and physical changes

in middle childhood. In terms of cognitive development, children are able to reason
clearly and methodically and develop more complex thinking abilities. They are also
able to think abstractly and understand complicated concepts, such as cause and effect
relationships. (Georgetown University, n.d.). The importance of middle childhood in
influencing children's development across four areas has been acknowledged by
experts. Children learn ethical principles and demonstrate rational and concrete
thinking throughout this stage, although their ability for conceptual thinking is still pretty
restricted (Ansorge, 2020).
Development Characteristics of the
Stage
Communication and ● Gains fresh

Speech language
abilities.
● Initiates
reading brief
narratives.
● Acquires
symbolic.under
standing Figure 15.1. Middle
● Comprehends Childhood
word games Communication
and humor. Source: Parents
Available:https://www.par
ents.com/parenting/better
-parenting/style/10-tips-
Page 44 of 199
Andrea Yee Diongco
Term 01
AY 2022-2023
for-parenting-middle-
children/
Physical and Motor ● Ggradual and

consistent
growth.
● Coordination of
the hands and
eyes remains
to improve as
they shift in
their body Figure 15.2. Middle
mass and ratio. Childhood Physical and
Motor
Source: My Horry News
Available:https://www.my
horrynews.com/news/edu
cation
Social and Emotional ● Develop

interpersonal
abilities.
● Competence in
social situations
and ethical
thinking.
● Begin to act more
autonomously. Figure 15.3. Middle Childhood
Social and Emotional
Source: CDC
Available:https://www.cdc.gov
/ncbddd/childdevelopment/po
sitiveparenting/middle2.html
Cognitive ● Get more proficient

at recalling
knowledge.
● Advance in
educational fields
including literacy,
math, and writing,
as well as improve Figure 15.4. Middle Childhood
their ability for Cognitive
logical thought. Source: Childrens
Available:https://www.childre
ns.com/health-
wellness/wellness-by-age-
eleven-to-twelve
Table 8. Middle Childhood, High Speed Training
2.1.3.3 Adolescence
Adolescence, which normally lasts from the ages of 12 to 18, is the

developmental stage in which children make the transition from infancy to adults.
Adolescents are trying to establish their own uniqueness and grow more autonomous,
thus it's an essential period for character building. Changes in the physical, social to
cultural, and intellectual spheres may be significant throughout this time. (Blanchard
& Mcneely, 2009).
Page 45 of 199
Andrea Yee Diongco
Term 01
AY 2022-2023
Communication and ● Better at paying

Speech close attention
and experiment
with various
forms of spoken,
indirect, and
digital
interaction.
Figure 16.1.
● Communicate
Adolescence
through mobile
Communication
communications
Source: Bath
may eventually
Available:https://www.b
replace other
ath.ac.uk/announcemen
forms of
ts/new-nspcc-report-
communication.
looks-at-ways-to-
support-teenagers
Physical and Motor ● Go through a

period of rapid
development
during teenage
years
● Significant gains
in its size and
mass.
● Women begin to
develop hair on
their genitals
and chests and Figure 16.2.
start their Adolescence Physical
menstrual cycle. and Motor
Source: Developmental
● Men often
Psychology in
develop facial
Adolescent
and pubic hair
Available:https://sites.go
as well as
ogle.com/site/developm
experience an
entalpsy2014/home/phy
increased depth
sical-development
of voice.
Social and Emotional ● There is a rise in

body image anxiety
during teenage
years can cause
difficulties with
confidence and
perception of
oneself.
● Due to hormonal Figure 16.3. Adolescence
adjustments and the Social and emotional
responsibility of Source: Developmental
managing Psychology in Adolescent
connections with Available:https://sites.googl
others, adolescents e.com/site/developmentalps
may become y2014/home/physical-
temperamental. development.
Cognitive ● Start developing a

sense of autonomy
and demonstrate
conceptual thinking
and advanced
thinking abilities.
Figure 16.4. Adolescence

Cognitive
Source: Annapolis
Pediatrics
Available:https://annapolisp
Page 46 of 199
Andrea Yee Diongco
Term 01
AY 2022-2023
ediatrics.com/parent-
resources/facts-and-tips-
about-teen-brain
Table 9. Adolescence, Education State University
2.1.4 Child Developmental Stages Affected Before the Pandemic
According to the statistics of the World Bank Org (2020), one in three or 3.8
million children under the age of five were stunted because of malnutrition. This number
remained largely constant from a decade ago and ranked seventh among East Asian
& Pacific nations with the greatest incidence of stunting and among the top 10 countries
worldwide in terms of the number of stunted children. (WorldBank Org, 2020) Pre-natal
stage and early childhood malnutrition have serious repercussions, according to a
significant body of worldwide research that has prompted governments to pay attention
to the problem. Increased risks of illness, mortality, and cognitive deficiencies are
linked to childhood undernutrition. Research that is ongoing establishes ties between
inadequate nutrition throughout childhood and lowered academic performance,
learning outcomes, and adult economic productivity.
The Cebu Longitudinal Health and Nutrition Study has monitored children born
in the Philippines in the early 1980s, In their study, it was discovered that children who
experienced stunting between birth and age 2 had lower cognitive test scores on
average between the ages of 8 and 11 years, delayed starting school, higher
absenteeism, repetitive grades, and a lower likelihood of having a formal job in their
early adult years. According to their study, the overall cost of childhood
undernourishment in the Philippines is estimated to be between 1.5 and 3 percent of
GDP annually (Adair & Mendez, 1999).
Figure 17. Stunting Prevalence

Source: Worldbank Org
In addition, Filipino babies are shorter than the WHO's recommended length.
With the majority of the development slowdown happening between the ages of 6 and
Page 47 of 199
Andrea Yee Diongco
Term 01
AY 2022-2023
18 months, this disparity increases to a maximum of 1.75 SDs for boys shortly before
18 months and for females at about 36 months. In regard to malnutrition counts, there
seems to be little connection among the financial status of a nation and median
malnutrition rates, which tend to fall as nations become richer. Nevertheless, societal
factors like governmental choices along with other economic variables serve an
important impact in the progression of malnutrition throughout the period (Nguyen et
al., 2020). Malnutrition rates decreased by almost 7% annually in certain nations, such
as Kazakhstan and Paraguay, while remaining consistent or barely increasing in
others, such as the Philippines, among those that have maintained real GDP per capita
growth rates in the range of 4% since 2000.
Figure 18. Stunting Prevalence

The average height of children in the Philippines follows a pattern and starts to
significantly decline in comparison to the WHO child growth standards from about six
months of age. For instance, Filipino boys' average height at age 6 months is 66.7 cm
and is 0.9 cm below the WHO median. Filipino males are around 3.8 cm shorter at the
age of 18 months. At the age of 5, they are 7.5 cm shorter than the WHO median. The
typical Filipino boy and girl are shorter than the shortest 15% of healthy children in the
WHO reference population starting at around 12 months of age. The frequency of
stunting increases most significantly between the ages of 6 and 18 months and does
not reverse as children grow older. As a result, the incidence of malnutrition in children
among the age range of 19 and 60 months gives a more accurate picture of the extent
of malnutrition in the Philippines.
In 11 of the country's 17 regions, the growing conditions are so poor that 40 to

50 percent of children may eventually be born with stunted development. Almost all of
these areas are centered in the Visayas and Mindanao Island groupings. 60 percent of
all stunted children under the age of 5 and more than half of the under-5 population.
Additionally, data from 693 children between the ages of 0 and 5 months, with 11.7
percent of them being stunted. In comparison to newborns with a normal birth weight,
infants with low birth weight had a projected probability of stunting of 21.3 percent as
opposed to 6.6 percent for infants with a normal birth weight. Stunting is only linked to
Page 48 of 199
Andrea Yee Diongco
Term 01
AY 2022-2023
one postnatal factor: newborns who have access to better drinking water are 0.44 times
more likely to be stunted than infants who do not. Another factor with stunted children
is linked to mothers that did not attend at least four (4) prenatal care appointments.
Attending at least four (4) appointments have a nearly Fifty (50) percent chance of
lowering the risk of children being stunted. Marital status is also strongly linked to
stunting. Married women compared to single mothers have an almost fifty (50) percent
lower chance of giving birth to children who are stunted.
Figure 19. Stunting Prevalence in Regions

The use of distance learning, such as the use of self-paced courses as well as
virtual courses, has placed a burden on families' capacity to make adjustments to the
swift shift to internet-based learning, especially for those with limited resources.
According to a study conducted in 2018 by the Office for Economic Development and
Cooperation's (OECD) Programme for International Student Assessment (PISA), prior
to the pandemic, the Philippines had the poorest reading understanding score among
sevety-nine countries and followed by the lowest scores in mathematical abilities and
scientific understanding (Manalo, 2021). A two-hour computer-based test is used to
conduct the evaluation to 600,000 15-year-old students from the participating nations.
(Inquirer, 2019) While in the school year 2020 to 2021, three million students in the
Philippines have either dropped out of elementary school completely or have not
enrolled.Education in the Philippines were shut in order to avoid the infection with
COVID-19, interrupting learning for around twenty-eight million youths. According to
data given by the Department of Education, the country has twenty-two million
registered in both public and private institutions. The majority, more than twenty
million, are enrolled in public basic education facilities Despite the large number of
students who have enrolled during the year 2020, there is a close estimate of 7 million
students in the country who have failed to enroll due to the lack of finance and other
reasons (CNN Philippines, 2020). Still leaving millions of students left behind in
academics, deepening the Philippine’s educational crisis. Without schools as a safety
net, this could children’s educational learning and make them more susceptible to
abuse and child labor.
Page 49 of 199
Andrea Yee Diongco
Term 01
AY 2022-2023
2.1.5 Child Developmental Stages Affected by the Pandemic
The Philippine government enforced the longest lockdown which forced

children and adolescents to stay inside their homes for more than two years to
safeguard their health and to reduce the transmission of the virus. Considering the
reality that COVID-19 mortality among every individual is normally low (Tatum, 2021),
the adverse effects and the stress encountered at this stage of development can have
lasting repercussions across the lifespan of a child. According to the Centers for
Disease Control and Prevention (2021), newborns and young children may be
impacted by the coronavirus disease. The pandemic has affected a number of
children's physical, social, and emotional health. The most affected children are those
from low-income families, who have medical or special needs, limited access to digital
resources, and those who are from low- and middle-income countries. Whenever
classes cease operations because to a pandemic, children, particularly less fortunate
children, are at greater danger of stunted growth, abuse at home, stress, and restricted
access to community and medical care (Tatum, 2021). While switching toward online
learning has contributed to reducing the effect of educational shutdowns, kids with
limited resources have limited opportunity for excellent educational opportunities within
their homes, leaving them less secure than their wealthier peers (United Nations,
2020).
Researchers assessed the cognitive abilities of almost 600 children ranging in

age from 3 months to 3 years, including newborns born during the pandemic. Those
examined in 2020 and 2021 scored lower on early learning assessments, including
speech, cognitive, and motor skills.
Figure 20. Development Dip

Source: Nature News Feature
A study by Morgan Firestein, a postdoctoral researcher at Columbia University

in New York City, compared the two groups of the late year of 2017 and the year 2020
when the pandemic struck, of newborns up to six months of age in terms of
neurodevelopment of verbal and motor skills. Firestein found through the data
assessed by the newborn’s parents, using an established questionnaire, that infants
born during the pandemic performed worse on tests of their gross motor, fine motor,
Page 50 of 199
Andrea Yee Diongco
Term 01
AY 2022-2023
and communicative abilities than infants born before in the year 2017. According to
preliminary research, certain children's prenatal brain development may be significantly
impacted by stress connected to the pandemic during pregnancy which might have
affected millions of babies (Shuffrey, 2022).
Significant amounts of worry, despair, and anxiety while pregnant may have a
deleterious impact on their children's intellectual growth at eighteen months of age.
During the COVID-19 pandemic, over half of pregnant women experienced symptoms
of anxiety. According to MRI studies, children delivered to moms who had higher
prenatal anxiety had changed physiological connections between brain cortex, which
might impact their psychological perception and functioning skills. (Manning et al.,
2021)
Figure 21. MRI Imaging

Source: Nature
Available: https://www.nature.com/articles/d41586-022-00027-4
Lebel and her colleagues established a relationship between prenatal

depression and differences in brain connectivity in the same locations, and they
hypothesized that these brain differences connected with aggressive and hyperactive
behavior in boys at preschool age. Other groups have discovered that in adults,
alterations in connection between these regions are risk factors for depression and
anxiety. (Hay et al., 2020).
Another study by Firestein that shows the importance of parent and child
connection where due to less human-to-human connection between parents and
children due to the COVID-19 pandemic, babies born during that time period had major
cognitive and motor deficiencies. Another findings show that infants and toddlers aren't
getting the customary amount of gross motor practice because they aren't constantly
playing with other children or visiting playgrounds or parks that are essential in laying
off the foundation for other skills (Shuffrey, 2022). In a study, researchers in the United
Kingdom surveyed 189 parents of children between the ages of eight (8) months and
three (3) years of age to find out if their children attended daycare or preschool during
the pandemic and to evaluate their childrens’ language and skills. The researchers
discovered that attending group care during the pandemic strengthened the children's
abilities, and that these advantages were evident than kids from lower-income homes
(Davies et al., 2021). It has been suggested that social isolation's effects may be more
pronounced in teens than in other age groups, but that social media use may lessen
the negative effects of social isolation. Face-to-face interactions have been restricted
during the pandemic because of the need for physical distance. In high-income
families, the use of information and communication technologies may have minimized
Page 51 of 199
Andrea Yee Diongco
Term 01
AY 2022-2023
the negative effects of children being isolated from their peers in these settings (Orben
et al., 2020).
In the Philippines there is evidence of an increase in child abuse since children

are more likely to be contained for a long period of time with the abuser which are
typically their family member. Bantay Bata saw a 167% increase in child abuse reports
compared in 2019. The Philippines Department of Justice Office of Cybercrime
reported a 260% increase in cybercrime on child exploitation and sex abuse. With
being contained inside their homes, there is no one that they can talk to or someone
that could notice the abuse (UNICEF, 2020). Child abuse and neglect have been
described by physicians as having an impact on children's physical, psychological,
cognitive, and behavioral development. Minor injuries to serious brain damage and
possibly death are among the physical repercussions. Chronic poor self-esteem to
severe dissociation experiences are among the psychological implications. Abuse's
cognitive impacts range from attention deficits and learning disabilities to severe
biological brain diseases. According to researchers, indicators of extreme neglect may
result in developmental delays, attention deficiencies, inferior social skills, and less
emotional stability. (National Academies Press, n.d.)
Figure 22. Child Abuse in the Philippines

Source: Yahoo News
Available:https://sg.news.yahoo.com/pnp-pcw-urged-protect-women-075828930.html
According to the Lancet Child and Adolescent Health (2021), physicians claim
there are early indications of a negative impact on mental health. According to Emma
Llanto, a pediatrician at Philippines General Hospital in Manila who specializes in
adolescent medicine, 17% of consultations with teenagers in 2019 at PGH were about
anxiety and depression. That percentage grew to 27% in 2020. Many of the patients
mentioned the demands of online learning, as well as feeling overburdened and losing
out on the chance to socialize and engage in physical activity. Despite PGH offering
online health consultations, there are only 950 online consultations in 2020 which is
only 25 percent of the average consultation before the pandemic and these
practitioners lack enough training in how to speak, engage and relate to teenagers
about mental health.
2.1.6 Poor Early Child Development Effect in Adults
Previous studies have shown that childhood experiences have an impact on an

individual's health and well-being as they age. For instance, those who have more
adverse childhood experiences as children are more likely to experience depression,
Page 52 of 199
Andrea Yee Diongco
Term 01
AY 2022-2023
anxiety, substance misuse, and other negative health behaviors as they get older
(Hansen et al., 2021).
2.1.6.1 Effect of Poor Cognitive Development During Early Childhood
Poor development of cognitive skills in adults result in symptoms of anxiety and

depression and excessive alcohol consumption (Hatch et al., 2017). Additionally, an
adult would have a difficulty in remembering and learning new things, focusing, or
making judgments that impact their everyday life. Severe effects of poor cognitive
development can result in the loss of the capacity to comprehend the meaning or
significance of anything, as well as the ability to speak or write, resulting in the inability
to live independently (CDC, 2011)
Figure 23.1. Alcoholism in Adults

Source: Bloemfontein Courant
Available: https://www.bloemfonteincourant.co.za/er24-declares-silly-season-open-
when-alcohol-ban-lifts/excessive-alcohol-consumption/
2.1.6.2 Effect of Poor Speech Development During Early Childhood
Studies have shown strong evidence that language impairment has detrimental
psychosocial effects on children and adolescents, some of which last into adulthood.
These effects include a prolonged disadvantage in intellectual functioning, educational
adjustment and accomplishment, speech and language competency, psychosocial
challenges, and an increased risk of mental disease (Beitchman & Brownlie, 2010). An
adult individual may not come up with words, talk in grammatically correct phrases, or
convert thoughts into speech, expressive language problems are identified. They can
also lead to misinterpretation of instructions, ignoring when spoken to, or taking simple
Page 53 of 199
Andrea Yee Diongco
Term 01
AY 2022-2023
jokes too seriously. Language issues can be caused by developmental delays (Minnis
et al., 2017).
Figure 23.2. Dysphonia in Adults

Source: Healthline
Available:
https://www.healthline.com/health/spasmodic-dysphonia
2.1.6.3 Effect of Poor Motor Development During Early Childhood
Adults with poor motor development are frequently accompanied with executive
functioning difficulties. They struggle with planning and organizing and may struggle
with emotional issues such a poor tolerance for frustration, lowered self-esteem, and a
lack of ambition. Adults take a lot of effort to organize and carry out a task, adults with
developmental coordination problems may be reluctant to change and look unsatisfied
with their performance. Handwriting, self-care, cooking, cleaning, and shopping
become challenging due to the disorder's poor fine motor skills. Their balance, posture,
and capacity to engage in physical activity are all impacted by their poor gross motor
abilities. (Mindyra, n.d.)
Figure 23.3. Depression in Adults

Source: Rutgers
Available: https://www.rutgers.edu/news/antipsychotics-treating-adult-depression-
linked-higher-mortality
2.1.6.4 Effect of Poor social-emotional Development During Early Childhood
Adults who have poor social emotional developments are oftentimes

emotionally immature, lack certain emotional and social abilities and have difficulty
relating to other adults. Some indication of an emotionally immature person: impulsive
behavior, demanding attention, and narcissism (Brennan, 2021). They also lack
Page 54 of 199
Andrea Yee Diongco
Term 01
AY 2022-2023
negotiation skills, generate arguments and misunderstandings for no reason, and have
a problem meeting people (Aslam, 2021).
Figure 23.4. Mental Health in Adults

Source: Study Finds
Available:https://studyfinds.org/stop-the-stigma-older-adults-hesitant-to-pursue-
mental-health-support/
2.1.7 The Role of play and Movement in child Development
According to the Presidential Decree No. 603 or the Child and Youth Welfare
Code, every child has the right to play and recreation. Every child has the right to play
safely in their home, school, and communities as this is an integral part of their optimal
child development. Children benefit from play in their social, emotional, cognitive, and
physical development, the four domains in child development. According to a study in
Michigan University State, encouraging movement and being active in young children
can improve their cognition, perceptions, speech, concentration, emotion, and even
decision-making. Learning is increased by 90% when movement and language are
integrated. (Moyses, 2012).
Children exhibit their exceptional capacity for exploration, inventiveness, and

decision-making during play. Although play is sometimes referred to as "children's
work" it is through play that children learn and explore their senses. Children appear to
naturally want to play, and since playing gives a certain amount of enjoyment and
curiosity, it may be sustained without any outside rewards. (ACEQUA, n.d.) Play and
playgrounds are inseparably linked to each other. The importance of playgrounds
allows them to learn important physical, social, emotional, and creative skills which
help them build self-confidence, enhance coordination, and develop their critical
thinking skills. (Little Tikes, n.d.) A child's curiosity is what drives their play. Children's
capacity to grow and learn is hindered if they're unable to play.
Play is having fun and may be done using the body, the mind, objects, and
speech and playgrounds offer the chance for unstructured play. The structured play of
recess or organized sports and games is different from free play. Children can play
whatever they like on a playground, supported by a variety of toys and spaces.
Fostering a child's imagination via pretend play is the first step in encouraging free play.
Playgrounds can encourage a child's creativity to the fullest. By providing various
opportunities for engaging in suitable developmental play, playground equipment and
space can address the needs of children ages 0 to 5 that will have a lasting good impact
on their development. (SCFFC, n.d.)
Page 55 of 199
Andrea Yee Diongco
Term 01
AY 2022-2023
Movement through playing links to cognitive development where children easily

learn through movement. Different types of movement such as rolling, crawling,
jumping, and dancing along with other movement activities, develops the brain during
the first few years of a child's life. Movement also allows children to express their
personalities, creativity, feelings, and thoughts (Amor, 2020)
2.1.7.1 Contribution of Play to a Child's Four Domains of Development and Learning
2.1.7.1.1 Physical and Motor Development
Active play promotes the development of children's bodies, overall wellness,

and abilities to help themselves such as taking care of oneself, while additionally
improving their awareness of the advantages of an active lifestyle.
2.1.7.1.2 Social and emotional Development
Playing up for role-playing can help kids acquire emotional and social abilities
and principles. Cooperative engagement with other kids helps foster compassion and
a sense of fairness. Playing out situations and feelings that are troubling to children
can also help them learn how to control their feelings while decreasing discomfort.
2.1.7.1.3 Cognitive Development
Play assists children improve mental skills. Solving issues, imaginative thinking,
and ideas such as characters, digits, dimensions, hues, and shapes are examples of
these talents. Furthermore, play may assist kids acquire characteristics such as focus,
tenacity, and perseverance.
2.1.7.1.4 Speech and Communication Development
Children acquire how to interact successfully, boost their capacity for

comprehension, and acquire abilities in communication, listening, and writing through
play. Playing also assists young people to comprehend the idea of signs, which is
necessary for academic literacy, math, and writing. Playing with imagination can be
very beneficial for the growth of speech (EYC, 2016)
Page 56 of 199
Andrea Yee Diongco
Term 01
AY 2022-2023
Figure 24. Play is Children’s Work

Source: My Teaching Cupboard
Available: https://www.myteachingcupboard.com/blog/developmental-stages-of-play-
piaget
2.1.7.2 Theories of Play
Childhood theorists have different views and approaches in defining play, the
variety of disciplines including anthropology, psychology, education, and philosophy
take into account the importance of play. The table below shows the comparison of
child theorists in defining play.
Theories of Play Reasons of Play Benefits
Surplus Energy by To let go of the physique's innate Physical

Herbert Spencer energy.
Renewal of Energy by To keep one entertained while the Physical

G.T.W Patrick body's innate bodily processes are
being repaired.
Recapitulation by G.S. Reduce tension and worry by Physical

Hall permitting young people to
communicate with emotions in a
secure and appropriate manner.
Practice for Adulthood To gain the necessary abilities and Physical,

by K. Groos information for maturity Intellectual
Psychoanalytic by S. To aid mental growth and learning Emotional, Social

Freud, E. Erikson stability
Cognitive - To aid mental growth and learning Intellectual, Social

Development by J. retention
Bruner, J. Piaget
Arousal Modulation by To maintain one's desired level of Emotional,
Page 57 of 199
Andrea Yee Diongco
Term 01
AY 2022-2023
D.E. Berlyne, g. Fein, alertness Physical

H. Ellis
Neuropsychological by To minimize ambiguity and connect Biological,

O. Weininger, D. the spheric operation of the cerebral Intellectual
Fitzgerald cortex.
Table 10. Theories of Play by Pinar Metin
2.1.7.3 Stages of Play
From infancy until adolescence, the types of play that children participate in and
their purposes shift. According to de Bruin (2018) there are six types of play where
each child develops at their own pace and these are:
2.1.7.3.1 Unoccupied Play

Birth to 3 months of age: A baby goes through a lot of bodily motions at this time as
they learn how to move their arms, legs, and torso.
2.1.7.3.2 Solitary Play

Birth to 2 years of age: A child appears quite satisfied playing alone by themselves.
2.1.7.3.3 Observer or Onlooker Play

2 years of age: A child starts to see other children playing, but is still comfortable to
play by themselves.
2.1.7.3.4 Parallel Play

More than 2 years of age: A child begins to play alongside or next to others, although
they do not always participate in.
2.1.7.3.5 Associative Play

3 to 4 years of age: During play, a child begins to interact with others, although they
may all still be engaged in separate activities.
2.1.7.3.6 Cooperative Play

More than 4 years of age: When a child begins to actively participate in an activity with
other children while paying attention to and collaborating with them.
Page 58 of 199
Andrea Yee Diongco
Term 01
AY 2022-2023
Figure 25. Stages of Play

Source: Pathways
Available:https://pathways.org/kids-learn-play-6-stages-play-development/
2.1.7.4 Types of Play by Sara Smilansky

2.1.7.4.1 Functional Play
Functional play is investigating the qualities of an object where an object is

simply as it is. During the sensorimotor period (0 - 2 years), infants explore the
environment through trial and error, utilizing their senses and basic movements. They
are learning how to utilize their bodies at this age, so functional play goes hand in hand
with fine and gross motor development. All of that repetition builds muscle and
improves coordination.
2.1.7.4.2 Constructive Play
Constructive play is typically goal-oriented and utilizes open-ended materials. The

children start with the final goal in mind. There is a strong emphasis on producing
something and addressing a problem. It exceeds play in its greatest form. Playing with
a block by stacking or posting it is an example of functional play. It becomes
constructive when combined with other materials to form a structure.
2.1.7.4.3 Games with Rules
The rules of this type of game are agreed upon by the players. They can be completely
arbitrary as long as everyone accepts them. This type of play introduces the concept
of taking turns, playing fairly, and being a gracious winner and loser.
2.1.7.4.4 Dramatic play and Sociodramatic Play
Children mimic what they observe. It's not only about education but also the
culture we pass down. Children replicate the world around them through dramatic play
in two ways: representation and role play. Dramatic play helps children comprehend
their role in the world.
Page 59 of 199
Andrea Yee Diongco
Term 01
AY 2022-2023
A child could still have a great time and learn a lot at the playground even if
they aren't yet old enough to utilize the majority of the equipment. They can establish
the foundation for their future play by watching the older children. They may enjoy
nature through their senses as well. All kids should spend time outside starting at a
young age to encourage their innate sense of curiosity (Little Tikes, n.d.) Child-driven
play allows children to practice making decisions, find their own interests, and
participate in the activities they choose to explore. In ideal situations, most play
involves adults. However, when play is directed by adults, children conform to adult’s
concerns and rules and lose the advantages that play may provide such as creativity,
leadership, and teamwork. Additionally, due to the busy schedule of parents and family
members, children’s access to playtime is being cut back whereas play should take
place every day, meanwhile children are growing up in a rushed and high stress
environment that doesn’t allow them to have a child-driven play.
2.1.8 Playgrounds
The play value of playground settings is crucial. Any environment intended for
children must include both theoretical and experimental knowledge, as well as as much
stimulus as possible. A playground may stimulate a child's curiosity while also allowing
for exploration by providing a variety of activity settings. A playground's well-designed
equipment immediately displays a comprehension of children's behavior. Children can
also show off their intelligence on playgrounds. Inadequate play opportunities in a
playground result in poor creativity, anxiousness, a lack of physical development, and
a need for amusement (Metin, n.d.).
2.1.8.1 A Brief History and Types of Playgrounds

2.1.8.1.1 Adventure Playground
The idea for adventure playgrounds came about in post-World War II Europe
when a playground designer saw that children had more fun making their own toys out
of destroyed debris than they did using the standard swings and slides. Germany is
where playgrounds began to develop and children were taught how to play safely and
fairly with one another in playgrounds. Children played with loose equipment such as
wooden blocks, toy carts, sand, wood,fabric, and tires. During the early 19th century,
children frequently played in the streets or on curbs, especially in urban areas, where
there was a constant risk of being hit by approaching vehicles. Children needed a safe
and secure space in order to play. The first government-funded playground was
constructed in 1903 in order to prevent kids from playing risky, unsupervised activities
in the scorching city streets. In 1914, it was illegal to play in public since it was thought
that doing so fostered disobedient behavior. Play streets were the sole safe outlet for
children until government-funded playgrounds became popular, and towns all around
the country started blocking streets to let kids play. The adventure playground concept
where children create their own playground is unique. This offers many opportunities
for creative expression in children by deciding on their own (Columbia Valley Park and
Recreation District, 2021) The adventure playgrounds keep children engaged and
challenged all the time and support the growth of a variety of cognitive skills. This type
of playground's most important feature is that it allows kids to develop skills other than
just simply motor skills.
Page 60 of 199
Andrea Yee Diongco
Term 01
AY 2022-2023
Figure 26. Adventure Playground

Source: The Guardian
Available:https://www.theguardian.com/cities/2017/jul/19/junk-play-urban-adventure-
playgrounds-austerity-london
2.1.8.1.2 Contemporary Playground
Modern playgrounds are typically designed by landscape architects or

architects. Due to their substantial concrete moldings, they are often not used on costly
locations. Modern playgrounds may be identified by their sculptural landforms and
furnishings. The play structures are often made in accordance with the designer's
aesthetic standards. To ensure durability and simple maintenance, hard building
materials like concrete and stone are employed. On the other hand, employing these
kinds of materials serves to deter vandalism. Joining or linking various playground
components will result in a continuous piece known as the superstructure or
multifunctional structure. Nevertheless, playsets without moving parts do not meet
children's demands in terms of learning and growth. Despite their visual appeal, they
prevent kids from simulating their world. The playground's static features can lead to
boredom. The most popular major muscle exercise among kids isn't included in the
design of this sort of equipment, which is a drawback. These spaces are typically
utilized for social play, such as retreat, silent play, and chatting (Metin, n.d.).
Figure 26. Contemporary Playground

Source: Architecture of Early Childhood
Available: http://www.architectureofearlychildhood.com/2012/01/post-war-adventure-
or-junk-playgrounds.html
2.1.8.1.3 Traditional Playground
Page 61 of 199
Andrea Yee Diongco
Term 01
AY 2022-2023
Traditional play equipment design developed in the early twentieth century,

which comprised standardized equipment such as climbers, merry-go-rounds, slides,
swings, see-saws. Because of the simplicity of setup and inexpensive cost, they quickly
became popular. Yet according to researcher Erik Eriksen, they could not motivate
innovative types of play. Considering children's interest in challenging and adaptable
settings, traditional playground structures have only been associated with solo and
simultaneous play. (Metin, n.d.)
Playground design and value for play has undergone a significant

transformation from allowing children to create on their own to simply basing play on
manufacturers. Children in the earlier years participate in the planning, design, and
construction of the space at these playgrounds whereas now, children are not given
the opportunity to be included in the planning. Most young individuals, at some point,
have a strong drive to explore with genuine tools and materials like wood, fire, and soil
without worrying about being judged or condemned. From this point of view, adventure-
themed playgrounds encourage imaginative play with its "loose materials." as
compared to traditional playgrounds (Grant, 2017).
2.1.9 Design Criteria for Playground Equipment

Public Playground Safety Handbook by the US Consumer Product Safety Commission:
2.1.9.1 Accessibility
A playground's ability to accommodate children with disabilities depends on the

type of protective surfacing used, choice and placement, as well as the difficulty of the
equipment.
2.1.9.2 Age Separation
To ensure safety and comfort, playgrounds built for children of different ages
should have separate zones. Buffer zones, such as seats and shrubs, can assist
younger kids from getting harmed by bigger children. Overall, establishing discrete
zones and buffer zones encourages enjoyable play experiences for all children.
2.1.9.3 Age Group
It is crucial to set up paths and greenery to display different sections for various
age groups when developing playgrounds that are meant to serve kids of every age.
These areas ought to be isolated by a dividing area, like a spot with shrubs or seats.
The risk of injury from bigger, more active kids rushing through points where smaller
kids dwell, who act and react less rapidly, can be significantly minimized.
2.1.9.4 Conflicting Activities
Page 62 of 199
Andrea Yee Diongco
Term 01
AY 2022-2023
It strongly encouraged that the play area should be separated into separate
zones to prevent injuries brought on by children rushing among activities. Equipment
that is quiet or still ought not to be mixed with vigorous activities.
2.1.9.5 Sightlines
Playgrounds should be designed so that parents or caregivers can maintain

track of their children as they walk around the playground. Visual obstacles should be
kept as low as possible.
2.1.9.6 Signage and Labelings
While the layout and size of playground equipment ought to indicate the age
range for which it is designed, markings on the equipment or in the playground area
can give administrators additional knowledge about what is and isn't acceptable for
children of that age.
2.1.9.7 Supervision
It's crucial for guardians and park administrators to realize that not every piece
of equipment is appropriate for every child who might use it. Administrators ought to
guide kids to a suitable age activities and put labels determining the correct age group
of those using it.
2.1.10 Age Appropriate Parts of Play Equipment

2.1.10.1 Platforms
● Only a maximum two degrees variation from lateral should be allowed

in the layout of the bases of recreational equipment.
● To provide for efficient water flow, draining holes ought to be built into
the structure's layout.
● Decks ought to be constructed to eliminate any spots where objects may
gather in order to reduce the buildup of waste.
● Decks designed for toddler utilization ought not to rise above thirty-two
inches off from the surface.
2.1.10.2 Stepped Platforms
To give young users accessibility to elevated decks by not requiring the use of
stairs, decks in equipments may be constructed in levels. The variation in elevation
among raised levels ought not to exceed a certain level according to the age range of
the end users if there is no other way of entrance or exit. The greatest distance for
raised levels for toddlers ought to be seven inches in length. The greatest level disparity
ought to be twelve inches for preschool age and eighteen inches for school-aged kids.
Page 63 of 199
Andrea Yee Diongco
Term 01
AY 2022-2023
2.1.10.3 Guardrail and Protective Barriers
● Railings should be built on play spaces to avoid accidents onto elevated levels.
It should entirely encircle raised areas to avoid inadvertent falls and trapping.
Except for these two passageways, the greatest possible distance with no
upper lateral rail ought to be fifteen inches.
Figure 27. Railing and Protective Barriers

Source: Public Playground Handbook
2.1.10.4 Access Methods to Play Equipment
Conventional ramps and stairs may all be employed to gain access to play
space equipment. Accessibility can also be gained through the use of climbing
elements such as the one listed in Figure 28.
Figure 28. Access Methods to Play Equipment

Page 64 of 199
Andrea Yee Diongco
Term 01
AY 2022-2023
2.1.10.5 Methods of Access and Egress
As children grow, their balance and coordination improve, thus it is critical to

select suitable access ways based on their age group.
Figure 29. Methods of Access and Egress

Ramps, stairways, ladders, and climbing components such as arch climbers,

climbing nets, and tire climbers can all be used to gain access to playground
equipment. For every access method, the parameters for gradient and step size
change, but a proportional number of stairs, including the distance from the top stair is
critical. Figure 29 illustrates the permissible dimensions for children.
Figure 30. Recommended Dimension for Access Ladders, Stairs, Ramps

Page 65 of 199
Andrea Yee Diongco
Term 01
AY 2022-2023
2.1.11 Major Types of Playground Equipment

2.1.11.1 Balance Beams
A type of playground equipment called a balancing beam is intended to assist

children with their balance and coordination. Usually a few inches above the ground, it
is a slender beam composed of wood, metal, or plastic. Children can attempt to keep
their balance while walking down the beam, which can help them develop their motor
skills and maintain their physical health. It’s all Height requires the distance between
the top of the walking surface and the protecting surfacing underneath it as the fall
height of a balancing beam.
2.1.11.2 Climbing and Upper Body Equipment
Climbing playground equipment is typically made to be more strenuous than

other attractions on playgrounds. To move up and over these structures, one needs to
utilize the upper body. Arch climbers, dome climbers, flexible climbers made of chain
or netting, parallel bars, sliding poles, spiral climbers, and upper body equipment like
horizontal overhead ladders, overhead rings, and track rides are just a few examples
of the various types of equipment included under the umbrella term "climbing
equipment."
2.1.11.3 Slides
Slides can feature a straight, wavy, or spiral fall via a tube or an open slide
chute. They can be free-standing, part of a composite construction, or erected on a
natural or man-made slope's grade.
Figure 31. Slide

2.1.11.4 See saw
Typically, a seesaw consists of a board with seats at the two ends and a pivot
point in the middle. Children should not use seesaws with a pivot point in the middle
since such seesaws call for intricate movement connection and concentration.
Page 66 of 199
Andrea Yee Diongco
Term 01
AY 2022-2023
Figure 32. See-Saw

2.1.11.5 Swings
Swinging is a frequent recreational activity for kids of all ages. Many children ride
the swings while others leaping over them. Older kids are able to get up on the seats,
while younger toddlers could sway on their abdomens.
Figure 33. Swing

2.1.12 Equipment Materials
2.1.12.1 Durability and Finish
Only use manufactured and built equipment materials with a proven track record for
durability in a park or a comparable environment.
Page 67 of 199
Andrea Yee Diongco
Term 01
AY 2022-2023
Figure 34. Minimum Compressed Loose-FIll Surfacing Depths

Figure 35. Installation Layers for Loose-Fill over Hard Surface

2.1.12.2 Hardware
Playground hardware should be firmly attached and difficult to remove without

the aid of equipment. To avoid any detachment, lock washers, self-locking nuts, or
other locking mechanisms ought to be employed.
2.1.12.3 Metals
As unpainted metal can easily attain scorching temperatures when subjected

to intense light, it should not be utilized as platforms, slides, or stairs in order to
minimize contact burn damages. To reduce the warmth of the surface, substitute
components such as plastic, wooden, or plated steel should be used.
2.1.12.4 Paints and Finishes
Metals that aren't susceptible to rusting should be painted or given additional

procedures to avoid corrosion. The current CPSC lead in paint regulation should be
complied with for all paints and finishes, and painted surfaces ought to be preserved
to avoid deterioration and rust.
2.1.12.5 Wood
To stop the wood's deterioration, wood should either be treated to be

susceptible to decay and insects. Avoid employing treatments that include pesticides.
Page 68 of 199
Andrea Yee Diongco
Term 01
AY 2022-2023
Figure 36. Wood Surfacing

2.1.13 Minimum Requirements Based by Time Saver’s Standards Building Types
2.1.13.1 Size of Playlots
According to the Time Savers Standard Building Types, the advisable

maximum radius of the region that needs to be served is half a mile, with an advisable
distance of a quarter mile in highly populated locations. The site need to be convenient
to the community. Each child shall have access to at least 6.5 square meters of play
space and equipment. With each hundred children served, the play area's size may
vary from six thousand to ten thousand square feet.
2.1.13.2 Playlot Activity Spaces and Elements
To guarantee that children are in a secure and enjoyable environment, a

playspace should have designated activity areas and components. One of these
covered areas has play structures. Additionally, a covered area for peaceful leisure
and a grass area for jogging and engaged play should be available. The playspace
should also have extra features like seating area for parents to sit on while keeping
watch over their children, pathways wide enough for strollers and wheelchair, as well
as playground partitions using fencing, vegetation, an elevated drinking fountain, trash
cans, and scenery gardening.
2.1.13.3 Layout of Playlots

1. A small fence with landscaping should surround the heavily trafficked area of
the playspace with play equipment and it should have one access and exit.
2. Planning the traffic circulation will promote safe, efficient mobility throughout
the playspace. With the use of pathways, vegetation, low barriers and seats,
the pedestrian flow may be enhanced.
3. Play equipment that are used concurrently should be placed close to the
entrance but not in a way that would cause a choking point in the area.
4. For protection purposes and to foster a creative environment for the child's
imaginative world, sandbox areas, play barriers, and play areas should be
placed away from activities like swings and slides. Over stationary equipment,
Page 69 of 199
Andrea Yee Diongco
Term 01
AY 2022-2023
where kids will play on scorching days without constant monitoring, synthetic
or natural shade is recommended.
5. The covered area for serene activities like the telling of stories should be near
to the covered area and serve as a protective barrier surrounding it. The grass
are should be for active play.
2.1.14 Unvalued Play and Playspaces
Rapid growth and development of massive, commercialized structures leads to

fewer open and green spaces, as well as public parks that are left unprioritized. The
lack of spaces for children to play and exert their energy into poses a threat in their
child development. This affects children’s freedom to recreational activities and forces
children to play along the streets which are an unsafe environment and may induce
kidnappings and child trafficking by predators.
In the Philippines, there are no sufficient public parks and open spaces to
accommodate the spatial needs of the public. Additionally, available public parks are
unmaintained and unsafe for children, and some are being closed down due to the
demands of commercialized urbanization. According to Play Pilipinas, a non-
governmental organization that supports child play for children’s development, ideally,
there should be one playground for each of the 1,700 barangays in Metro Manila.
However, there are only 486 public parks recorded and Pasay City doesn't even have
one (GMA, 2017). Private subdivision areas require having an allotment of thirty (30)
percent of open public space yet most of them fail to follow these standards (Batara,
n.d.).
Because there aren't enough public playgrounds and recreational areas for
children, malls are taken as a substitute. However, malls are not a replacement for
parks since people visit them for dining and shopping, which do not associate to the
connection of what nature and community that outdoor parks foster and give. In
addition to that, due to the cramped up residential and commercial structures that give
no priority to public parks, commercialized indoor playgrounds are being brought inside
the malls to be a substitute to public parks and playgrounds. Some of the indoor
playgrounds in Metro Manila include Kidzoona, Awesomeville, Active Fun, Kidzania,
and PLAY. These indoor playgrounds allow parents to leave their children to play while
they go about their business and allows children to be occupied for a meantime. The
protection of children is every parent's top priority. Therefore, parents choose an indoor
playground as children are in a safe and secured playspace. Despite the benefits of
play given by the traditional indoor playground, regular exposure in a constant confined
environment contributes significantly to children's cognitive growth. According to Said
(2007), children play with a range of plastic toys and furniture indoors in a regulated
microclimate where the temperature, lighting, and humidity remain constant for the
duration of their stay. Children may realize that the architecture is a fixed feature that
allows for little modifications. This phenomenon contradicts Piaget's theory of
childhood development, which holds that children are motivated and active learners.
Page 70 of 199
Andrea Yee Diongco
Term 01
AY 2022-2023
Figure 37. Kidzoona Indoor Playground

Source: The Asian Parent
Available: https://ph.theasianparent.com/kidzoona-branches
The playspaces in early childhood development are important for giving

children the chance to develop and participate in a variety of play (Sando & Storli,
2021). According to Said (2007), due to its excessive prescriptiveness, stationary
nature, and lack of challenge, the widespread prefabricated playground equipment that
predominates playgrounds is unable to adequately satisfy these criteria. The typical
playground has a variety of climbing, sliding, and swinging equipment that is connected
by bridging and decking. Although each of these components is significant, they simply
serve to challenge a child's motor skill development. In order to better serve the
youngest children at the expense of the experience of the older children, playgrounds
have also been toned down to their most basic level of difficulty. This is mostly driven
by concern that smaller kids could hurt themselves if the equipment is not made to
accommodate their level of accessibility. Playgrounds have lost all that was formerly
engaging and challenging due to this fear of injury (Sandseter, 2007). In the past,
architects, landscape architects, and designers were responsible for designing
playgrounds, and the 20th century saw a variety of innovations in this field. However,
major manufacturing firms that are compelled by rules and marketing incentives to
develop increasingly safer products now control the market. Due to their industrial
mass manufacturing, these playgrounds lack any of the innate character of the
environment or the characteristics of the community where they are located.
A study by Hagen et al. (2019) about children’s favorite places on the

kindergarten playground appears to show that children favor elements of nature. 83%
of respondents strongly agree that children enjoy play areas with dirt and water, as well
as areas with loose objects like twigs and stones (74%). Places with slopes and varied
ground surfaces came in second (67%) while locations with climbing opportunities
came in third (66%). Sites that include tiny creatures like ants, spiders, and earthworms
are likewise highly regarded by respondents (64%). 34% firmly agreed that children
preferred to play in areas with fast, high, and exciting play structures. Nearly the same
number of respondents (24%) totally concur that children prefer to play in and near the
sandpit, on lawns appropriate for running and ball activities, or in remote regions.
Contrarily, only a small number of respondents claimed that the most well-liked
locations seemed to be the playground area with fixed equipment (9%), and firm
surfaces for running and running bicycles (13%). The study of Hagen et al. shows that
children have their own preferred type of play and playground equipment, and these
Page 71 of 199
Andrea Yee Diongco
Term 01
AY 2022-2023
are natural elements and loose equipment, whereas adults typically think play is just
any type of play.
Not only are there limited playspaces for children, but also the value of play
given to children. Filipino children are known to spend less time playing than other
children in the Philippines because of engaging in working for a living. While many
underprivileged children are working, school-aged children are pushed to focus with
their academic work (Gomez et al., 2019). Both social statuses have different
circumstances however, these circumstances have a significant impact on how much
time Filipino children spend playing. From the study of Gomez et al., 45 participants of
children from public and private schools were surveyed on the type of play they spend
their time in. The categories of play in the survey were playing with the use of electronic
devices, physical activities, and typical toys. (Figure 38.)
Figure 38. Time-Use of Play

Source: Are Filipino Children Still Playing? By Gomez et al.
Figure 39 shows that play activities that do not require electronic devices which
are regarded as typical toys are less desired to play by children. Public school children
engage in physical play activities while private school children typically use electronics
as a type of play. According to Gomez et al.’s study, children's levels of physical
exercise have decreased leading to the prevalence of technology-related games and
devices. This is clear from the study's conclusions on the favorite play activities of the
participating Filipino children. Evidently, toys have been replaced by electronic devices.
The technologicalization of children's play has invaded their homes, with the parents
either unconcerned or failing to notice. If these behaviors are not changed at an early
age, it is predicted that the child's developmental trajectory would worsen (Straker et
al., 2014)
Page 72 of 199
Andrea Yee Diongco
Term 01
AY 2022-2023
Figure 39. Types of play that children engage in (n=45)

Source: Are Filipino Children Still Playing? By Gomez et al.
Gomez et al.’s study compared FIlipino children’s spent time in engaging in

education like our Hong Kong peers, whereas the American counterpart gave a lot of
emphasis on unstructured play in their school curriculum. This could be one of the
reasons why Westerners spend more time playing freely than Asians. In spite of this,
Hong Kong children experience much more academic pressure than their peers, which
may account for the greater amount of time spent on educational activities at the
expense of playtime. It is important to note that Gomez et al.’s study highlights the need
of raising awareness among parents, educators, the community, and the entire nation
about the necessity of playtime and age-appropriate play for a child's development and
the lack of attention that it now receives. Additionally, the authors want to provide the
Filipino community a fresh viewpoint on play. In order to properly encourage and
include play into children's everyday routines, stakeholders need to evaluate the lack
of time spent playing and the preference for using toys among Filipino children.
Because of the lack of play spaces children are into technology
There are far too many activities for children to do, and they don't have enough
chances to play outside. Playgrounds and playtime have disappeared as a result of
video games, TV, after-school programs, and an increased emphasis on academics.
Children's development may be severely impacted by this decrease in free play.
According to a study, approximately one in four school-age children have
developmental delays or impairments, such as communication difficulties, language
issues, poor motor skills, and emotional deficiencies. One of the major risk factors that
could potentially impede a child's early developing processes is excessive screen
usage (Sinha, 2020). According to the American Academy of Pediatrics, screen time
for children between the ages of 2 and 5 should be limited to no more than 1 hour each
day. It is advisable to limit screen usage for children under the age of 18 months.
However, in the Philippines, research published by JAMA Pediatrics in November
2021, found that children had been spending roughly 7.7 hours per week on screens.
This is concerning since the amount of screen time has increased by double since the
pandemic, when it was 3.8 hours daily.
Page 73 of 199
Andrea Yee Diongco
Term 01
AY 2022-2023
Figure 40. Sedentary Behavior

Source: Laspine
Available: www.laspine.com/sedentary-lifestyle-leads-to-back-pain-in-children/
The number of hours children spend on screen time is at an alarming rate as

screen time links to obesity, irregular sleep cycles and shorter sleep duration,
behavioral issues, lack of social skills, aggression, and less time for play. Screen time
negatively promotes sedentary behavior on children which has a long-lasting impact
on early childhood development (Carson et al., 2018).
Number of Hours for Children Less Than One Year Old
Figure 41. Number of Hours for Children Less Than One Year Old
Source: World Health Organization
Available:https://www.who.int/news/item/24-04-2019-to-grow-up-healthy-children-
need-to-sit-less-and-play-more
Number of Hours for Children Less Than One to Two Years Old
Figure 42. Number of Hours for Children Less One to Two Years Old
Available:https://www.who.int/news/item/24-04-2019-to-grow-up-healthy-children-
Number of Hours for Children Less Than Three to Four Years Old
Page 74 of 199
Andrea Yee Diongco
Term 01
AY 2022-2023
Figure 43. Number of Hours for Children Less three to Four Years Old
Available: https://www.who.int/news/item/24-04-2019-to-grow-up-healthy-children-
Unstructured playtime is more valuable for a young child's developing brain

than is electronic media. Children younger than age 2 are more likely to learn and
remember information from a live presentation than they are from a video. By age 2,
children can benefit from some types of screen time, such as programming with music,
movement and stories. By watching together, you can help your child understand what
he or she is seeing and apply it in real life. However, passive screen time shouldn't
replace reading, playing or problem-solving.
22.1.15 Architecture as a Control to Child Development
Anthropometrics, ergonomics, and technology are tools used in design to make

sure every user of the space is comfortable. This implies the space's proportions with
the user, enhancing and standardizing equipment and procedures in order to efficiently
perform a task, and for architecture to progress through the use of technology.
2.1.15.1 Ergonomics and Anthropology
Ergonomics has long been part of our work environment and even in our home
and leisure environment. However, the priority of ergonomics focuses on the design of
work, the work environment, and work arrangements to prevent injury and increase
worker health, safety, productivity, and comfort which are all for an economic factor.
Manufacturing companies of ergonomic products, such as furniture and equipment,
focuses on adults’ comfortability, functionability, and aesthetic for sales and income
and does not consider children and children’s development, as potential clients of these
products are adults. Ironically, one of the basic principles of ergonomics is “moving”,
as being motionless can cause musculoskeletal disorders, yet the comfort that
ergonomics provides is not necessarily healthy as it restricts movements and promotes
a sedentary lifestyle. Thus, the comfort that ergonomics’ offer may restrict children’s
movement that will impede their development as children need to be in motion to
acquire an optimal cognitive, speech, social-emotional and physical development.
Furthermore, our spaces are over-furnished which are all prescriptive and there is no
flexibility in design. Furnishings and architectural environments may limit physical
motion and impede exploration of various actions. According to Friedrich (2016), the
constructed environment has made us more at ease with regard to modes of moving,
hence restricting our bodily potential. According to Pazzanese (2016), design shouldn't
compel the human body to act in a particular manner. Children need open-endedness,
investigation, and exploration to develop effectively, and restricting their movement can
stifle this development.
Page 75 of 199
Andrea Yee Diongco
Term 01
AY 2022-2023
Additionally, most of the built-in environment’s standardization is not

anthropometrically suitable for children. Most child-friendly spaces are limited such as
kindergarten, playgrounds, and schools. Childhood experiences in constructed and
natural surroundings vary, but are frequently characterized by adult control and
limitations. The design of children's environments adheres to the design authority's or
institutional agency's standard requirements. Such procedures did not allow children's
perspectives to be included in the architectural design process. As a result, children's
involvement in the design and planning of their built environment is disregarded.
Children have little say in the environment that shapes them, and they are expected to
follow the rules that adults create (Sener, 2006). It also implies that children have
limited sense of control and have fewer opportunities to move freely in space in a
physical world created entirely by adults.
2.1.15.2 Technology
Technological advancements and developments are aimed at improving

individual’s quality of life. The widespread use of digital devices at basically every
opportunity is one of the most significant innovations in the modern world used in
businesses, work, education, communication, transportation, and mostly in every
aspect of our lives. Technology in this modern times has helped in numerous ways in
the productiveness and comfortness in each adult.
Technology allows the ease of information accessibility where instant access

to an infinite amount of information thus having the ability to access the world’s
knowledge in an instant with just a click. This is due to the internet's widespread
availability of information from all around the world and the global interconnected
community of sharing knowledge (Advergize, 2020). However, a study by Fisher et al.,
(2021) argues that internet search reduces the likelihood of information being kept in
memory by making information retrievability important. Additionally, these findings
imply that using the internet for research causes online data to be mistaken for internal
memory, disguising the learning deficiencies brought on by the Internet.
Technical applications can help people stay focused and efficient by simplifying
complex processes. The ease of interruption from regular alerts and texts, on the other
hand, might impede work, potentially leading to a loss in concentration range.
According to a Canadian study, the average attention span has fallen from twelve
seconds to eight seconds (McSpadden, 2015).
Comparing the time when writing and sending letters takes days just to
communicate, instant messaging and video calls through the use of mobile phones,
tablets, and laptops are just a click away in being able to connect and communicate
worldwide digitally. Contrastingly, face-to-face communication is essential for learning
to build and maintain connections in child development. Successful interaction is
essential in everyday life. It is not only about properly expressing oneself verbally or in
writing, but also about comprehending other forms of communication. Nonverbal
Page 76 of 199
Andrea Yee Diongco
Term 01
AY 2022-2023
communication accounts for a large percentage of how we communicate with others,

and understanding these signs can lead to more successful interaction (Cumbria
County Council, n.d.).
As remote work and distant learning becomes the new normal, technological
devices have been an essential part of our everyday lives. With the help of
technological advancement, remote working and distant learning offers flexibility in
time and productivity. In opposition, distant learning for children increases screen time
and time indoors which has negative effects on their development and mental health.
Impact in academics of distant learning for children, limits children’s engagement with
their teacher as well as children finding it difficult to get teacher’s help in academic
lessons (Garcia & Vanbuskirk, 2022).
2.1.15.3 Ergonomics, Anthropology, and Technology.
The aspects of ergonomics, anthropology, and technology in architecture have

been standardized in how adults use and perceive space which left children and their
development to be often disregarded in the design of spaces. It is undoubtedly that
these three elements in Architecture allow adults to be productive and comfortable in
their work and workspaces. Being overly dependent on its comfort, losing dexterity and
our capacity to tolerate even little discomforts. Architecture for adults is organized,
controlled by a performative-oriented, technological world, and standardized with little
to no flexibility where children’s need to optimally develop is its contrast. Rather than
isolating the human body from the man-made environment, architectural design should
be employed with creativity and reorientation to create settings that tested our physical
abilities, rather than discouraged, a variety of activities that supported greater health.
Architecture for children should be based on children's perceptions rather than adults'
assumptions
2.2 Case Studies
2.2.1 International Case Studies
There are different approaches to design that other countries come up with to
focus on children’s development, most of which have a common concept of allowing
children to explore on their own as a way of learning through playing. These concepts
are:
2.2.1.1 Open-Ended Function
The first concept in the design of a playground that targets a child's creativity is
through using geometric, abstract, and simple forms as well as varying scale elements.
With the unambiguous shapes such as circles, squares, and triangles, children are able
explore the play elements with an open ended function to the way this equipment is
perceived and used that encourages children’s imagination and creativity. With the
Page 77 of 199
Andrea Yee Diongco
Term 01
AY 2022-2023
shapes’ unambiguous form, there is no right or wrong way of using the equipment
which allows children to interpret and invent their own imaginative play. Most of the
designed playgrounds devoid the traditional play equipment such as slides, swings,
and climbers which all prescribes children how to play that eliminates children’s
capacity to explore on their own. Additionally, traditional equipment pushes children to
be motionless, as the movements from slides and swings are caused by the equipment
itself and not the child themselves. The abstract stationary design equipment allows
children to be in motion with all the agility and flexibility they are capable of.
Figure 44. Drapers Field at London, United Kingdom, by Kinnear Landscape Architect
Figure 45. The Brutalist Playground, by Simon Terrill
Figure 46. Climbing Dome at Amsterdam, by Van Eyck
Page 78 of 199
Andrea Yee Diongco
Term 01
AY 2022-2023
Figure 47. Breakwater at Jamestown, New York, by Coryn Kempster and Julia
Jamrozik
Figure 48. Moerenuma Park at Sapporo, Japan,b y Isamu Noguchi
2.2.1.2 Sensory Elements
The second concept is through using different types of sensory elements for
the play equipment which enhances children’s immersive and sensory experiences.
With the use of colors, scent, sound, and materials, such as concrete, clay, wood,
foam, steel, and textile give children extra opportunities to learn through sensory
experience which are different from the usual materials seen on playgrounds that are
mostly plastic and padded material. A concept used by Simon Terrill in the Brutalist
Playground is through using a reconstructed colored foam was to recast the concrete
and steel looking structures, separating the formal qualities of the objects from their
materiality allowing children to investigate the cause-and-effect, playfulness, and
complexity object and its usage. A concept used by Simon Terrill in the Brutalist
Playground is through using a reconstructed colored foam was to recast the concrete
and steel looking structures, separating the formal qualities of the objects from their
materiality allowing children to investigate the cause-and-effect, playfulness, and
complexity object and its usage.
Figure 49. The Brutalist Playground by Simon Terrill
Page 79 of 199
Andrea Yee Diongco
Term 01
AY 2022-2023
Figure 50. F Sensory Playground, by EcoLogicStudio
Figure 51. Rail Trail Symphony at Charlotte, New York City By Kaboom!
Figure 52. Adventure Playground at China, by AnjiPlay
Horiuchi MacAdam
2.2.1.3 Natural Environment
The third concept is encouraging children to be engaged in the natural

environment. Children are more deprived off from nature than ever due to being
engaged more in technology and because of the lack of green and open spaces in the
urban area. Children and adults of all ages can benefit from spending time in nature.
Spending time in nature is likely to improve a child's mood and reduce negative
emotions in children who battle with anxiety or depression. Additionally, exposure to
Page 80 of 199
Andrea Yee Diongco
Term 01
AY 2022-2023
outdoors can increase children's sense of connection to their surroundings and foster
an interest in environmental preservation.
Figure 55. Yesler Terrace Park at Seattle, WA, by ForeverLawn
Figure 56. Reconstruction of Park at Kaliningrad, Russia, by Natalia Makarova
2.2.1.4 Risk Play
The fourth concept is allowing children to engage in risk play. Children must
learn how to manage risks. Although they are cautious by nature, they enjoy a
challenge. Presented with a play structure which does not challenge them, kids rapidly
become bored and potentially break their toys. They won't be harmed when they are
provided with a difficult play setting tailored to help them evaluate danger. An example
of which is the concept of Knitted Wonder Space 2 children are encouraged to push
themselves such as physically navigating the web by swinging, climbing, rolling, and
dangling. Each child engages in play at the level at which they feel most at ease.
Another concept by AnjiPlay is their “build on their own” play where they allow children
to use different types of objects and materials, such as planks and ladders, and drums
allowing them to build their own environment of play.
Horiuchi MacAdam
Page 81 of 199
Andrea Yee Diongco
Term 01
AY 2022-2023
2.2.1.3 Site Specific
The fifth concept is where playgrounds ought to be located. Van Eyck’s

designed more than 700 site-specific playgrounds all over Amsterdam, however,
currently there are only 17 playgrounds left. Van Eyck used Doesburg’s principle that
every area of the city had equal value and ought to be utilized, therefore embraced the
“infill” technique which utilized existing and overlooked spaces in the city to places for
social gathering and children's play (Caljouw & Withagen, 2017). Another similar
concept by Kaboom!, a company that promotes child play and active play products, is
to encourage kids to play often and incorporate it into their daily lives. Playing
everywhere, whether in bus stops, grocery, or sidewalk inspires individuals to consider
potential play spaces where any mundane circumstance may be transformed into a fun
and creative outlet for play.
Figure 58. Play anywhere, by Kaboom!
2.2.2 Local Case Studies

2.2.2.1 The New Rizal Park Children’s Playground
The Tourism Infrastructure and Enterprise Zone Authority (TIEZA) and the
National Development Plan support the development of Philippine products and culture
through raising the competitiveness of tourism in the Philippines. The development of
the New Children’s Playground will be located along Ma. Orosa St. corner Kalaw Ave.,
Rizal Park, Manila. The 15,899 square meters or 1.59 hectares park’s development
aims to integrate an interactive play area that are integrated with learning opportunities
that would highlight the Filipino culture and history as well as a theme park that revolves
around the archipelagic and terrestrial character of the Philippines. The Tourism
Infrastructure and Enterprise Zone Authority approved a Corporate Budget with a sum
of Eighty-Nine Million Two Hundred Twenty-Four Thousand Pesos (₱89,224,000.00)
for the New Rizal Park Children’s Playground.
Figure 59. Rizal Park Complex Conceptual Master Plan, by TIEZA
Page 82 of 199
Andrea Yee Diongco
Term 01
AY 2022-2023
The park would make use of a landscape area as an air pollution buffer, along
Ma. Orosa Avenue, which is inspired by the Banaue Rice Terraces. The terraces
inspired landscape area would integrate play equipment such as swings, see-saws,
and monkey bars. The development would also provide an area where Filipino games
such as piko, luksong baka, and tumbang preso would be introduced to the new Filipino
generation. Children’s play areas are subdivided based on their age groups (1-4, 5-
9,10-12, and 13-18). An area for children’s parents and caretakers can sit and watch
over the children is also integrated in the development plan.
Figure 60. Rizal Park’s Children Playground

Available:https://tieza.gov.ph/wp-content/uploads/2022/10/CONCEPTUAL-DESIGN-
CHILDRENS-PLAYGROUND.pdf
2.2.2.2 Terra 28th at BGC, Taguig City
An 8,344 square meter park is an outdoor playground that has a Pinoy area
where traditional Filipino games can be played. The park’s Rest and Play Ribbon
playground uses a brightly colored and unusual shape of the traditional playground
equipment such as monkey bars, see-saw and swings and is part of their art to attract
children. The concept of the park used the principles of design and composition such
as line, color, space, rhythm, emphasis, balance, and unity in their design park. The
“color me” chameleon is one of the interactive attractions that allows children to change
the color of the blocks through turning or switching the block around. The park also has
an interactive sculpture where the sound produces different sounds each time a child
step on it.
Figure 61. Piko Area, Terra 28th
Page 83 of 199
Andrea Yee Diongco
Term 01
AY 2022-2023
Figure 62. Rest and Play Area, Terra 28th
Figure 63. Musical Steps, Terra 28th
Figure 64. “Color Me” Chameleon, Terra 28th

2.2.2.3 Sky Park at SM City Cebu
A 728 square meter viewing deck at the rooftop of SM City Cebu, the world’s
largest malls, where Sky Play is a new playground in the upper mall. Filipino industrial
designer, Kenneth Cobonpue, worked with his signature of the combined natural
materials and traditional craftsmanship using modern forms. His design concept was
using his imagination “where gigantic creatures roamed the land and seashells
provided shelters to sailors and mermaids” come to life. Cobonpue used a durable
polyethylene plastic and nylon material for his woven creations and a soft artificial grass
and recycled rubber for the surface. The playground used swings, balancing beams,
see-saws, and monkey bars - the standard playground equipment with a modern
appearance.
Figure 65. SkyPark, by Kenneth Cobonpue
Page 84 of 199
Andrea Yee Diongco
Term 01
AY 2022-2023
2.3 Concepts and Theories
2.3.1 The Theory of Deconstruction by Jacques Derrida
The theory of deconstruction emerged in the 1980s in opposition to modernism

and postmodernism. It is sometimes represented by deformed geometry or the
fragmentation of created buildings and is defined by the absence of harmony, unity,
and symmetry. This philosophy is motivated by a desire for the affirmation that comes
with the existence of an unchanging truth, or an unchanging meaning that explains how
we fit into the universe. Derrida’s desire to attempt to get at the “logos”, the ultimate
definition, which some people may refer to as real knowledge, also referred to as
logocentrism.
In essence, the deconstruction philosophy holds that there is no one correct

method to read written material and that written words are a part of subjective truth.
Words have diverse meanings depending on their context and how they are used by
different individuals. The concept of "An absolute truth" is at the center of all concepts
of right and wrong, good and bad that have been communicated through written word
for ages. Derrida's theory challenges us to examine our perceptions of reality and to
doubt the existence of an ultimate truth. He challenges us to examine our assumptions
and strive to uncover significance by careful consideration and an objective eye so that
we may see the worth in the concepts that are frequently disregarded. Architects like
Peter Eisenman and Bernard Tschumi were intrigued by the notion of reexamining
predetermined ideas. Deconstruction aims to break the modernist principles of "Purity
of Form" and "Form follows Function." In an effort to discover what the opposite of
these traditions may give, it makes an effort to challenge all widely recognized
architectural traditions. Derrida's theory also challenges us to examine opposing
viewpoints in order to learn about potential previously undiscovered information. It
challenges us to embrace the mystery rather than search for solutions. This theory’s
primary function is to challenge everything we take for granted.
2.3.1.1 Deconstruction in Early Child Education Philosophy
An article by Andrew Gibbons (2020), associate professor at the School of

Education, titled “Towards and Away From a Philosophy of Play” discusses the
Deconstruction theory of Jacques Derrida as an early childhood education philosophy
as a critique to the education in Aotearoa New Zealand where research and related
government policies are progressively prescriptive of the consequences of play. In
particular, the basic goal of early education is described as a method for ensuring
society that every single child would be subject to the law of play. Play is criticized as
a strictly regulated and planned childhood activity that is rationalized for its practical
applications. The child player is controlled by play-knowing procedures that limit
assertions of knowledge regarding the nature and purpose of children's play.
According to Gibbons, Derrida's theory invites thought on the truth of children's

play and how we evaluate our comprehension of infancy and recreation. Remarks
Page 85 of 199
Andrea Yee Diongco
Term 01
AY 2022-2023
regarding childhood are seen to have value and significance for those who want to
grasp how they fit in society as a whole. Derrida's play disturbs the conventionally
regulated and scheduled investigation of child's play, allowing for an investigation of
emotions and sensations contrasting with our performance-oriented, technical society.
His work promotes a more thorough investigation of the importance and function of
play and youth in the modern world.
Considering play as a child's labor can be interpreted as a sort of social control,

as it promotes preconceived notions about youth and its importance. The way this
approach to play is based on work concepts, which implies that the kid is viewed as
someone who works and the adult as an authority figure. The grown-up is in charge of
developing rules that govern the essence and intent of various sorts of play. This calls
into discussion the independence of play if its objectives and results are set by
grownups. Play as labor the theory emphasizes the complicated relationship between
play, children, and the world, as well as how social norms and conventions shape our
understandings of play.
Technical rationality also encompasses the controversial working player idea

of modern ECE philosophy, which denotes that the play process itself is the valuable
output of play. A technocratic and rationalized interpretation of the child's behavior
results in a process. Emphasizing play as the process of action rather than the product
raises concerns with the use of the natural and transcendental child to signify play as
a legitimate form of work for children. Derrida's deconstruction is expressed as a way
of thinking about the world as difference, and in this way, thinking about play would
include engaging in play in all of its infinite meaning rather than focusing on a certain
type of play. A Derridean deconstruction of play is a continuation; it does not aim to
disclose a definitive object to play with. Derrida encourages undetermined play as he
views play as occurring nowhere and having no specific organization. Unthinking about
planning, a child might be risky and go by many titles. Derrida urges us to experiment
with the uncertain because: "If there is no "experience" of the uncertain at the time of
choice, then the decision will be nothing more than the mechanical application of a
rule." it also gives space for potential future interpretations.
2.3.2 Urban Play by Helen Hadani and Jennifer Vey
Public spaces and placemaking can encourage children's play and playful
learning to support their holistic and healthy development, according to a growing body
of research on the interaction of play, playful learning, and the built environment. By
uniting the various domains of play and placemaking, the UPF bridges this gap by
helping to better understand the complexity of play in cities and to offer practical advice
in a clear and comprehensive framework (Hadani & Vey, 2021). For the purpose of
constructing play-based interventions to enhance a child's growth and development
and learning, the UPF is structured around three essential dimensions:
2.3.2.1 Time and Choice
Page 86 of 199
Andrea Yee Diongco
Term 01
AY 2022-2023
This paragraph emphasizes the significance of giving little ones enough

playtime and the chance to participate in their own play. According to research
undertaken by the Real Play Coalition, kids and their parents want a greater amount of
play in their lives. Yet, due to technological distractions, it has grown more difficult to
find opportunity to play.
2.3.2.2 Space and Facilities
In order to engage in various play styles, children must have access to a safe
environment, a wide range of amenities and equipment. Cities are not well suited for
families with children, and it can be difficult to locate safe areas for kids to play alone.
Designers are exploring child-friendly spaces to underline the significance of making
streets and other public areas safer and more enjoyable for kids and their caretakers.
2.3.2.3 Facilitation
This focuses on the responsibilities of adults (parents, teachers, community

members, and city leaders) in facilitating and supporting a play environment for the
children. Allowing children to be independent and explore on their own whilst still being
providing children safety in the community.
Figure 66. Urban Play Framework

Source: Brookings
Available:www.brookings.edu
2.3.3 Creative Learning Through Movement
A somatic approach to social-emotional learning for children is called Creative

Learning Through Movement (CLTM) which in result improves the motor, cognitive,
language, and social-emotional learning. Experiential learning is the foundation of the
learnings where students explore, discover, and create through movement. The
somatic practices and movement explorations are based on fundamental motor-
emotional patterns and developmental movement patterns that have a significant
impact on how people behave and function. The children learn how to create and shape
their own distinct movement through guided movement questions. Children are actively
involved in running games and cooperative activities during dynamic group activities
where they develop their social, interpersonal, and group abilities. (Creative Learning
Through Movement, n.d.)
Page 87 of 199
Andrea Yee Diongco
Term 01
AY 2022-2023
2.3.4 Affordance Theory by James Gibson
According to the Affordance Theory of the Psychologist James Gibson, some

actions are caused by how we perceive the environment. The perception of
affordances, or physiological responses suggest possible courses of action that occur
immediately and directly without any sensory processing. This theory allows us to
comprehend the interaction between surroundings and its users, especially in terms of
shape and function. An individual's capacity to recognize affordances is body-scaled,
according to an empirical investigation on the affordances of stair climbing which
showed the relationship between riser height and leg length and the capacity to make
use of stair ascending affordances. It would seem evident that designers should take
younger children's scale variations into account when creating an environment as
contrasted to those of older children or adults. (Young & Cleveland, 2021)
Figure 67. Affordance Theory, by James Gibson
2.3.5 Nudge Theory by Richard Thaler
Nudge theory is concerned with providing options that impact the choices we
choose. The theory stresses the need to arrive at judgments based on the way
individuals actually interact with one another, which is often irrational and natural,
rather than what rulers and those in power have previously imagined individuals to be
reasonable and ethical.
Figure 68. Nudge Theory, by Richard Thaler
2.3.5 Zone of Proximal Development by Lev Vygotsky
Lev Vygotsky's phrase zone of proximal development refers to the area among
what an individual may accomplish by themselves and what they're able to do with
guidance from adults or in partnership with their older counterparts. The ZPD
challenges are suitably complex and properly guided, making them intrinsically
engaging and gratifying for the learner (Kurt, 2020).
Page 88 of 199
Andrea Yee Diongco
Term 01
AY 2022-2023
Figure 69. Zone of Proximal Development, by Lev Vygotsky
2.4 Establishment & Build-up of Premises
Poor early childhood development in the Philippines has long been a problem
that governments and NGOs are trying to solve. The COVID-19 pandemic worsened
the situation of children, especially the underprivileged ones, and children in the early
childhood stage due to the forced stay at home lockdown. The Philippines enforcing
the longest and strictest lockdown have affected the four domains of development of
early childhood due to the lack of face to face encounter, lack of movements, and lack
of public play spaces where they can play - an important role in the development of
children. Additionally, due to the rapid urbanization, public recreational spaces are not
prioritized thus playgrounds are forced to be inside the malls, indoor playgrounds such
as Kidzoona, Kidzcity, Kidzania and others more. However, indoor playgrounds affect
the cognitive development of children due to the controlled environment where
temperature, lighting, and humidity remain constant all throughout. The physical
environment is a critical factor in children’s play and development but despite that,
important factors in a progressive Architecture like technology, ergonomics, and
anthropometry impacts negatively on child development acting as a controlled system
that limits children’s development. Poor early childhood not only affects children in their
early stages of life but it has a long lasting effect on adulthood.
Page 89 of 199
Andrea Yee Diongco
Term 01
AY 2022-2023
CHAPTER 3
FRAMEWORKS, DEVELOPMENT OF
DIALECTICS, THESIS STATEMENT,
AND METHODOLOGY
Page 90 of 199
Andrea Yee Diongco
Term 01
AY 2022-2023
Chapter 3: Development of Dialectics, Frameworks and Methodology
3.1 Development of Dialectics
Thesis:
Disregarding ergonomics, anthropometrics, and technology as an organized,

controlled by a performative-oriented, technological world, and standardized
architectural element in designing for a playspace for children will help enhance
children’s movement and creativity that is essential in children’s optimal development.
Anti-Thesis:
Ergonomics, anthropometrics, and technology is an essential part of a

progressive Architecture. Without these, designers would not be able to design a space
with comfort, functionality, and safety in mind that is built to equip a specific age range.
Synthesis:
Applying the Deconstruction theory and Urban Play framework to the playspace
would provide a new perspective to the standardized architectural environment of
playspaces to be safe and inclusive to children’s growth and development that lacks in
the current playspaces. Investigating the expressions and experiences of children with
their absolute play for their development.
3.2 Declaration of Thesis Statement
Investigating the new ways of designing a playspace to unleash the full potential
of children’s development through the integration of the deconstruction theory and
urban play framework would allow children’s development to be included in the
planning design of playspaces. Deconstruction of the definition of play and playspaces
would delimit the assertions of knowledge regarding the nature and purpose of
children's play enhancing children’s movement and creativity that is part of their holistic
child development.
3.3 Theoretical Framework
The theoretical framework of the study utilized two theories, the Deconstruction
theory by Jacques Derrida and the Urban Play Framework by Helen Hadani and
Jennifer Vey. First, the deconstruction theory deconstructs the meaning of play where
for children, play can mean an infinite, whereas for adults, the meaning of play can be
narrowed down as adults regulate and rationalize play as practical applications. With
Page 91 of 199
Andrea Yee Diongco
Term 01
AY 2022-2023
adult’s limitations in the knowledge and purpose of children’s play, this limits children’s
movement and creative thinking. Deconstruction theory allows us to challenge and
examine what we take for granted and investigate opposing viewpoints of children’s
standardized traditional playground equipment that is prescriptive, lacks challenge, and
stationary. Play is a continuation and it does not aim to disclose a definitive object to
play with. The Urban Play Framework on the other hand is a design approach for
children’s holistic development through its three (3) essential dimensions: time and
choice, space and facilities, and facilitation that is still based on the perception of
children. Space and facilities are linked to children’s play equipment’s open ended
function having multiple types of play. Time and choice allows children to have their
own version of play which can be infinite and unruled by adults. And lastly, facilitation
allows children to be safe through the facilitation of adults.
Figure 70. Deconstruction Theory Theoretical Framework

Source: Author
Figure 71. Urban Play Theoretical Framework

Source: Author
Page 92 of 199
Andrea Yee Diongco
Term 01
AY 2022-2023
3.4 Conceptual Framework
Through integrating the two main theories of Deconstruction and Urban Play,
the objectives of (1) To integrate the studied considerations in designing a playspace,
(2) To provide a playspace that promotes movement and creative thinking through play,
(3) To create a playspace program that doesn’t direct children’s play, (4) To propose a
play space that values children’s play and development, would be able to achieve along
with integrating the supporting theories and concepts of Affordance Theory, Nudge
Theory, Creative Learning Through Movement, Color Psychology, and Zone of
Proximal Development. The affordance theory would aid in the development of an
open-ended play equipment. The Nudge Theory and Creative Learning Through
Movement would aid in children’s choice of play and movement. And lastly, the Zone
of Proximal Development theory would be facilitated by the adults.
Figure 72. Conceptual Framework

Source: Author
3.5 Methodological Framework
This study utilizes the qualitative and quantitative approach in gathering data in
order to determine the problems impacting poor early childhood development in our
country that has a long lasting effect in an individual's life. Reviewing case studies,
research papers, news articles, clinical studies, and books related to the study are the
strategies and approaches employed.
Page 93 of 199
Andrea Yee Diongco
Term 01
AY 2022-2023
Figure 73. Methodological Framework

Source: Author
3.6 Analytical Framework
The methodologies and processes for this research project involve formulating
questions on children, child development, and playspaces in order to collect and
evaluate data. In order to get the data or information required for the study, objectives
must be derived from these questions. The information acquired will be further
examined to get the results required for the research. The proposal will also evaluate
all aspects of the selected site to enhance the space and environment so that it is most
suitable for users, considering the present state of playspaces and play equipment in
the Philippines.
# Research Data / Data Expected

Questions Research Informatio Gathering Output
Objectives n Needed Method and
Analysis
1 What is the To determine the List of Research List of

demographics, demograp Studies, demograp
demographics
issues, and hics, surveys, hics,
of the children behavior of issues, Demographi issues,
children and cs from the and
in the
behavior of Philippine behavior of
Philippines? children Statistics children
Authority
(PSA)
2 What are the To identify the List of Government List of

governmental initiative and Non- initiative
different
and NGOs programs government programs
initiative different from organization from
programs and Governme (NGO) Governme
programs that
initiatives for nt and programs nt and
the Philippine child Non- and Non-
development governme initiatives governme
government is
nt data, nt
Page 94 of 199
Andrea Yee Diongco
Term 01
AY 2022-2023
doing to Organizati Research Organizati

on Studies, on
address poor
DSWD,
child ECCD
Council
development?
3 What are the To identify the List of child Research List of child
different stages developm Studies, developm
stages of child
of children’s ental Research ental
development? development stages Papers, stages
Books
4 What are the To identify the List of the Research List of the
domains and domains Studies, domains
domains of
their importance and Research and
each in each description Papers, description
development of each of each
developmental Books
developm developm
stage? ental ental
stages stages
5 What are the To identify how List of the Research List of the
the COVID-18 domains Studies, domains
domains of
pandemic that are Research that are
developmental affected lacking in Papers, lacking in
children’s children children
stage that are Case
development before and before and
lacking in before and after during the Studies, during the
the COVID-19 COVID-19 News COVID-19
children before Articles
pandemic pandemic pandemic
and during the
Covid-19
lockdown?
6 What are the To identify the List of the Research List of the
importance of effects of Studies, effects of
long term
child poor early Research poor early
effects of poor development as developm Papers, developm
part of adulthood ent in ent in
early childhood Case
adulthood adulthood
development in Studies,
News
adults? Articles,
Clinical
Studies
7 Why is
play To determine the List of the Research List of the
importance of importanc Studies, importanc
important in
play in children’s e of play in Research e of play in
childhood development childhood Papers, childhood
developm developm
development? Case
ent ent
Studies
8 What are the To determine the List of the Research List of the
different types of different Studies, different
different types
play in each age types of Research types of
of play in each life stages play in Papers, play in
each life each life
life stage? Case
stages stages
Studies
9 What is the To determine the List of Research List of

current state, problems Studies, problems
current state of
problems, and in in
public play issues of public playspace News Article playspace
spaces or s and s and
playgrounds in public public
parks in parks in
Page 95 of 199
Andrea Yee Diongco
Term 01
AY 2022-2023
parks in the the Philippines the the

Philippines Philippines
Philippines?
10 Do indoor and To identify the List of the Research List of the

different effect of effects of Studies, effects of
outdoor play
play indoor and indoor and
environments environment on outdoor Research outdoor
children's play Paper, play
have an effect
development environme Case environme
on children’s nt Studies, nt
development? Clinical
Studies
11 Does To determine the List of the Research List of the

architectural architectur Studies, architectur
architecture for
needs of al al
adults and children in their difference Case difference
development of adult Studies of adult
children differ?
and child and child
12 How can child To identify the List of local Research List of local
elements of and Studies, and
development
Architecture that internation internation
be addressed would enhance al case Case al case
child study’s Studies study’s
architecturally?
development solution to solution to
developm developm
ental ental
playspace playspace
s s
Table 11. Analytical Framework

Source: Author
Page 96 of 199
Andrea Yee Diongco
Term 01
AY 2022-2023
CHAPTER 4
STUDY PROPER
Page 97 of 199
Andrea Yee Diongco
Term 01
AY 2022-2023
Chapter 4: Study Proper
4.1 Criteria for Site Selection
The following are the criteria for choosing a site that take into consideration the
elements present in the maps, real images, and necessary documents that are
essential for envisioning the site's potential in all physical aspects that would be
appropriate for the project.
4.1.1 Demography
Site location is crucial to addressing children’s optimal development, addressing the
issue would require to know the area that has a major number of children in the low to
middle income status in the macro-level site in Metro Manila.
4.1.2 Location
The proposed site is intended to be accessible to the Filipino children and their
caretakers which is ideally located in a residential neighborhood in the densified urban
community that lacks recreational, parks, and open spaces.
4.1.3 Access
The proposed site should be accessible to the street and pedestrians as well as
vehicular access to the site of the community.
4.1.4 Visibility
The proposed site is not necessary to be located along the major road, however, it
should be easily visible from the road and have unobstructed views for easy
wayfinding.
4.1.5 Open and Void Spaces

Based on the case studies presented using the “infill technique” in the urban area, the
void typologies to be considered include unoccupied or abandoned properties that are
often overlooked, as these spaces have equal value that is ought to be utilized.
4.1.6 Natural Environment

One of the concepts in the case study encourages children to be engaged with nature.
Due to the lack of a green environment in the urban city, children and adults would
benefit from spending time with the natural environment such as vegetation, trees, and
landscape elements that helps in being connected with nature.
4.1.7 Safety
Safety is crucial in developing a playspace for children. The proposed site should be
safe to use and free of any potentially dangerous aspects such as hazardous
environment, electrical transmission lines, and disaster-prone areas. The site should
also have a limit of one (1) entry points for the safety and security of the children.
Page 98 of 199
Andrea Yee Diongco
Term 01
AY 2022-2023
4.1.8 Site Capacity

The lot size allotted for the playspace should be adequate to cater the children
of the community within the 500m radius.
4.2 Site Selection Process
4.2.1 Macro Level Analysis:

4.2.1.1 Nutritional Status
In selecting the site for children’s playspace, it is crucial to identify the highest
number of children that have severe malnutrition as well as overweight children. The
research identified Quezon city as the highest among the cities in Metro Manila in both
the criteria. According to the Philippine Statistics Office (2017), the total population of
children with severely underweight category in Quezon City totals to 389,024 children,
underweight category totals to 2,047 children, and overweight children totals to 1,503
children. Quezon city has a doubled amount of severely underweight children. (Figure)
Figure 74. Nutritional Status Aged 0-5

Philippine Statistics Authority
http://rssoncr.psa.gov.ph/sites/default/files/Quickstat_FC_2018.pdf
4.2.1.2 Reported Cases of Child Abuse
According to the survey, the number of recorded cases of child abuse dropped
in 2018 in comparison with 2015, with child parent disputes being the most common
cause of abuse. Female children have been found to be mistreated more frequently
than male children, and the general awareness of the negative impacts of maltreatment
on kids urged reporting, which affects the number of reported events.
Figure 75. Reported Case of Child Abuse

Quezon City Government
Quezon City
Page 99 of 199
Andrea Yee Diongco
Term 01
AY 2022-2023
Quezon City is the largest city of the Philippines. It is Metro Manila's biggest
capital, covering one hundred and sixty square kilometers and divided into six
congressional regions and one hundren and forty-two barangays. Quezon City also
houses many country's major offices and organizations.
Figure 76. Six Legislative District of Quezon City, Zoning Map

4.2.1.3 Geographical Profile
Quezon City is a city in Metro Manila's northeastern section, surrounded by

numerous additional cities and provinces. With a total land area of sixteen thousand
hectares, it is the largest city in the area, almost four times of the total area of Metro
Manila.
Figure 77. Land Availability Map

4.2.1.4 Population Growth
According to the Philippine numbers Authority's official 2015 census numbers,

Quezon City is the most populous municipality in Metro Manila, accounting for almost
one-fourth of its population of two million nine hundred thirty-six thousand (2,936,000).
With an area of almost sixty-four square miles, the city also ranks first among the top
thirty-three most populous cities in the country, with approximately forty-six thousand
(46,000) people living there per square mile.
Page 100 of 199

Andrea Yee Diongco
Term 01
AY 2022-2023
Figure 78. Distribution of Population, Metro Manila 2015

Figure 79. Population Density Map

Due to the high population number of Quezon city, In the most recent 10th Cities
and Municipalities Competitiveness Index, Quezon City was declared the Overall Most
Competitive highly urbanized city in the Philippines, followed by Manila and Pasay.
Naga, Legazpi, and Antipolo were designated the Overall Most Competitive component
cities, in that order (Cahiles, 2022).
Figure 80. Population, Land Area and Density by Region

Source: (Philippine Statistical Yearbook, 2019)
4.2.1.5 Demographic Profile

4.2.1.5.1 Population by Sex and Age
According to the 2015 Philippine Statistics Authority, the population of children

below 18 total to almost 500,000 children in Quezon city and specifically, children under
the age of 5 totals to 125,072 children. Young population of 0-30 accounts to half of
the major population than the elderly.
Page 101 of 199

Andrea Yee Diongco
Term 01
AY 2022-2023
Figure 81. Population by Sex and Age Classification

by Quezon City Government
4.2.1.6 Land Area and Land Use
Because of the abundance of property types and business districts, Quezon

City has an elevated population density. The northern half of the city, located in the
lower reaches of the Sierra Madre Mountain range, is mainly home to the La Mesa
River Watershed Reservation, Metro Manila's largest reservoir and a recognized
conservation area.
Figure 82. Land Use Map

Figure 83. Multi Centered Growth Area

4.2.1.7 Topography
The City's slope ranges from less than eight percent to fifteen percent, making
it relatively achievable. Additionally, there is an insignificant, dispersed geographical
area with an incline that could be used to create playgrounds and open spaces.
Page 102 of 199

Andrea Yee Diongco
Term 01
AY 2022-2023
Figure 84. Topography Map

Topographic Map
Figure 85. Slope Map

Figure 86. Soil Type

4.2.1.8 Hazard Maps
Quezon City is impacted by the West Marikina Fault of the Marikina Valley Fault
System. It follows the downslope east of Violago Parkwoods in the northeast, south to
Northview Subdivision, Capitol Park Homes, Loyola Grand Villas, Industrial Valley
Subdivision, St. Ignatius, and southeast to Green Meadows Subdivision in Ugong
Norte.
Page 103 of 199

Andrea Yee Diongco
Term 01
AY 2022-2023
Figure 87. Flood Hazard

Figure 88. Earthquake Hazard

Figure 89. Informal Settlers Map

4.2.2 Meso Level Analysis

4.2.2.1 District Level Malnutrition
The next stage in the site selection analysis, is meso-level analysis focusing on
the specific district in Quezon city that has a high malnutrition rate to effectively locate
children’s developmental playspace. According to the Quezon city government, district
II had the greatest rate of malnutrition at the district level with 0.66%. Other districts
saw prevalent malnutrition rates that were lower: 0.45% in District III, 0.63% in District
VI, 0.61% in District V, and 0.51% in each of the first three districts. Having Analyzed
the opportunities in developing a playspace for children’s optimal development among
the six districts in terms of zoning, population, and hazards, District II was chosen as
this area has the most number of population of children with malnutrition, densified
Page 104 of 199

Andrea Yee Diongco
Term 01
AY 2022-2023
residential zone, and less hazard prone area in Quezon City. District II includes Bagong
Silangan, Payatas, Commonwealth, Holy Spirit, Batasan hills. In order to narrow down
the focus of this study the primary focus of the analysis shall be situated in District II:
Commonwealth.
Figure 90. Commonwealth Map

OpenStreetMap
4.2.2.2 Geographic Profile
District II’s barangay Commonwealth area has a total land area of 59.721km².
The land zoning consists of residential area mostly medium to high density residential
zones.
Figure 91. Land Use Map

Source: Quezon City Government
4.2.2.3 Population Growth and Size
According to the Philippine Statistics Authority's 2020 Census, the total number
of residents of Municipal Commonwealth in District II is around two hundred thousand
individuals, making it one of among the most highly settled neighborhoods in the area.
This figure represents a rate of Quezon City's total population. In comparison to the
2015 census a net gain of fourteen thousand people. Commonwealth is the most
populated of Quezon City's a factor of most populous barangays, comprising all six
divisions.
Page 105 of 199

Andrea Yee Diongco
Term 01
AY 2022-2023
Figure 92. Top Ten Populous Barangay

Figure 93. Population, Distribution and Growth Rate by District

4.2.2.4 Demographics
4.2.2.4.1 Age and Sex Population
Young population is greatest at the district level compared to the elderly.

Children ages 0-4 have a total of 19,544 children and children ages 5-9 have a total of
19,530.
Figure 94. Total Household Population by Sex

4.2.3 Micro Level Analysis

4.2.3.1 Site Options
The selected site options of the researcher are void and unused open spaces
in the barangay Commonwealth area. The site has limited open spaces as most of the
open spaces in the area are located in privately owned area and subdivisions, in
addition to that, selecting a site in a medium to high density residential area have fewer
void spaces due to residential structures covering most of the land area.
The selected choices for site selection have a wide area of void land which can
be subdivided to a portion when a site has been chosen to accommodate the specific
number of children.
Page 106 of 199

Andrea Yee Diongco
Term 01
AY 2022-2023
Site 1: Don Mariano Marcos Ave and Don Jose Ave

Color Coded Blue
Lot Size: 13,000 sqm
Site 2: Don Mariano Marcos Ave

Color Coded Green
Lot Size: 14,964 sqm
Site 3: Republic Ave, Juan Ortega, and J. Paredes St.

Color Coded Pink
Lot Size: 6,248 sqm
Figure 95. Site Options

By Author
4.2.3.1.1 Table of Site Selection
Site Selection Site 1: Don Site 2: Don Site 3: Republic

Criteria
Mariano Marcos Mariano Marcos Ave, Juan Ortega,
Ave and Don Ave and J. Paredes St.
Jose Ave
Demographic
Location
Access
Visibility
Open and Void

Space
Natural
Environment
Safety
Site Capacity
Table 12. Table of Site Selection
Suitable
Page 107 of 199

Andrea Yee Diongco
Term 01
AY 2022-2023
Slightly Suitable
Not Suitable
Table 13. Color Reference
4.2.3.1.2 Description of Table of Site Selection
Through the table of site selection above, the researcher would identify the best site
location using the color-coded reference of suitable, slightly suitable and not suitable
for the site's established site selection criteria. (Table 13) The table below shows the
description as to why the site is suitable or not. This would help the researcher identify
the site with proper considerations.
Site Site 1: Don Mariano Site 2: Gen Site 3: Republic

Selection
Marcos Ave and Don Evangelista St. Color Ave, Juan Ortega,
Criteria
Jose Ave and J. Paredes St.
Demographi The site does not The site does not The site targets the
c target the low to target the low to low to middle income
middle income family middle income family family
Location The site is located in The site is located in The site is located in
the target low density the target medium the target high
residential area density residential density residential
area area
Access The site is far from the The site is far from The site is easily
target community the target community accessible to the the
target neighborhood
community
Visibility The site is highly The site is visible as The site is highly
visible in both major it is located on the visible to the target
and minor road major road community as it has 3
roads in its perimeter
Open and The site is an unused The site is an unused The site is an unused
Void Space and open space and open space and open space
Natural Being located at the The site has an The site has an
Environmen major road, there are existing trees and existing trees and
t less natural shrubs in the area shrubs in the area
environment such as
trees
Safety Being located at the Being located at the Being located in the
major road, road and major road, road and minor road and
vehicular hazard is the vehicular hazard is neighborhood area,
number one danger the number one the site is less
danger accident-prone area
Site The site capacity is The site capacity is The site capacity is
Capacity large enough to large enough to large enough to
accommodate children accommodate accommodate
in the target children in the target children in the target
community community community
Table 14. Description of Table of Site Selection
Page 108 of 199

Andrea Yee Diongco
Term 01
AY 2022-2023
4.2.3.2 Site Location

Site 3: Republic Ave, Juan Ortega, and J. Paredes St.
The researcher was able to choose the best site location through the table
above. The site chosen is on the corner lot of Republic Ave, Juan Ortega, and J.
Paredes St. In terms of how the site was chosen, the researcher looked into the low to
middle class densified residential zone area of the Commonwealth. The researcher
dwelled on using the “infill” technique based on the case studies, where void and
unused areas have an equal value and ought to be utilized. The site chosen is an
unused area having no structure built on, moreover, there is an ease of accessibility
and proximity in the community for the children and their caretakers in the community.
Initially, the whole vacant lot has of site number 3 has 6,248 sqm, however,
Figure 96. Site Location

By Author
4.2.3.3 Site Analysis

4.2.3.3.1 Sun Analysis
The sun’s movement in the diagram shows where the sun’s movement would
hit across the day. The afternoon sun would hit at the back portion of the site. Sun
diagram movement would be a great factor in contributing to the zoning of programs.
Figure 97. Sun Analysis

By Author
4.2.3.3.2 Wind Analysis
Page 109 of 199

Andrea Yee Diongco
Term 01
AY 2022-2023
The wind analysis diagram shows the northeast wind known as the amihan that
releases cool wind during cold season and the southwest wind as the habagat that
releases hot wind during summer. The diagram also shows the direction of the wind
and rain.
Figure 98. Wind Analysis

By Author
4.2.3.3.3 Road Map
The road map shows the existing major and minor roads in the selected site.
The site has three roads in its perimeter as being located in the corner lot. The major
roads are Republic Ave, Juan Ortega Street, and J. Paredes St. as a minor road.
Figure 99. Road Map

By Author
4.2.3.3.4 Zoning Map
The zoning map analysis shows that the site location is surrounded by a
residential zone area which is mostly medium to high density. The site location is in its
target area.
Figure 100. Zoning Map

By Author
Page 110 of 199

Andrea Yee Diongco
Term 01
AY 2022-2023
4.2.3.3.5 Figure Ground Map

The figure ground map shows how densely packed the residential zone is in the
Commonwealth. Private subdivision houses are the only structures that have a proper
setback whereas high residential areas don’t have proper setbacks and open spaces.
Figure 101. Figure Ground Map

By Author
4.2.3.3.6 Contour Map
The contour map diagram shows the elevation of the surrounding area. The site
location is located at a medium elevation which is 70m above the sea level. On the
upper most right is where the depreciation of the elevation occurs.
Figure 102. Contour Map

By Author
4.2.3.3.7 Water Map
The water map shows the nearby body of water which is the Tullahan river. This
river is connected to Manila Bay.
Figure 103. Water Map

By Author
4.2.3.3.8 Hazard Map: Flood Map
Page 111 of 199

Andrea Yee Diongco
Term 01
AY 2022-2023
Since the area has typically a high contour, one of the reasons for its high flood risk
area on the upper region, is because of the existing Tullahan river. On heavy rains,
water from the river would possibly rise especially in the high flood risk areas.
Figure 104. Flood Map

By Author
4.2.3.3.9 Vegetation Map
The vegetation map highlights the existing trees and shrubs in the area. This depicts
how private subdivisions and institutions have more green areas than those of high
density residential zones. The site chosen also has an adequate number of existing
trees.
Figure 105. Vegetation Map

By Author
4.2.3.3.10 Landmarks
The site is surrounded mostly by housing structures which are private subdivision and
attached residential structures. The site is also located nearby schools for grade school
students, however, there is only one daycare center in the area and it is located far
from the site location.
Page 112 of 199

Andrea Yee Diongco
Term 01
AY 2022-2023
Figure 106. Landmark Map

By Author
4.2.3.4 SWOT Analysis

Strengths
1. The site location has a large target market for children being located in a high-
density residential zone.
2. Major and minor roads are not high traffic areas.
Weaknesses
1. The site is located near the Tullahan river which is the cause of flood risk areas
especially during the rainy season.
2. Located near a major road that may cause air pollution from vehicles.
Opportunities
1. The vacant total lot is wide enough which can be an opportunity for an extension
for future playground development.
2. Children can visit the site through a walking distance.
3. Can serve as an open and green space to the densified neighborhood
community.
Threats
1. Only a portion of children from the barangay Commonwealth can be

accommodated.
4.3 Criteria for Maintenance and Safety Feature of the Playspace
4.3.1 Within the Playspace:
a. Playground Supervision
Adult supervision is the main playspace rules supervised by the parents or

caretakers as well as designated play workers by the local council. The
playspace must not have any visual barriers and should be seen all areas at
once. A barrier from the perimeter surrounding the playspace shall keep the
children from wandering off without supervision.
b. Maintenance Schedule
Regular maintenance and inspection of all the playground equipment shall be

utilized to ensure children’s safety. A comprehensive maintenance schedule
shall detect any hazards and deterioration of the surfaces, hazard parts, rusts
Page 113 of 199

Andrea Yee Diongco
Term 01
AY 2022-2023
from paints, and others. Maintenance schedule also includes cleaning, deep-
cleaning, and disinfection of the play equipments and the whole playspace.
c. Playspace Signages
Clear and legible graphic signages should be posted starting from the main
entrance of the playspace. This includes warnings such as age appropriateness
of the users, operation hours, inappropriate behaviors, report of any hazards,
clinic wayfinding, and children must always be supervised.
d. Protective Surfaces
Protective surfaces such as loose-fill and rubber material aids in reducing the
falling impact of children to avoid head bumps and injuries. Ensuring the proper
thickness of loose fill is important which vary on the material as seen in Figure 34. Wear
and tear of the surface material reduces the effectiveness of the shock-absorbing over
the period.
e. Protective Equipment Design and Placement
Following the guideline of the Time-Saver Standards building Type where play
equipment shall have a minimum distance of 3 meters from each other is important to
ensure that there is enough space to avoid run-ins that may cause injuries. Organized
zoning of the program prevents conflicting activities such as locating the play
equipment which enables large numbers of children to play without taking turns near
the entrance yet positioned so that it will not cause congestion.
4.3.2 Outside the Playspace:
a. Network Strategy
Providing safe travel routes for children within the local area and applying
physical interventions such as safe pedestrian crossings, traffic calming street designs,
and safe zones along the routes of children. Children must not travel further than 500m
for play opportunities.
b. Neighborhood Safe Zone Partners
Local neighborhoods and shops along children’s travel routes should be

encouraged to become children’s safe zone partners to assist in promoting children’s
play activity and providing a safe zone area. The local community should be educated
on the importance of children’s safety and the value of play in children’s development.
c. Community Signage
Page 114 of 199

Andrea Yee Diongco
Term 01
AY 2022-2023
Providing signage in the community that indicates a safe route for children to
follow allows a child-friendly street. The signage can start from residential areas and
school zone areas.
4.4 Space Programming
The space programming of the playspace based on its order includes Piko area,
Tiyakad area, Tumbang Preso area, Tagu-taguan area, Ice Ice water area, Holen area,
and a seating area. The zoning of the programs kept in mind the traffic control, an
important aspect in keeping the site organized where an equipment which enables
large numbers of children to play without taking turns should be located near the
entrance yet positioned so that it will not cause congestion. Figure 126 shows the
space programing on the site location. Locating first aid and lounge close together
allows parents and assigned play worker to supervise children at all times.
Maintenance and safety programs are included as it is an important in maintaining the
safety of the children.
Figure 106. Space Programing

By Author
4.4.1 Schematic Analysis
The schematic analysis shows the access and connectivity of each space
program where there is a continuous flow from the start to the end of the site. Nudge
theory plays a huge part in the wayfinding where children would have an ‘accidental’
play which allows them to experience the playspace all throughout the area. The
wayfinding allows the users to navigate the area with curiosity of the next play
equipment without getting bored easily. There is only one main entrance and exit for
the playground to safeguard the users.
Page 115 of 199

Andrea Yee Diongco
Term 01
AY 2022-2023
Figure 107. Schematic Analysis

By Author
4.4.2 Landscape Analysis
Figure 128 shows the landscape elements that will be used in the site. The tree
fence would act as a privacy to the playspace as well as act as a barrier to the possible
noise and air pollution from the roads. The clustered plants act as a division to the play
areas and would be used as a pocket garden for children and caretaker’s sensor
experience.
Figure 108. Landscape Analysis

By Author
4.4.3 Supervision Analysis

The supervision analysis would help in analyzing the area that has no
supervision for children. It is important for caretakers to always keep their eyes on their
children for children’s safety.
Figure 109. Supervision Analysis

By Author
4.4.4 Space Matrix
Page 116 of 199

Andrea Yee Diongco
Term 01
AY 2022-2023
The diagram below shows the programs that are adjacent, indirectly, and not
adjacent to each other. First aid and lounge area are both important in being close to
the play area for children’s safety.
Figure 110. Space Matrix

By Author
4.4.5 Form Finding
The initial form finding started off with the zoning of programs and setbacks
along the perimeter. The zoning of each play area is 3 meters away from each other
based on the US Playground Guidelines. The height of the play equipment was also
considered for children’s safety. Pocket gardens and plant barriers were also
considered in the form finding process which would allow children to have a sense of
connection with nature while playing. Lastly, man-made shade areas and trees are
used as well as maintaining as much as possible the existing trees on the perimeter
for the site.
Figure 111. Form Finding

By Author
4.5 Design Concept
There is a limited value given to child’s play and playspaces that focuses on the
full potential of children’s cognitive, speech, social-emotional, and physical
development in our country. Almost all of our playgrounds utilize the traditional
playground equipment that are standardized and pre-fabricated which is less
expensive than appointing a designer that explores creative forms thus limiting
Page 117 of 199

Andrea Yee Diongco
Term 01
AY 2022-2023
children’s creativity, movement, and the type of play. Using Derrida’s Deconstruction
theory, it challenges us to examine opposing viewpoints to learn undiscovered
information and challenge everything we take for granted is ideal in creating value in
our current children’s play and playspaces.
4.5.1 Design Translation
In translating the design, the researcher utilized five (5) key aspects, the values
and movement of traditional Filipino play, multi-type play, gradual risk, and the area of
play equipment, that are based on the international case studies, theories, and
concepts of the study. One of the main points in the case study is having a site specific
playspace that is relevant to the cultural aspect of the area. The researcher specifically
used the traditional Filipino games such as holen, tiyakad, tagu-taguan, piko tumbang
preso, and ice ice water in the translation as it is commonly played in the community
and depicts a cultural value of play in the Philippines. The researcher used the
Deconstruction theory in deconstructing the essence of traditional Filipino play which
are the values achieved and its movements that is essential in developing the four
domains that is also linked to the creative learning through movement concept. The
second key aspect is the multi-type play which is what lacks in traditional play
equipment. Multi-type play allows children to be given a choice in how the equipment
should be played based on their perception which is derived from the “time and choice”
aspect of the Urban Play framework. Gradual risk is an important factor in play
equipment as the traditional play equipment lacks challenge for children. This is also
in connection with the Zone of Proximal Development where children can gauge their
own abilities on what they can do on their own and what they can do with the help of
others. Lastly, each translation is based on the minimum area play equipment which is
24sqm based on the Times Saver’s Standard allowing children to move around
comfortably.
4.4.1 Holen
Holen is known as a glass marble ball made with colorful or flowery designs. It
is played by tucking the holen from your finger, aim for all of the holens inside a circle,
then flick and hit out any holen, anything that cast outside that circle can be won and
taken by the succeeding player (Steemit, 2017).
Value of Play: Cause and Effect
By flicking the marble ball while playing, the children understand that flicking it
to the left would make the marble go left and vice versa, by flicking it hard the ball would
go far and vice versa. The translation of holen as a playspace, the children would learn
about the cause and effect using the materiality, size, and weight of a ball.
Movement
Page 118 of 199

Andrea Yee Diongco
Term 01
AY 2022-2023
The movement of the holen game is through flicking or rolling the ball. The
translation also allows the same and with the different materiality, size and weight of
the ball object, it allows children to explore more movements. A small ball being light
weighted allows children to toss, throw, and catch the ball. A medium rubber ball has
a compression and bounce factor, allowing children to deflate with their body, kick, and
bounce the ball. Lastly, the large, weighted ball would make it hard for a single child to
move it around, this encourages social interaction through helping one another in
moving the ball around.
Multi-type Play
This play equipment offers a multi-type play through allowing children to use
the playspace in functional, games with rules, and goal oriented type of play. The
functional play is based on using the materials as it is with the different explored
movements. Games with rules offer children the ability to create their own game
through how the playscape is perceived. While goal oriented play can be based on the
color coding system where the color of the ball should match the catchment color.
Gradual Risk
The Holen playspace offers a gradual risk through solitary and cooperative play in
using the different materiality of the balls. The uneven play area allows children to be
mindful of their steps and use the balls in different ways.
Figure 132. Holen Design Translation Iteration

By Author
Figure 133. Holen Enforced Movements

By Author
Page 119 of 199

Andrea Yee Diongco
Term 01
AY 2022-2023
Figure 134. Holen Translated Design

By Author
4.4.2 Tiyakad
An activity requiring opponents to complete an obstacle course that involves

walking utilizing bamboo or wooden stick. Rest intervals or breaks between these
physical activities may also be provided (Kiddle, 2021).
Value of Play: Balance and Gross and Fine Motor
Playing tiyakad allows children to be mindful of their steps by also balancing

their bodies, enhancing both their fine and gross motor movement in legs and arms.
Movement
The movement of the body through tiyakad is through using balance in walking
whilst using their grip in holding the bamboo stick. The translation of the game tiyakad
allows not only the movement of both the arms and legs but also the whole body.
Through the gradual stages of the play seen in Figure 111.
Multi-type Play
This play equipment offers a multi-type play through the loose and fixed
equipment which can be functional, games with rules, and goal oriented, and dramatic
type of play. Through their creative imagination, one can depict this play equipment as
a mountain range due to its leveling variation.
Gradual Risk
Through the leveling variations and the varying sizes of the equipment, the
children would be able to gauge their capabilities on how high and far they are capable
to use the play equipment.
Page 120 of 199

Andrea Yee Diongco
Term 01
AY 2022-2023
Figure 135. Tiyakad Design Translation Iteration

By Author
Figure 136. Tiyakad Enforced Movements

By Autho
Figure 137. Tiyakad Translated Design

By Author
4.4.3 Tagu-taguan
Setting the boundaries of the place where players can only hide. The “taya”will
be the one to search for the other players of the game. Before the “taya” starts
searching for other players, he will count from 1-10. After counting, the searching
begins. The game will end if all the players are caught (EvLearners, 2017).
Value of Play: Sensory Awareness
Page 121 of 199

Andrea Yee Diongco
Term 01
AY 2022-2023
The game tagu-taguan offers children the ability to enhance their sensory
awareness through using their sight, hearing, smell, and making sounds while playing.
Movement
The game tagu-taguan initially offers multiple physical movements but through
incorporating a multiple affordances element in the playscape, it allows children to
explore more different movements through the different height and width of the
equipment seen in Figure 114.
Multi-type Play
This play equipment allows children to play by the rules of tagu-taguan or use the loose
equipment as a functional play through the different affordances it offers.
Gradual Risk
The play equipment offers gradual risk to children as getting lost in the maze-like
equipment allows them to engage in risk play the more that they are moving towards
the center the more that it is difficult to find their wayfinding.
Figure 138. Tagu-taguan Design Translation Iteration

By Author
Page 122 of 199

Andrea Yee Diongco
Term 01
AY 2022-2023
Figure 139. Tagu-taguan Enforced Movements

By Author
Figure 140. Tagu-taguan Translated Design

By Author
4.4.4 Piko
Jumping over a rectangular line that has a stone cue, with participants stationed
outside the rectangular space as they take turns tossing their cue object. The player
with the stone closest to the mutually agreed-up position plays first, and the participants
alternate tossing cue stones and passing the enclosure with their cue within. Stepping
outside the pattern disqualifies the player (Pangilinan, 2014).
Value of Play: Number Sense
The game Piko not only engages children to be active by hopping over the
boxes but also offers the opportunity for children to learn the basic number set. In
translating the design, the children would also be able to learn the basic number set
through the visual perception of the value of numbers whilst hopping around.
Movement
The game piko is all about hopping with either one foot or both of them. In the
translation of the play, the children may hop, run, and walk on it.
Multi-type Play
This play equipment allows children to use it in multiple ways which can follow
the typical piko game or use the playspace based on their formulated games.
Gradual Risk
Page 123 of 199

Andrea Yee Diongco
Term 01
AY 2022-2023
The play equipment offers a gradual risk by hopping over the number set that
they intend to. First, they can jump over the same value of the number set which allows
them to retain the value of that number based on how many they would jump on.
Children may also use it on a one-way trip or a continuous trip for complexity. (Figure
102)
Figure 141. Piko Design Translation Iteration

By Author
Figure 142. Piko Enforced Movements

By Author
Figure 143. Piko translated Design

By Author
4.4.5 Tumbang Preso
In Tumbang Preso, participants strike and smack over a can with a slipper and
one guards the steel container. The idea is for the guard to bring down the steel
container and place it within a circle a few lengths distant from line. According to Mesla
Page 124 of 199

Andrea Yee Diongco
Term 01
AY 2022-2023
(2021), if a player gets tagged while recovering their slipper, they turn into it (Mesla,
2021).
Value of Play: Aiming - Hand and Eye Coordination
Through playing tumbang preso, children enhance their aiming skills which is
the goal of the translated design for tumbang preso play.
Movement
The game tumbang preso is done by throwing a slipper in order to knock down
the can. The translated play also allows children to enhance their hand and eye
coordination through throwing a wooden shaped slipper to the equipment. The play
equipment substitutes the windchime to the can as the windchime wouldn’t need to be
picked up multiple times but still produces a sound when thrown.
Multi-type Play
This play equipment can be used to be played with a goal in mind or just play
with the windchime which can offer as a soundscape
Gradual Risk
The play equipment offers a gradual risk as the distance, height and shape of
the component varies offering complexity in aiming. The farther the play equipment the
harder the throw should be. The height and shape of the component also allows
children to aim according to its direction, the smaller the opening that the shape offers,
the more complex it is to aim the throw.
Figure 144. Tumbang Preso Design Translation Iteration

By Author
Page 125 of 199

Andrea Yee Diongco
Term 01
AY 2022-2023
Figure 145. Tumbang Preso Enforced Movements

By Author
Figure 146. Tumbang Preso Design Translation

By Author
4.4.5 Ice Ice Water
The objective of the game is for the taya to freeze every player by touching
them. A player cannot move until they are unfrozen by a non-frozen player (Sium,
2017).
Value of Play: Teamwork
Ice ice water is a game that needs teamwork in order for each player to win
over the taya. By unfreezing the frozen teammate, the taya loses its chance to win.
Movement
The movement of ice ice water is through running from the taya. The translated
game provides the same movement however the movement of the user may vary
depending on how the children ought to use the equipment which can either be walking
and sitting.
Multi-type Play
This play equipment can be used to be played with rules or used as a sensory
element in the playscape.
Gradual Risk
The play equipment offers a gradual risk through having a more or less safe bases for
the non-frozen player.
Page 126 of 199

Andrea Yee Diongco
Term 01
AY 2022-2023
Figure 147. Ice Ice Water Design Translation Iteration

By Author
Figure 148. Ice Ice Water Design Translation Iteration

By Author
Figure149. Ice Ice Water Translated Design

By Author
4.4.5 Chinese Garter
The basic purpose of the game is to get over a rope without falling over, and
the garter's elevation advances with every turn. The garter starts at the bottom to top
body partas the match advances (Sium, 2017).
Value of Play: Flexibility
Chinese Garter is a type of Filipino game that allows children to practice their
flexibility skills through crossing over the garter.
Movement
Page 127 of 199

Andrea Yee Diongco
Term 01
AY 2022-2023
The game Chinese Garter is done through leaping to the other side of the
garter. The leaping movement differs from low to high depending on the height level of
the garter. The higher the level the harder it is to leap over. In the design translation of
Chinese Garter, the movement of children may vary depending on the orientation of
the rope where they can leap, hang, and climb.
Multi-type Play
The type of play the chinese garter can be used is through the traditional
Chinese Garter leaping. Additionally, children can also use it as a different type of game
such as limbo or racing on who gets to cross over the whole rope obstacle to the other
side. Children can create their own play and imaginary play with this play equipment.
Gradual Risk
The play equipment offers a gradual risk allowing children to be challenged

through having a distance and height variation of rope attached in the pole. The
challenge of this play equipment increases as one moves towards the center as the
ropes are closer to each other which also gives children the opportunity to decide
whether or not they will proceed on playing on the difficult pa area.
Figure 150. Chinese Garter Design Translation Iteration

By Author
Figure 151. Chinese Garter Enforced Movements

By Author
Page 128 of 199

Andrea Yee Diongco
Term 01
AY 2022-2023
Figure 152. Chinese Garter Translated Design

By Author
4.4.5 Lounge
While play is an important activity for children, it is also crucial to allow children
to rest and have a quiet time. The lounge area is a seating area for children and
caretakers during their rest time and while looking over their children. The lounge
area’s module offers multiple affordances for children to not be limited on their position
of rest. The circular shape of the module allows caretakers to look over their children
in a 360 degrees view.
Figure 153. Lounge Area

By Author
4.6 Safety Guideline Considerations and Children Anthropometric Study
When designing a play equipment for children, it's important to consider various factors
to ensure that the equipment is safe, engaging, and developmentally appropriate.
According to National Program for Playground Safety (NPPS), International Play
Equipment Manufacturer Association (IPEMA), and International Play Association
(IPA), these factors include the following:
1. Safety
Safety is the key consideration in every factor listed below. The objective of every
designer is to minimize the risk of harm and injury especially for young children ages
1-5 years. All equipment and its materials should meet relevant safety standards. As
for this study, the safety standards were based on the Public Playground Safety
Handbook by the U.S. Consumer Product Safety Commission where the Department
of Education also took the basis of Kindergarten's policy on outdoor play equipment
specifications (Department of Education, 2016).
Page 129 of 199

Andrea Yee Diongco
Term 01
AY 2022-2023
2. Age Appropriateness
Age appropriateness means to design equipment with the target age group in mind
their abilities and developmental needs. This is to prevent injury as young children's
equipment should be appropriate to their capability in terms of anthropometrics and
movement.
3. Accessibility
Another important factor to take into account is accessibility, as play equipment should
be usable by children of all the target ages. This can entail including in the design
elements such as ramps, sensory elements, and quiet and play zones.
4. Durability
Durability is crucial to ensuring that the play equipment is safe to use for a long period
of time. In addition to these design concerns, it is crucial to make sure that the materials
used in the production of the equipment are free from dangerous compounds or
chemicals and resist breakage from repeated usage.
5. Play Value
The value of play in designing a play equipment is also crucial consideration which
should allow an open-ended play where there should be a room to allow for
imaginative, creative play that fosters social interaction and cognitive growth. The tools
should be made to promote experimentation, stimulate learning, and support
exploration.
6. Environmental Considerations
It is important to consider the impact of the play area and equipment on the existing
environment. Designers must consider the potential impact that the equipment could
have on the environment. This includes taking into account renewable energy
efficiency, sustainable materials, and the use of natural elements. By doing so,
designers can promote a safer and more eco-friendly playground for children.
Children’s anthropometric study is a critical component of designing children's play

equipment as it provides valuable information on physical measurements and
proportions of children ages 1-5 years old in a non-locomotive manner. This enables
designers to have a basis on what movement children are capable of. As well as
appropriateness of measurement in order to reduce the risk of accidents and injuries
during play.
In this study, the Thesis in the Development of Dialectics excludes the use of
ergonomics, anthropometrics, and technology in the design process of play equipment
as this results in adult’s traditional way of designing play equipments where they are
standardized architectural element limiting to childrens four domains of development.
However, the limitation of the Thesis relies solely on ergonomics and anthropometrics
as a study of safety and the feasible movement variation applicable to their age
appropriateness, and technology as a hindrance to children’s movement and creative
thinking.
Page 130 of 199

Andrea Yee Diongco
Term 01
AY 2022-2023
4.6.1 Application of the Safety Guidelines and Anthropometric Study for

Children to the Designed Translation of Traditional Filipino Games to a
Play Equipment
The application of the safety guidelines and children’s anthropometrics mentioned

above were considered in the design of the translation of traditional Filipino play to a
play equipment.
Holen
Anthropometric Measurement Guidelines
Age Gender Height Weight
1 Year Old Female

72.39 - 75.59cm 8.26 - 9.7kg
Male
74.17 - 77.47cm 8.98 - 10.39kg
2 Year Old Female

84.33 - 88.65cm 10.57 - 12.5kg
Male
85.85 - 89.92cm 11.25 - 13.1kg
3 Year Old Female

91.44 - 96.77cm 12.88 - 15.15kg
Male
92.71 - 98.044cm 13.4 - 15.56kg
4 Year Old Female

98.04 - 104.14cm 14.61 - 17.46kg
Male
99.57 - 104.41cm 15.1 - 17.74kg
5 Year Old Female

104.90 - 111.25cm 16.47 - 19.96kg
Male
105.918 - 112.27cm 17.01 - 20.28kg
Table 15. Normal Height and Weight by Pediasure, CDC, WHO
AGE OF INTENDED USERS
Type of Access Toddler Preschool Age School Age
Slope < 1:8 ≤ 1:8 ≤ 1:8
Width (single) ≥ 19” ≥ 12” ≥ 16”
Width (double) ≥ 30” ≥ 30” ≥ 36”

Table 16. Recommended dimensions for access ladders, stairs, and ramps* by
Handbook for Public Playground Safety
Page 131 of 199

Andrea Yee Diongco
Term 01
AY 2022-2023
Play Equipment Material and Dimension
Figure 153. Holen Play Equipment and Material

By Author
Tiyakad
What Movement
Anthropometric Measurement
Whole Body Movement
1 Year Old Female

72.39 - 75.59cm 8.26 - 9.7kg
Male
74.17 - 77.47cm 8.98 - 10.39kg
2 Year Old Female

84.33 - 88.65cm 10.57 - 12.5kg
Male
85.85 - 89.92cm 11.25 - 13.1kg
3 Year Old Female

91.44 - 96.77cm 12.88 - 15.15kg
Male
92.71 - 98.044cm 13.4 - 15.56kg
4 Year Old Female

98.04 - 104.14cm 14.61 - 17.46kg
Male
99.57 - 104.41cm 15.1 - 17.74kg
Page 132 of 199

Andrea Yee Diongco
Term 01
AY 2022-2023
5 Year Old Female

104.90 - 111.25cm 16.47 - 19.96kg
Male
105.918 - 112.27cm 17.01 - 20.28kg
Step Height
Age N Mean S.D. Min 5th 50th 95th Max
2 - 3.5 55 33.3 6.5 22.1 22.4 32.5 45.1 47.1
3.5 - 4.5 74 39.6 6.4 26.9 30.5 39.3 51.7 55.5
4.5 - 5.5 75 42.9 6.5 30.8 31.9 42.7 53.0 57.0

Table 17. Step Height (in cm) for Male and Female
Knee Height
2 - 3.5 203 27.0 2.0 22.5 23.7 26.9 30.6 32.3
3.5 - 4.5 206 29.9 2.0 22.0 26.7 29.8 33.1 35.8
4.5 - 5.5 214 34.9 2.0 28.1 29.2 32.2 35.6 38.2
Table 18. Knee Height (in cm) for Male and Female
Page 133 of 199

Andrea Yee Diongco
Term 01
AY 2022-2023
Foot Length
2 - 3.5 212 14.7 1.1 11.6 13.0 14.7 16.4 17.8
3.5 - 4.5 227 16.1 1.0 13.6 14.6 16.0 17.7 20.2
4.5 - 5.5 263 17.0 0.9 14.7 15.5 17.0 18.4 20.2
Table 19. Foot Length (in cm) for Male and Female
Ankle Flex and Calf Muscle movement
According to the American Academy of Pediatrics (2017), ankle dorsiflexion in young

children typically ranges from 10 to 20 degrees, while plantarflexion ranges from 30 to
50 degrees.
In infants and young children aged 1 to 5 years old, the range of motion of ankle flexion
and extension can vary due to their ongoing growth and development. However, there
are some general guidelines for normal ankle range of motion in this age group.
Ankle dorsiflexion (flexion) in young children typically ranges from 10 to 20 degrees,

while plantarflexion (extension) ranges from 30 to 50 degrees. It's important to note
that these are just general ranges, and each child's individual range of motion may vary
based on their physical development and any underlying medical conditions.
It's also important to note that the range of motion for ankle flexion and extension in
children is typically assessed differently than in adults. Children's joints may be
assessed during a physical exam or through observation of their movement patterns
during activities such as crawling, standing, and walking.
Hand Control Movement
Maximum Fist Circumference
Page 134 of 199

Andrea Yee Diongco
Term 01
AY 2022-2023
2 - 3.5 74 16.2 1.1 13.7 14.2 16.2 18.1 18.7
3.5 - 4.5 71 17.0 1.3 13.6 14.8 17.2 18.6 20.0
4.5 - 5.5 94 17.8 1.2 15.5 15.9 17.8 19.6 20.8

Table 20. Maximum Fist Circumference (in cm) for Male and Female
Maximum Fist Breadth
Page 135 of 199

Andrea Yee Diongco
Term 01
AY 2022-2023
2 - 3.5 74 5.8 0.5 4.9 4.9 5.8 6.6 7.2
3.5 - 4.5 71 6.1 0.6 5.0 5.2 6.0 6.9 8.8
4.5 - 5.5 94 6.2 0.5 5.2 5.3 6.1 7.0 7.3

Table 21. Maximum Fist Breadth (in cm) for Male and Female
Middle Finger-Thumb Grip Length
2 - 3.5 64 6.0 0.8 4.3 4.5 5.9 7.2 7.9
3.5 - 4.5 63 6.2 1.0 3.9 4.1 6.3 7.7 8.5
4.5 - 5.5 90 6.4 0.8 3.6 4.7 6.5 7.5 8.0

Table 22. Middle Finger-Thumb Grip Length (in cm) for Male and Female
Elbow-Hand Length
Page 136 of 199

Andrea Yee Diongco
Term 01
AY 2022-2023
2 - 3.5 210 24.4 1.6 20.5 21.8 24.4 27.3 28.9
3.5 - 4.5 228 26.7 1.6 23.1 24.4 26.5 29.5 31.8
4.5 - 5.5 263 28.5 1.5 24.7 26.2 28.4 31.0 32.7
Table 23. Elbow-Hand Length
Frontal Grip Reach
2 - 3.5 62 39.7 3.1 34.7 35.5 39.0 45.4 48.1
3.5 - 4.5 77 43.1 3.6 36.3 37.8 42.5 49.7 52.9
4.5 - 5.5 74 45.4 3.4 38.0 40.4 45.2 51.5 55.3

Table 24. Frontal Grip Reach (in cm) for Male and Female
Lateral Grip Reach
Page 137 of 199

Andrea Yee Diongco
Term 01
AY 2022-2023
2 - 3.5 60 52.9 3.4 46.7 48.0 52.8 57.6 64.5
3.5 - 4.5 75 56.3 3.8 47.3 50.3 56.4 62.5 67.0
4.5 - 5.5 72 59.7 3.9 51.9 52.5 59.2 65.0 72.1

Table 25. Lateral Grip Reach (in cm) for Male and Female
Page 138 of 199

Andrea Yee Diongco
Term 01
AY 2022-2023
Figure 154. Tiyakad Play Equipment and Material

By Author
Tagutaguan
1 Year Old Female

72.39 - 75.59cm 8.26 - 9.7kg
Male
74.17 - 77.47cm 8.98 - 10.39kg
2 Year Old Female

84.33 - 88.65cm 10.57 - 12.5kg
Male
85.85 - 89.92cm 11.25 - 13.1kg
3 Year Old Female

91.44 - 96.77cm 12.88 - 15.15kg
Male
92.71 - 98.044cm 13.4 - 15.56kg
4 Year Old Female

98.04 - 104.14cm 14.61 - 17.46kg
Male
99.57 - 104.41cm 15.1 - 17.74kg
5 Year Old Female

104.90 - 111.25cm 16.47 - 19.96kg
Male
105.918 - 112.27cm 17.01 - 20.28kg
Age Chest Hip Shoulder to

Shoulder
1 Year Old 48.26 49.53 20.955
Page 139 of 199

Andrea Yee Diongco
Term 01
AY 2022-2023
2 Year Old 53.34 54.61 22.86
3 Year Old 55.245 56.515 23.495
4 Year Old 58.42 59.055 24.13
5 Year Old 60.325 61.595 24.765
Table 26. Body Measurement Pediasure, CDC, WHO
Figure 155. Tagutaguan Play Equipment and Material

By Author
Piko
Foot Length
Page 140 of 199

Andrea Yee Diongco
Term 01
AY 2022-2023
2 - 3.5 212 14.7 1.1 11.6 13.0 14.7 16.4 17.8
3.5 - 4.5 227 16.1 1.0 13.6 14.6 16.0 17.7 20.2
4.5 - 5.5 263 17.0 0.9 14.7 15.5 17.0 18.4 20.2
Jump Height and Distance
Jumping
Age Height Distance
1 Year Old tries to jump on bed and often 1 foot leads

couches
2 Year Old jumps off low steps Jumps 30cm forward
3 Year Old jumps off 50cm step jumps 45-60cm forward
4 Year Old jumps over 30cm hurdle jumps of 50cm step
5 Year Old jump and turn 180 jumps 60cm forward

degrees
Table 18. Jumping Milestones for Kids
Play Equipment Recommended Dimension
Figure 156. Piko Play Equipment and Material

By Author
Tumbang Preso
Page 141 of 199

Andrea Yee Diongco
Term 01
AY 2022-2023
The throwing distance of children aged 1-5 years old can vary significantly based on
factors such as age, height, weight, strength, and physical activity level. Typically, they
can throw an object a distance of 3-10 feet (1-3 meters) (Smith, 2021).
Anthropometric measurements impact a child's throwing ability. Relevant factors

include arm length, hand size, shoulder width, and body mass index (BMI). Longer
arms can generate more power in a throw, while larger hands can improve accuracy
and control. Wider shoulder width allows for a greater range of motion and increased
power. BMI affects strength and physical development, with children who have higher
BMI generating more force in a throw.
Gharakhanlou and colleagues (2017) discovered that height, mass, hand and arm span
dimension all have a favorable effect on ball throwing velocity in team handball. As a
result of this, researchers suggest that trainers and instructors of sports investigate
children's bodily features when identifying prospective potential for team educational
institutions (Gharakhanlou et al., 2017, p. 404).
1 Year Old Female

72.39 - 75.59cm 8.26 - 9.7kg
Male
74.17 - 77.47cm 8.98 - 10.39kg
2 Year Old Female

84.33 - 88.65cm 10.57 - 12.5kg
Male
85.85 - 89.92cm 11.25 - 13.1kg
3 Year Old Female

91.44 - 96.77cm 12.88 - 15.15kg
Male
92.71 - 98.044cm 13.4 - 15.56kg
4 Year Old Female

98.04 - 104.14cm 14.61 - 17.46kg
Male
99.57 - 104.41cm 15.1 - 17.74kg
5 Year Old Female

104.90 - 111.25cm 16.47 - 19.96kg
Male
105.918 - 112.27cm 17.01 - 20.28kg
Middle Finger Length
Page 142 of 199

Andrea Yee Diongco
Term 01
AY 2022-2023
2 - 3.5 74 4.4 0.4 3.5 3.8 4.3 5.2 5.5
3.5 - 4.5 71 4.8 0.4 3.9 4.2 4.8 5.5 5.7
4.5 - 5.5 94 5.1 0.4 4.4 4.4 5.0 5.6 6.0

Maximum Fist Circumference
2 - 3.5 74 16.2 1.1 13.7 14.2 16.2 18.1 18.7
3.5 - 4.5 71 17.0 1.3 13.6 14.8 17.2 18.6 20.0
4.5 - 5.5 94 17.8 1.2 15.5 15.9 17.8 19.6 20.8

Table 20. Maximum Fist Circumference (in cm) for Male and Female
Maximum Fist Breadth
Page 143 of 199

Andrea Yee Diongco
Term 01
AY 2022-2023
2 - 3.5 74 5.8 0.5 4.9 4.9 5.8 6.6 7.2
3.5 - 4.5 71 6.1 0.6 5.0 5.2 6.0 6.9 8.8
4.5 - 5.5 94 6.2 0.5 5.2 5.3 6.1 7.0 7.3

Table 21. Maximum Fist Breadth (in cm) for Male and Female
2 - 3.5 64 6.0 0.8 4.3 4.5 5.9 7.2 7.9
3.5 - 4.5 63 6.2 1.0 3.9 4.1 6.3 7.7 8.5
4.5 - 5.5 90 6.4 0.8 3.6 4.7 6.5 7.5 8.0

Page 144 of 199

Andrea Yee Diongco
Term 01
AY 2022-2023
Minimum Hand Clearance
2 - 3.5 77 43.6 2.9 38.1 38.1 42.0 47.0 50.8
3.5 - 4.5 70 45.6 2.8 38.1 39.1 44.2 49.2 54.1
4.5 - 5.5 92 47.8 3.1 41.3 41.6 46.0 52.4 57.2

Table 28. Minimum Hand Clearance (in cm) for Male and Female
Age Chest Hip Shoulder to

Shoulder
1 Year Old 48.26 49.53 20.955
2 Year Old 53.34 54.61 22.86
3 Year Old 55.245 56.515 23.495
4 Year Old 58.42 59.055 24.13
5 Year Old 60.325 61.595 24.765
Throwing
Age Height Distance
1 Year Old tries to jump on bed and roll 3ft forward

couches
2 Year Old jumps off low steps Throw 3 ft over and

underhand
3 Year Old 10ft in air 5 ft using underhand
Page 145 of 199

Andrea Yee Diongco
Term 01
AY 2022-2023
4 Year Old 10ft in air 5 ft using underhand
5 Year Old jump and turn 180 10ft underhand 12ft

degrees underhand
Table 29. Throwing Height and Distance by WHO
Figure 157. Tumbang Preso Equipment

by Author
Chinese Garter
1 Year Old Female

72.39 - 75.59cm 8.26 - 9.7kg
Male
74.17 - 77.47cm 8.98 - 10.39kg
2 Year Old Female

84.33 - 88.65cm 10.57 - 12.5kg
Male
85.85 - 89.92cm 11.25 - 13.1kg
3 Year Old Female

91.44 - 96.77cm 12.88 - 15.15kg
Male
92.71 - 98.044cm 13.4 - 15.56kg
4 Year Old Female

98.04 - 104.14cm 14.61 - 17.46kg
Male
99.57 - 104.41cm 15.1 - 17.74kg
5 Year Old Female

104.90 - 111.25cm 16.47 - 19.96kg
Page 146 of 199

Andrea Yee Diongco
Term 01
AY 2022-2023
Male
105.918 - 112.27cm 17.01 - 20.28kg
Step Height
2 - 3.5 55 33.3 6.5 22.1 22.4 32.5 45.1 47.1
3.5 - 4.5 74 39.6 6.4 26.9 30.5 39.3 51.7 55.5
4.5 - 5.5 75 42.9 6.5 30.8 31.9 42.7 53.0 57.0

Table 17. Step Height (in cm) for Male and Female
2 - 3.5 64 6.0 0.8 4.3 4.5 5.9 7.2 7.9
3.5 - 4.5 63 6.2 1.0 3.9 4.1 6.3 7.7 8.5
4.5 - 5.5 90 6.4 0.8 3.6 4.7 6.5 7.5 8.0

Frontal Grip Reach
Page 147 of 199

Andrea Yee Diongco
Term 01
AY 2022-2023
2 - 3.5 62 39.7 3.1 34.7 35.5 39.0 45.4 48.1
3.5 - 4.5 77 43.1 3.6 36.3 37.8 42.5 49.7 52.9
4.5 - 5.5 74 45.4 3.4 38.0 40.4 45.2 51.5 55.3

Table 24. Frontal Grip Reach (in cm) for Male and Female
Lateral Grip Reach
2 - 3.5 60 52.9 3.4 46.7 48.0 52.8 57.6 64.5
3.5 - 4.5 75 56.3 3.8 47.3 50.3 56.4 62.5 67.0
4.5 - 5.5 72 59.7 3.9 51.9 52.5 59.2 65.0 72.1

Table 25. Lateral Grip Reach (in cm) for Male and Female
Vertical Grip Reach
Page 148 of 199

Andrea Yee Diongco
Term 01
AY 2022-2023
2 - 3.5 61 107.3 7.0 96.8 97.5 105.9 121.8 124.6
3.5 - 4.5 76 116.6 6.7 104.4 107.0 116.2 128.5 136.0
4.5 - 5.5 73 126.6 6.7 104.4 107.0 116.2 128.5 136.0

Table 34. Vertical Grip Reach (in cm) for Male and Female
Figure 158. Chinese Garter Play Equipment

by Author
Ice Ice Water

1 Year Old Female

72.39 - 75.59cm 8.26 - 9.7kg
Male
74.17 - 77.47cm 8.98 - 10.39kg
2 Year Old Female

84.33 - 88.65cm 10.57 - 12.5kg
Male
85.85 - 89.92cm 11.25 - 13.1kg
3 Year Old Female

91.44 - 96.77cm 12.88 - 15.15kg
Male
92.71 - 98.044cm 13.4 - 15.56kg
4 Year Old Female

98.04 - 104.14cm 14.61 - 17.46kg
Page 149 of 199

Andrea Yee Diongco
Term 01
AY 2022-2023
Male
99.57 - 104.41cm 15.1 - 17.74kg
5 Year Old Female

104.90 - 111.25cm 16.47 - 19.96kg
Male
105.918 - 112.27cm 17.01 - 20.28kg
Figure 159. Ice Ice Water Play Equipment

by Author
These are some water play activities that young children can do with a water fountain:
Splash and play: Many children in this age range love to splash and play in the water.
The fountain can be adjusted to a gentle flow, and children can splash in the water,
throw small toys into the water, or even sit and play in shallow water.
Fill and pour: Another fun activity for young children is to fill up containers with water
and pour them out. The fountain can be adjusted to a low flow, and children can use
buckets, cups, and other containers to fill up with water and pour it out over and over
again.
Water painting: Young children also enjoy using water to paint on surfaces. With the
fountain turned on to a low flow, children can use paint brushes or sponges to "paint"
on a nearby surface, such as a wall or sidewalk.
Water table: Another fun option for young children is a water table. A water table is a
shallow basin or container that is filled with water, and children can play with floating
toys, pour water, and splash around.
4.7 Sustainable Design Strategies and Technology
4.7.1 Transparent Solar Panel

According to Giles and Myers (2019), In outdoor playground parks, it is crucial
to provide adequate shade that strikes a balance between protecting children
from harmful sun exposure and maintaining an enjoyable and safe play
environment. While excessive sun exposure can lead to skin damage, sunburn,
heat exhaustion, and dehydration in young children, complete shade can limit
visibility and create a dark atmosphere that is not conducive to play. Therefore,
it is important to strike a balance between providing enough shade to mitigate
the risk of sun exposure while allowing enough sunlight and visibility for effective
supervision and a pleasant play environment.
Page 150 of 199

Andrea Yee Diongco
Term 01
AY 2022-2023
A transparent solar panel refers to a specialized solar panel that permits a

certain degree of visible light transmission, while concurrently generating
electricity through sunlight. The panel is typically constructed using a thin film
of photovoltaic material, which is applied to a transparent substrate, such as
glass or plastic. These panels have the potential to be seamlessly integrated
into building components such as windows, skylights, and other architectural
elements, without compromising the natural light or obstructing the view. This
feature makes them a popular choice for Building-Integrated Photovoltaics
(BIPV) and other applications where aesthetics and design are of utmost
importance. Although they are not as efficient as their opaque counterparts,
transparent solar panels offer an unmatched combination of functionality and
visual appeal.
Kinetic Energy to Renewable Energy
Figure 160. Transparent and Colored Solar Panel by Solar Constructions.

by Solar Panel Constructions
4.7.2 Kinetic Energy to Renewable Energy

One of the objectives of the study in this children playground park is to promote
movement and creative thinking through play. A sustainable and innovative way
to promote movement not just for children but also for their guardians is the use
of kinetic energy to renewable energy. By harnessing the energy generated by
movement, the following technology stated below can power a variety of
devices and equipment, including lights, sound systems, charge devices, and
wi-fi systems (Kim & Kim, 2021). This not only reduces our reliance on non-
renewable energy sources, but also encourages children and their guardians to
engage in physical activity and creative play. Furthermore, incorporating kinetic
energy technology into an outdoor playground park can serve as a valuable
educational tool, allowing children to learn about energy generation and
sustainability in a hands-on, interactive way (Stanković & Vukašinović, 2017).
Page 151 of 199

Andrea Yee Diongco
Term 01
AY 2022-2023
As the demand for renewable energy sources continues to grow, the use of
kinetic energy in outdoor playgrounds is an innovative and exciting way to
promote sustainable practices and engage young minds in the transition to a
cleaner, more sustainable future (Panagiotopoulos & Zacharof, 2017) as well
as promoting a walkable and sustainable urban community.
Kinetic Energy Dance Floor
Description:
Kinetic energy dance floors are designed to be installed in high footfall areas,
such as dance clubs and other entertainment venues, to capture the kinetic
energy generated by the movement of people. The technology is made up of
special tiles that contain a kinetic energy harvesting system, which captures
energy from the movement of dancers.
Process:
The kinetic energy dance floor technology works by capturing the kinetic energy
generated by the movement of people and converting it into electrical energy.
The technology is made up of tiles that contain a series of electromagnetic
generators. When a person moves on the tile, the weight of their movement
causes a small generator to rotate and produce electrical energy.
Installation:
The installation of kinetic energy dance floors involves laying the special tiles
on the floor of high footfall areas such as dance clubs and other entertainment
venues. The tiles are interconnected using a wireless mesh network, which
allows the energy generated by the tiles to be stored in a central battery.
Generated Wattage:
The kinetic energy dance floor technology is capable of generating up to 50

watts of power per square meter. The energy generated by the system can be
used to power lighting, sound systems, and other electrical devices, making it
a sustainable and environmentally friendly technology. By installing kinetic
energy dance floors in high footfall areas, we can significantly reduce the carbon
footprint of these spaces and promote sustainable energy practices.
Wewatt Bike
Wewatt bikes are a unique and sustainable technology that harnesses the
power of human pedaling to generate electricity. The following is a summary of
Wewatt bike's description, process, how it works, installation, and generated
wattage.
Page 152 of 199

Andrea Yee Diongco
Term 01
AY 2022-2023
Description:
Wewatt bikes are stationary bicycles designed to generate electricity through

human pedaling. The technology is ideal for use in public spaces, such as
parks, plazas, and other outdoor areas, where individuals can use the bikes to
generate electricity while exercising.
Process:
The Wewatt bike technology works by capturing the kinetic energy generated
by the pedaling motion of the user and converting it into electrical energy. The
technology is made up of a stationary bike, which is connected to a generator
that converts the pedaling motion into electrical energy.
How it Works:
The Wewatt bike technology works by utilizing the principle of electromagnetic

induction. As the user pedals the stationary bike, the kinetic energy generated
by the pedaling motion is converted into electrical energy by a generator. The
electrical energy produced is stored in a battery, which can then be used to
power various electrical devices.
Installation:
The installation of Wewatt bikes involves placing the stationary bikes in public
spaces, such as parks and plazas, where individuals can use them to generate
electricity while exercising. The bikes can be connected to a central battery
through a wireless mesh network, which allows the energy generated by the
bikes to be stored and distributed.
Generated Wattage:
The Wewatt bike technology is capable of generating up to 300 watts of power

per hour. The energy generated by the bikes can be used to power lighting,
sound systems, and other electrical devices in public spaces. By providing a
sustainable and engaging way for individuals to generate electricity, Wewatt
bikes promote sustainable energy practices and encourage physical activity.
4.7.3 Bioretention System

Bioretention systems are a type of sustainable stormwater management
practice that utilize vegetation and soil to remove pollutants from runoff. The
process involves collecting stormwater runoff from impervious surfaces such as
roofs and parking lots, directing it into bioretention areas, and allowing it to
infiltrate through a soil media containing plants and microbes that treat the
water.
The bioretention system works by using a combination of physical, chemical,

and biological processes to remove pollutants. Physical processes include
sedimentation and filtration, while chemical processes include adsorption and
ion exchange. Biological processes involve the breakdown of organic matter
and nutrients by microorganisms.
Page 153 of 199

Andrea Yee Diongco
Term 01
AY 2022-2023
Bioretention system involves excavating a depression in the ground and adding

a layer of gravel or rock to create a drainage layer. A soil media is then added
on top, which contains a mix of sand, compost, and organic matter. Plants are
then added to the soil media, typically consisting of native species that are
adapted to the local climate and can thrive in wet conditions.
4.8 Materials
4.8.1 Play Equipment Surface
1. Grass - Children prefer natural elements in a playground, using grass allows

them to experience a true sense of nature.
2. Sand - Protects children against a hard fall also acting as a sensory textured
material.
3. Pea Gravel - Pea gravel is smooth, organic in shape and size as a pea. This
reduces the impact of children’s fall.
4. Wood Mulch - Using wood mulch for the playground's surface helps to reduce
the impact of the fall.
4.8.2 Hardscape Surface
1. Poured Rubber Surfacing - An extremely shock absorbent surface where

children can safely land on.
2. Wood Composite Panel (WPC) - A waterproof flooring material that is durable
in outdoor settings compared to natural wood.
3. Anti-slip Surface - A gripped surface material to prevent slipping especially on
wet surfaces.
4. Concrete - Low maintenance flooring which can be used in pathways.
4.8.3 Play Equipment Material
1. Steel Reinforced Rope - A nylon weave that covers the steel withstanding the
rigors of sun, water, and salt.
2. Hard Foam Rubber - Absorbs impact of falling reducing the risk of injuries.
3. High-density polyethylene (HDPE) - Weather and rust proof material, an
alternative for traditional wood and metal.
4.8.3 Sensory Material.
1. Greenscape - Using natural material and vegetation such as edible plants and
scented plants for children’s sensory.
2. Bluescape - The use of water material or water mess increases children’s fine
and motor skills.
3. Soundscape - Using wind chimes to promote relaxation to children through
sound.
4.8.4 Landscape Guidelines
Page 154 of 199

Andrea Yee Diongco
Term 01
AY 2022-2023
The selection of plants for urban forestry requires careful consideration of their
suitability for the urban environment. The Department of Environment and Natural
Resources (DENR) has provided valuable guidance in this regard, offering a list of
suggested plants that are known to be low maintenance and pollution resistant (DENR,
2006). These plants are particularly well-suited to urban environments, where they may
be exposed to a range of stressors that can compromise their health and longevity.
Urban environments are characterized by high levels of pollution, soil compaction, and
limited water availability (Niemelä, 1999). These stressors can have significant impacts
on the growth and survival of plants, particularly those that are not adapted to urban
conditions (Paoletti et al., 2011). By selecting plants that are known to be low
maintenance and pollution resistant, urban forestry managers can ensure that the trees
and shrubs in their care are better able to withstand these stressors and continue to
provide the many benefits that urban forests offer.
The DENR list of suggested plants includes a variety of species that are well-suited to
urban environments, such as the crepe myrtle (Lagerstroemia indica), the Japanese
zelkova (Zelkova serrata), and the sweet gum (Liquidambar styraciflua) (DENR, 2006).
These species are known to be hardy and resilient, and are able to thrive in a range of
soil and climatic conditions. By incorporating these and other recommended species
into their urban forestry programs, managers can help to create more sustainable and
resilient urban forest ecosystems that provide a range of benefits to the local
community.
In conclusion, the selection of plants for urban forestry requires careful consideration
of their suitability for the urban environment. By following the guidance of organizations
such as the DENR and selecting plants that are low maintenance and pollution
resistant, urban forestry managers can help to ensure that their trees and shrubs are
able to thrive in the face of the many stressors that they may encounter in urban
environments. This approach can help to create more sustainable and resilient urban
forest ecosystems that provide a range of benefits to the local community.
Native Tree, Palms, Cyads, and fruit bearing
TREES
Common Scientific Name Sun Short

Name Requirement Description
Banaba Lagerstroemia Full sun The leaves

speciosa and dried
fruits treat a
variety of
medical
conditions,
including
high blood
pressure, Figure 161.
diabetes, Banaba Tree
and kidney Available:https:
disorders. //steemit.com/p
lants/@melvinl
Small to umacad/the-
Page 155 of 199

Andrea Yee Diongco
Term 01
AY 2022-2023
medium- banaba-tree
sized tree
Katmon Dillenia Full to partial Medium-

philippinensis sunlight sized tree
with white
flowers and
green edible
fruit
Figure 162.
Katmon Tree
Available:https:
//toptropicals.c
om/catalog/uid/
dillenia_philippi
nensis.htm
Molave Vitex parviflora Full to partial typically

sunlight reach a
height of 30
meters,
although Figure 163.
they can Molave
occasionally Available:https:
grow as tall //www.cabidigit
as 38 allibrary.org/doi
meters. /10.1079/cabic
ompendium.56
548
Ylang-Ylang Cananga odorata Full to partial "Alang Ilang"

sunlight is a Tagalog
term that
also Figure 164.
describes Ylang-ylang
the perfume Available:https:
made from //www.onmano
the aromatic rama.com/lifest
blossoms. yle/news/2021/
09/12/ylang-
ylang-
luxurious-
sweet-
smelling.amp.h
tml
Dapdap Erythrina Full to partial Fast-growing

orientalisd sunlight deciduous
tree with
spiny
branches, Figure 165.
green and Dapdap
yellow Available:https:
variegated //summerhibisc
leaves up to us.net/nutorna
6 inches mentalshadepa
long, and lm/erythrina-
showy red variegata-
flowers coral-tree/
Talisay Terminalia Full to partial It is a tall and

catappa sunlight erect
deciduous
tree
commonly
found in
coastal Figure 166.
regions Talisay
across warm Available:https:
tropical //thephilippines
areas. today.com/talis
ay-tree/
Page 156 of 199

Andrea Yee Diongco
Term 01
AY 2022-2023
Traveller’s Ravenala Full to partial May appear

Palm madagascariensi sunlight to be a palm
s tree,
technically, it
is not a palm
but rather
more closely Figure 167.
related to Traveller’s
bananas. Palm
Available:https:
//greg.app/plan
t-
care/ravenala-
madagascarien
sis-travellers-
palm
Mango Mangifera indica Full sunlight can grow up

to 100 feet
tall, but are
usually
pruned to
around 30
feet for
easier fruit
harvesting.
Figure 168.
Mango
Available:https:
//www.dreamsti
me.com/photos
-
images/mango
-tree.html
Papaya Carica papaya Full to partial can grow up

sunlight to 30 feet tall
but are
usually
pruned to
around 10
feet for
easier fruit
harvesting. Figure 169.
Papaya
Available:https:
//www.learnab
outnature.com/
plants/trees/ba
nana/
Banana Musa Full to partial They can

sunlight grow up to
30 feet tall
and have
large, Figure 170.
paddle- Banana
shaped Available:https:
leaves. //plantura.gard
en/uk/fruits/pap
aya/papaya-
overview
Cycads and Palms

Page 157 of 199

Andrea Yee Diongco
Term 01
AY 2022-2023
Palas Licuala spinosa Full to partial can grow up

sunlight to 5 meters
tall with large
leaves.
Figure 171.
Palas
Available:https:
//www.palmtalk
.org/forum/topi
c/65413-is-this-
licuala-
longipes-or-
licuala-
spinosa/
Japanese Cycas revoluta Full to partial can grow up

Cyad sunlight to 10 feet tall
with a
spread of 6-8
feet Figure 172.
Japanese
Cyad
Available:https:
//www.thetutug
uru.com.au/sh
op/cycad-
japanese-
sago-palm/
Bamboo Palm Rhapis excelsa Full to partial grows up to

sunlight 6-8 feet tall
with a
spread of 3-5
feet.
Figure 173.
bamboo Palm
Available:https:
//plants.ces.nc
su.edu/plants/r
hapis-excelsa/
Foxtail Palm Wodyetia Full Sunlight Has a

bifurcata pinnately
compound
leaves that
can grow up Figure 174.
to 10 feet Foxtail Palm
long Available:https:
//www.gardeni
ngknowhow.co
m/ornamental/t
rees/foxtail-
palm/foxtail-
palm-
diseases.htm
Page 158 of 199

Andrea Yee Diongco
Term 01
AY 2022-2023
Sealing Wax Cyrtostachys Full to partial A slow-

Palm renda sunlight growing
tropical palm
that is highly
valued for its
bright
crimson
crown shaft
and pinnate Figure 175.
leaves, Sealing Wax
which are Palm
deep green Available:http://
above and t1.gstatic.com/l
gray-green icensed-
underneath. image?q=tbn:A
Nd9GcRppM2k
k9CQRHWjtBx
UyeJiCphGQG
YDa3ZQujJEA
qW9CVxDIyqA
VBV9M609xocj
Vf3hhB1EKicC
QqLMEGQ
Red Latan Latania Full Sunlight has a

Palm lontaroides smooth,
woody trunk
with scars
from fallen
fronds, large
palmate
leaves
creating a
rounded
crown.
Figure 176.
Red Latan
Palm
Available:https:
//www.pinterest
.ph/pin/latania-
lontaroides-
red-latan-palm-
-
406731410078
601252/
Ground Cover and Grass

Pinto Peanut Arachis pintoi Full Sunlight A

groundcover
with green
and yellow
variegated Figure 177.
leaves
Pinto peanut
Available:https:
//keys.lucidcent
ral.org/keys/v3/
pastures/Html/
Pinto_peanut.h
tm
Page 159 of 199

Andrea Yee Diongco
Term 01
AY 2022-2023
Variegated Ophiopogon Part shade to A clumping

Mondo Grass jaburan shade grass with
narrow
leaves
striped with Figure 178.
white Variegated
Mondo Grass
Available:https:
//truegreennurs
ery.com.au/pro
duct/variegated
-mondo-grass/
Boat Lily Tradescantia Bright, A tropical

spathacea indirect light plant with
strap-like
leaves and
white/pink Figure 179.
flowers Boat Lily
Available:https:
//www.urbanga
rdengal.com/gr
ow-boat-lily-
plants/
Purple Pennisetum Full to partial A perennial

Fountain advena ‘Rubrum’ sunlight ornamental
Grass grass with
arching,
purplish
leaves
Figure 180.
Purple
Fountain Grass
Available:https:
//www.finegard
ening.com/plan
t/variegated-
purple-
fountain-grass-
pennisetum-
setaceum-
fireworks
Golden Phyllostachys Full to partial

Bamboo aurea sunlight
A bamboo
with golden Figure 181.
yellow stems Golden
and leaves Bamboo
Available:https:
//www.pinterest
.ph/pin/443252
788333408860
/
Periwinkle Vinca Minor

Full sun to
A low-
partial shade growing
plant with Figure 182.
glossy green Periwinkle
leaves and Available:https:
blue/purple //www.thespruc
flowers e.com/vinca-
minor-vines-
2132217
Dwarf Sasaella Full to partial A compact

Bamboo masamuneana sunlight bamboo with
'Albostriata' thin stems
and small
Page 160 of 199

Andrea Yee Diongco
Term 01
AY 2022-2023
leaves Figure 183.

Dwarf Bamboo
Available:https:
//www.nature-
and-
garden.com/ga
rdening/pleiobl
astus-
bamboo.html
Shrubs and Plants

Madagascar Dracaena Bright, A slow-

Dragon Tree marginata indirect light growing,
easy-to-care-
for indoor Figure 183.
plant with Madagascar
woody stems Dragon Tree
and glossy Available:https:
leaves that //animals.sandi
come in egozoo.org/pla
shades of nts/dragon-tree
green, red,
and purple
Snake Plant Dracaena Tolerates low A hardy,

trifasciata light drought-
tolerant
indoor plant
with long,
pointed
leaves that Figure 183.
grow upright Snake Plant
in a rosette Available:https:
pattern. //www.flowerpa
tchfarmhouse.c
om/divide-
sansevieria-
snake-plant/
Jade Plant Crassula ovata Bright, A succulent

indirect light with thick,
fleshy leaves
that are oval-
shaped and
a deep,
shiny green
color.
Figure 183.
Jade Plant
Available:https:
//houseplantce
ntral.com/outd
oor-jade-plant-
care/
Firecracker Russelia Full to partial Evergreen

Plant equisetiformis sunlight shrub with
red tubular
flowers,
popular for Figure 184.
attracting
Firecracker
hummingbird Plant
s
Available:htt
Page 161 of 199

Andrea Yee Diongco
Term 01
AY 2022-2023
ps://www.az
plantlady.co
m/tag/firecra
cker-plant
Parrot Heliconia Bright, Large,

Heliconia psittacorum indirect light tropical plant
with
strikingly
colored, bird- Figure 184.
like flowers Parrot
Heliconia
Available:https:
//www.gardeni
a.net/plant/heli
conia-
psittacorum
Green Aralia Osmoxylon Bright, Small tree or

lineare indirect light shrub with
glossy green
leaves, often Figure 185.
used for Green Aralia
indoor Available:https:
decoration //uforest.org/Sp
ecies/O/Osmox
ylon_lineare.ph
p
Poison Bulb Crinum asiaticum Full to partial Perennial

sunlight
bulbous
plant with
dark green,
Figure 186.
lance- Poison Bulb
Available:https:
shaped //plantsunivers
leaves and e.com/buy-
poison-bulb-
fragrant crinum-online-
in-pakistan
flowers
Variegated Agave Full to partial Succulent

Caribbean angustifolia sunlight with green
and yellow
striped
leaves, Figure 187.
commonly Variegated
used in Caribbean
landscaping Available:https:
//edis.ifas.ufl.e
du/publication/
FP021
Copperleaf Acalypha Full to partial Shrub with

wilkensiana sunlight large, glossy
leaves and
small, white
flowers
Figure 188.
Copperleaf
Available:https:
//www.gardenl
oversclub.com/
ornamental/shr
ubs-
ornamental/co
pperleaf/growin
g-acalypha/
Page 162 of 199

Andrea Yee Diongco
Term 01
AY 2022-2023
Spider Lily Hymenocallis Full to partial Perennial

speciosa sunlight bulbous
plant with
striking,
spider-like Figure 188.
flowers Spider Lily
Available:https:
//www.thespruc
e.com/growing-
spider-lilies-
lycoris-
5111318
Dwarf Pandanus Full to partial Slow-growig

Screwpine pygmaeus sunlight shrub with
spirally
arranged
leaves and Figure 189.
fragrant Dwarf
white flowers Screwpine
Available:https:
//uforest.org/Sp
ecies/P/Panda
nus_pygmaeus
.php
Vegetable and Fruits

Tomato Solanum Full sunlight Fruit-bearing

lycopersicum plant with
edible red,
yellow, or
green fruits Figure 190..
Tomato
Available:https:
//www.spadefo
otnursery.com/
blog/2021/2/4/y
ou-say-tomato-
i-say-solanum-
lycopersicum
Cucumber Cucumis sativus Full sun to Vine-like

partial shade plant with
edible green
fruits
Figure 191
Cucumber
Available:https:
//plants.ces.nc
su.edu/plants/c
ucumis-
sativus/
Calamansi Citrus × Full sun to Small tree

microcarpa partial shade with sour
citrus fruits
Figure 192
Calamansi
Available:https:
//agraryo.com/
agriculture/far
ming-
calamansi-for-
profit/
Page 163 of 199

Andrea Yee Diongco
Term 01
AY 2022-2023
Pechay Brassica rapa Full sun to Leafy

partial shade vegetable
with green
leaves and
white stems
Figure 193.
Pechay
Available:https:
//tropical.thefer
ns.info/viewtro
pical.php?id=B
rassica+rapa+
parachinensis
Eggplant Full sunlight Fruit-bearing

plant with
edible purple
or white
fruits
Figure 194.
Eggplant
Available:http://
www.b4fn.org/r
esources/speci
es-
database/detail
/solanum-
melongena-
elabatu/
Chili Pepper Capsicum Full sunlight Fruit-bearing

frutescens plant with
spicy red or
green fruits
Figure 195.
Chili Pepper
Available:https:
//www.gardeni
a.net/plant/cap
sicum-annuum
Full sun to Fruit-bearing

Bell Pepper Capsicum partial shade plant with
annuum
sweet green,
red, or Figure 196.
yellow fruits Bell Pepper
Available:https:
//antropocene.i
t/en/2022/11/2
6/capsicum-
annuum-2/
Full sun to Biennial

Onion Allium cepa partial sun vegetable
with edible
bulb and
leaves
Figure 197.
Onion
Available:http://
heritagegarden
.uic.edu/onion-
allium-cepa
Annual
Okra Abelmoschus vegetable
esculentus
Full sun with edible
pods
Figure 198.
Page 164 of 199

Andrea Yee Diongco
Term 01
AY 2022-2023
Okra
Available:https:
//plants.ces.nc
su.edu/plants/a
belmoschus-
esculentus/
4.9 Plans
Site Development Plan
Figure 199. Site Development Plan

By Author
Soft and Hardscape Landscape Plan
Page 165 of 199

Andrea Yee Diongco
Term 01
AY 2022-2023
Figure 200. Soft and Hardscape Landscape Plan

By Author
Floor Plans
Figure 201. Management Office Floor Plan

By Author
Figure 202. Holen Floor Plan

By Author
Page 166 of 199

Andrea Yee Diongco
Term 01
AY 2022-2023
Figure 203. Holen Zoning Plan

By Author
Figure 204. Tiyakad Floor Plan

By Author
Figure 205. Tiyakad Zoning Plan

By Author
Page 167 of 199

Andrea Yee Diongco
Term 01
AY 2022-2023
Figure 206. Tagutaguan Floor Plan

By Author
Figure 207. Tagutaguan Floor Plan

By Author
Figure 208. Piko Floor Plan

By Author
Page 168 of 199

Andrea Yee Diongco
Term 01
AY 2022-2023
Figure 210. Piko Zoning Plan

By Author
Figure 211. Tumbang Preso Floor Plan

By Author
Figure 212. Tumbang Preso Zoning Plan

By Author
Page 169 of 199

Andrea Yee Diongco
Term 01
AY 2022-2023
Figure 213. Tumbang Preso Play Equipment

By Author
Figure 214. Chinese Garter Floor Plan

By Author
Figure 215. Chinese Garter Zoning Plan

By Author
Page 170 of 199

Andrea Yee Diongco
Term 01
AY 2022-2023
Figure 216. Ice Ice Water Floor Plan

By Author
Figure 217. Ice Ice Water Zoning Plan

By Author
Figure 218. Lighting Layout Plan

By Author
Page 171 of 199

Andrea Yee Diongco
Term 01
AY 2022-2023
Figure 219. Plumbing Layout Plan

By Author
Figure 218. Water Line Layout Plan

By Author
Figure 219. Drainage to Bioretention Pond Plumbing Layout

By Author
Page 172 of 199

Andrea Yee Diongco
Term 01
AY 2022-2023
Figure 220. Bay Section

By Author
Figure 220. Cross Section

By Author
Figure 220. Longitudinal Section

By Author
Figure 221.Front Elevation

By Author
Figure 222. Left-Side Elevation

By Author
Rear Elevation
Page 173 of 199

Andrea Yee Diongco
Term 01
AY 2022-2023
Figure 223. Rear Elevation

By Author
Right-Side Elevation
Figure 223. Right-Side Elevation

By Author
Renders
Figure 224. Main Entrance Signage

By Author
Figure 225. Minor Road Entrance

By Author
Figure 226. Clinic PWD Ramp and Parking
Page 174 of 199

Andrea Yee Diongco
Term 01
AY 2022-2023
By Author
Figure 227. Bougainvillea Entrance Center Piece

By Author
Figure 228. Admin’s Office

By Author
Figure 229.
By Author
Figure 230. Female Toilet Area

By Author
Page 175 of 199

Andrea Yee Diongco
Term 01
AY 2022-2023
Figure 231. Clinic Area

By Author
Figure 232. Mechanical Area

By Author
Figure 233. Wewatt Bike Area

By Author
Figure 234. Piko Zone Area

By Author
Figure 235. Holen Zone Area

By Author
Page 176 of 199

Andrea Yee Diongco
Term 01
AY 2022-2023
Figure 236. Edible Garden Area

By Author
Figure 237. Tumbang Preso Area 1

By Author
Figure 238. Tumbang Preso Area 2

By Author
Figure 239. Ice Ice Water Zone

By Author
Figure 240. Bioretention Pond

By Author
Page 177 of 199

Andrea Yee Diongco
Term 01
AY 2022-2023
Figure 241. Tiyakad Zone

By Author
Figure 242. Tagutaguan zone

By Author
Figure 243. Chinese Garter Zone

By Author
Figure 244. Kinetic Dance
Page 178 of 199

Andrea Yee Diongco
Term 01
AY 2022-2023
By Author
Page 179 of 199

Andrea Yee Diongco
Term 01
AY 2022-2023
CHAPTER 5
CONCLUSIONS AND
RECOMMENDATIONS
5.0 Conclusions and Recommendations

5.1 Conclusion
To conclude this study, designing a playground park that focuses on movement

and creative thinking can provide children with numerous benefits in terms of
their physical, social, emotional, and cognitive development. By incorporating
equipment and activities in an open and surrounded by green spaces that are
specifically designed to promote movement and creative thinking, children can
develop important skills such as coordination, balance, and problem-solving.
Overall, the most important aspect in a playground park is children’s safety

which integrates guardians and caregivers in the supervision of the playground
park. The creation of a playground park that focuses on movement and creative
thinking can provide children with a fun and stimulating environment in which to
learn and develop. Such a playground park can have long-lasting benefits for
Page 180 of 199

Andrea Yee Diongco
Term 01
AY 2022-2023
children's domains of development, making it a valuable investment in the future

of children.
5.2 Recommendations
Through this study on children's development and playspace equipment design

focusing on children’s assumption, it is recommended that a playground park
be created that focuses on movement and creative thinking. This type of
playground park can provide children with numerous opportunities to develop
their physical and cognitive skills in a safe and enjoyable environment.
To ensure that the playground park is designed to meet the needs of children,
it is recommended that input from children, parents, and experts in child
development be sought during the planning process. Additionally, it is
recommended that the playground park incorporate a variety of equipment and
activities that are specifically designed to promote movement and creative
thinking.
To ensure the safety of children using the playground park, it is recommended

that the park be designed and constructed in accordance with relevant safety
standards and guidelines and most especially supervision from guardians and
park’s staffs. Ongoing maintenance and inspection of the equipment should
also be carried out to ensure that it remains safe for use.
Bibliography
ACEQUA. (n.d.). Importance of play for children I Starting Blocks. Starting

Blocks. Retrieved October 19, 2022, from
https://www.startingblocks.gov.au/other-resources/factsheets/the-importance-
of-play-in-children-s-learning-and-development
Advergize. (2020). 10+ Important Advantages of Technology on Personal,

Work & Social Life. Advergize. Retrieved October 12, 2022, from
https://www.advergize.com/edu/advantages-technology-modern-life/
American Academy of Pediatrics. (2017). Pediatric physical examination: An

illustrated handbook (3rd ed.). McGraw-Hill Education.
Amor, J. (2020, May 18). Movement Builds a Child's Brain. Penn State
Extension. Retrieved November 20, 2022, from
https://extension.psu.edu/movement-builds-a-childs-brain
Ansorge, R. (2020, August 17). Piaget Cognitive Stages of Development.

WebMD. Retrieved September 29, 2022, from
https://www.webmd.com/children/piaget-stages-of-development
Aslam, D. A. (2021). Lack of social skills in adults: how they affect them, and
what to do. Thrive Global. Retrieved October 29, 2022, from
https://thriveglobal.com/stories/lack-of-social-skills-in-adults-how-they-affect-
them-and-what-to-do/
Batara, J. A. (n.d.). A Lack Of Public Parks May Pose A Threat To Children's

Safety. theAsianparent Philippines. Retrieved October 20, 2022, from
https://ph.theasianparent.com/public-parks-threat-children-safety
Page 181 of 199

Andrea Yee Diongco
Term 01
AY 2022-2023
Bedeian, Arthur and Daniel Wren, “Most Influential Management Books of the
20th Century.” Organizational Dynamics, Vol.28, #3 2000. 221-225.
Beitchman, J., & Brownlie, E. (2010, February 1). Language Development and
its Impact on Children’s Psychosocial and Emotional Development.
Encyclopedia on Early Childhood Development. Retrieved October 17, 2022,
from https://www.child-encyclopedia.com/language-development-and-
literacy/according-experts/language-development-and-its-impact-childrens
Better Health Channel. (n.d.). Posture. Retrieved April 4, 2022, from

https://www.betterhealth.vic.gov.au/health/conditionsandtreatments/posture
Black NL, St-Onge S. Measuring pandemic home-work conditions to

determine ergonomic recommendation relevance. Work. 2022;71(2):299-308.
doi: 10.3233/WOR-210726. PMID: 35095009
Brennan, D. (2021, October 25). Emotional Immaturity: Know The Signs and
How to Deal With It. WebMD. Retrieved October 29, 2022, from
https://www.webmd.com/mental-health/what-is-a-emotional-immaturity
Cahiles, B. (2022, October 21). Quezon City is PH's most competitive highly
urbanized city. Manila Bulletin. Retrieved November 2, 2022, from
https://mb.com.ph/2022/10/21/quezon-city-is-phs-most-competitive-highly-
urbanized-city/
Caljouw, S., & Withagen, R. (2017, June 20). Aldo van Eyck's Playgrounds:
Aesthetics, Affordances, and Creativity.
https://doi.org/10.3389/fpsyg.2017.01130
Carson, V., Lee, EY., Hesketh, K.D. et al. Physical activity and sedentary
behavior across three time-points and associations with social skills in early
childhood. BMC Public Health 19, 27 (2019). https://doi.org/10.1186/s12889-
018-6381-x
CDC. (2022). Youth Physical Activity Guidelines | Physical Activity | Healthy

Schools | CDC. Centers for Disease Control and Prevention. Retrieved
October 20, 2022, from
https://www.cdc.gov/healthyschools/physicalactivity/guidelines.htm
Center on the Developing Child Harvard University. (n.d.). The Science of

Early Childhood Development. Retrieved from
developingchild.harvard.edu:https://developingchild.harvard.edu/guide/what-
is-early-childhood-development-a-guide-to-the-science/
Child Welfare Information Gateway. (2019). Impact of Child Abuse and

Neglect on Child Development. Child Welfare Information Gateway. Retrieved
https://www.childwelfare.gov/topics/can/impact/development/
Children's National Hospital. (2022, April 29). Stress, anxiety and depression
during pregnancy may hinder toddler's cognitive development. ScienceDaily.
Retrieved November 17, 2022, from
https://www.sciencedaily.com/releases/2022/04/220429144916.htm
Columbia Valley Park and Recreation District. (2021, December 12). History
of Adventure/Risk/Junk Playgrounds – Columbia Valley Park & Recreation
District. Columbia Valley Park & Recreation District. Retrieved November 20,
2022, from https://cv-prd.org/2021/12/12/history-of-adventure-risk-junk-
playgrounds/
Council for the Welfare of Children. (n.d.). Launch of the National Baseline
Study on Violence Against Children. Council for the Welfare of Children.
Retrieved September 27, 2022, from https://cwc.gov.ph/news/8-launch-of-the-
national-baseline-study-on-violence-against-children.html
Creative Learning Through Movement. (n.d.). Learning in Action. Retrieved

October 25, 2022, from https://learninginaction.org/creative-learning-through-
movement-2/
Page 182 of 199

Andrea Yee Diongco
Term 01
AY 2022-2023
Cudis, C. (2021, December 27). PH 2021 population growth lowest in 7

decades. Philippine News Agency. Retrieved October 3, 2022, from
https://www.pna.gov.ph/articles/1163852
Cumbria County Council. (n.d.). Supporting Children s Speech, Language and

Communication Development in Early Years Settings and Schools. Cumbria
County Council. Retrieved October 29, 2022, from
https://www.cumbria.gov.uk/elibrary/Content/Internet/537/1459/7037/17935/43
9869131.pdf?timestamp=4399016157
Davies, C. et al. Infant Child Dev. 30, e2241 (2021)
de Bruin, K. (2018, February 2). Stages of Play- Helpful Online Graphics.

Kathryn de Bruin. Retrieved October 20, 2022, from
https://www.kathryndebruin.com/2018/02/02/stages-of-play/
Department of Education. (2016, June 28). Omnibus Policy on

Kindergarten Education. DepEd. Retrieved March 16, 2023, from
https://www.deped.gov.ph/wp-
content/uploads/2019/01/DO_s2016_47.pdf
Designing for Inclusive Play by the Inclusive Play Design Guide:

https://www.inclusiveplay.com/wp-content/uploads/2019/08/Inclusive-Play-
Design-Guide-2019.pdf
Designing for Play by the International Play Association (IPA):

https://ipaworld.org/designing-for-play/
Early childhood care and education | UNESCO. (n.d.). Unesco. Retrieved

October 29, 2022, from https://www.unesco.org/en/education/early-childhood
Early childhood development overview - UNICEF DATA. (n.d.). UNICEF Data.

Retrieved September 29, 2022, from https://data.unicef.org/topic/early-
childhood-development/overview/
ECCD Council. (n.d.). ECCDC – Website – Investing in Early Childhood Care

and Development is investing in the future. Retrieved October 29, 2022, from
https://eccdcouncil.gov.ph/
Engber, Daniel, “Who Made That Sturdy Desk?” New York Times, March 20,
2014.
EYC, K. (2016, April 20). Supporting Speech Development Through Play.

Early Years Careers. Retrieved October 20, 2022, from
https://www.earlyyearscareers.com/eyc/learning-and-development/supporting-
speech-development-play/
Fernandez, R. C. C., &Abocejo, F. T. (2014). Child labor, poverty and school
attendance: Evidences from the Phil-
Fisher, M., Grillo, T., & Smiley, A. (2021, February 8). Information without
knowledge: the effects of Internet search on learning. PubMed. Retrieved
October 12, 2022, from https://pubmed.ncbi.nlm.nih.gov/33557708/
FlexiSpot. (n.d.). History of Ergonomics | Japan Ergonomics Society.

Retrieved October 13, 2022, from
https://www.ergonomics.jp/e_index/e_outline/e_ergono-history.html
Fraser, R. (2021, November 27). Developmental Domains: How Children

Grow and Change. Verywell Family. Retrieved October 16, 2022, from
https://www.verywellfamily.com/definition-of-domain-3288323
Garcia, G., & Vanbuskirk, S. (2022, July 22). The Impact of Distance Learning
on Kids. Verywell Family. Retrieved November 13, 2022, from
https://www.verywellfamily.com/the-impact-of-distance-learning-on-kids-
5118430
Georgetown University. (n.d.). Bright Futures at Georgetown University. Bright

Futures at Georgetown University. Retrieved October 4, 2022, from
https://www.brightfutures.org/physicalactivity/mc/1.html
Page 183 of 199

Andrea Yee Diongco
Term 01
AY 2022-2023
Gharakhanlou, R., Arabameri, E., Koozehchian, M. S., & Khodadoost, M.

(2017). Anthropometric and physical fitness predictors of ball throwing velocity
in female adolescent handball players. International Journal of Applied
Exercise Physiology, 6(2), 401-406.
https://files.eric.ed.gov/fulltext/EJ1118741.pdf
Gibbons, A. (2020, December 2). The negation of babysitting: Deconstruction

and care in early childhood - Andrew Gibbons, 2020. SAGE Journals.
https://journals.sagepub.com/doi/abs/10.1177/2043610620978507
Giles, L. M., & Myers, J. E. (2019). The importance of shading in outdoor play
environments. Journal of Environmental Health, 82(2), 12-17.
https://doi.org/10.5860/eh.82.2.12
GMA. (2017, February 28). Having no safe place to play can affect kids'
growth, NGO says. GMA Network.
https://www.gmanetwork.com/news/lifestyle/parenting/601362/having-no-safe-
place-to-play-can-affect-kids-growth-ngo-says/story/
Gomez, Ivan Neil & Salazar, Jaira & Adan, Jahzeel & Gutierrez, Donna &
Perez, Joseph. (2019). Are Filipino Children Still Playing? Results from a
Preliminary Time-Use Study Article. 2. 49-56.
Grant, H. (2017, July 19). 'Junk play': urban adventure playgrounds hit by
austerity. The Guardian. Retrieved November 11, 2022, from
https://www.theguardian.com/cities/2017/jul/19/junk-play-urban-adventure-
playgrounds-austerity-london
Guidelines for Designing Playgrounds for Young Children by the National

Program for Playground Safety (NPPS):
https://www.playgroundsafety.org/guidelines-designing-playgrounds-young-
children
Hadani, H. S., & Vey, J. S. (2021, January 27). The Urban Play Framework:
An approach for understanding the play experience in cities. Brookings
Institution. Retrieved October 25, 2022, from
https://www.brookings.edu/blog/the-avenue/2021/01/27/the-urban-play-
framework-an-approach-for-understanding-the-play-experience-in-cities/
Hagen, A., Skaug, H., & Synnes, K. (2019). Children's favorite places on the
kindergarten playground – according to the staff. Retrieved November 24,
2022, from https://oda.oslomet.no/oda-
xmlui/bitstream/handle/10642/8254/Children%E2%80%99s+favorite+places+o
n+the+kindergarten.pdf?sequence=1
Hansen, D., Daines, C. L., Novilla, B., & Crandall, A. (2021, April 5). Effects of
positive and negative childhood experiences on adult family health - BMC
Public Health. BMC Public Health. Retrieved October 17, 2022, from
https://bmcpublichealth.biomedcentral.com/articles/10.1186/s12889-021-
10732-w
Hansen, K. (2016, April 14). Early childhood development: A smart investment

for life. Retrieved from blogs.worldbank.org:
https://blogs.worldbank.org/education/early-childhood-development-smart-
investment-life
Harris, M. (2008). Exploring Developmental Psychology: Understanding

Theory and Methods. SAGE Publications.
Hatch, S. L., Jones, P. B., Kuh, D., Hardy, R., Wadsworth, M. E., & Richards,
M. (2007). Childhood cognitive ability and adult mental health in the British
1946 birth cohort. Social science & medicine (1982), 64(11), 2285–2296.
https://doi.org/10.1016/j.socscimed.2007.02.027
Hay, R. E. et al. J. Neurosci. 40, 6969–6977 (2020).
History of Ergonomics - Sustainable Ergonomics Systems. (2017, March 28).

Ergoweb. Retrieved October 14, 2022, from https://ergoweb.com/history-of-
ergonomics/
Page 184 of 199

Andrea Yee Diongco
Term 01
AY 2022-2023
International Renewable Energy Agency. (2019). Renewable Power

Generation Costs in 2019.
https://www.irena.org/publications/2020/Jun/Renewable-power-generation-costs-in-
2019
Philppines by region. CNU Journal of Higher Education, 8(1), 114-127.
Irvin, M. (2017). The Importance of Play in Early Childhood Education.

NWCommons. Retrieved October 7, 2022, from
https://nwcommons.nwciowa.edu/cgi/viewcontent.cgi?article=1067&context=e
ducation_masters
JES. (n.d.). History of Ergonomics | Japan Ergonomics Society. Retrieved

https://www.ergonomics.jp/e_index/e_outline/e_ergono-history.html
Jumping milestones for kids. (n.d.). Therapies For Kids. Retrieved March 16,
2023, from https://therapiesforkids.com.au/jumping-milestones-for-children-18-
months-to-5-years/
Kaelin, M. W. (2017, June 6). 10 ways to immediately improve workstation

ergonomics. TechRepublic. Retrieved April 4, 2022, from
https://www.techrepublic.com/article/10-ergonomic-tips-to-immediately-
improve-your-workspace/
Kim, J., & Kim, Y. (2021). Analysis of energy-harvesting playground

equipment with a self-powered lighting system. Energy and Buildings, 248,
111146. https://doi.org/10.1016/j.enbuild.2021.111146
Kroeker, J. (2017). Indoor and Outdoor Play in Preschool Programs. 645. DOI:
10.13189/ujer.2017.050413
Kurt, S. (2020). Vygotsky's Zone of Proximal Development and Scaffolding.

Educational Technology. Retrieved October 25, 2022, from
https://educationaltechnology.net/vygotskys-zone-of-proximal-development-
and-scaffolding/
Lakhani, N. (2020, May 20). Millions of Americans lack access to quality

parks, report reveals. The Guardian. Retrieved November 11, 2022, from
https://www.theguardian.com/environment/2020/may/20/park-inequality-
access-coronavirus-wellbeing
Little Tikes. (n.d.). The Importance of Playgrounds for Children | Playground

Benefits. Little Tikes Commercial. Retrieved October 20, 2022, from
https://littletikescommercial.com/blog/importance-of-playgrounds-for-
children/?lang=can#important-benefits
MacDonald KB. Parent-Child Play: Descriptions and Implications. Albany, NY:

State University of New York Press; 1993
Manning, K. Y. et al. Preprint at medRxiv

https://doi.org/10.1101/2021.10.04.21264536 (2021).
Manuel, M. F., & Gregorio, E. B. (2015, February 20). Legal Frameworks for
Early Childhood Governance in the Philippines - International Journal of Child
Care and Education Policy. International Journal of Child Care and Education
Policy. Retrieved November 10, 2022, from
https://ijccep.springeropen.com/articles/10.1007/2288-6729-5-1-65
Matusov, E. (2001). International Encyclopedia of the Social & Behavioral

Sciences. https://www.sciencedirect.com/topics/psychology/zone-of-proximal-
development
McSpadden, K. (2015, May 14). You Now Have a Shorter Attention Span
Than a Goldfish. Time. Retrieved October 29, 2022, from
https://time.com/3858309/attention-spans-goldfish/
Meridie. (2021, August 2). Early Childhood Care and Education in the
Philippines - De educatione meridie. MeridiE. Retrieved October 29, 2022,
from https://varlyproject.blog/early-childhood-care-and-education-in-the-
philippines/
Page 185 of 199

Andrea Yee Diongco
Term 01
AY 2022-2023
Metin, P. (n.d.). THE EFFECTS OF TRADITIONAL PLAYGROUND

EQUIPMENT DESIGN IN CHILDREN’S DEVELOPMENTAL NEEDS A
THESIS SUBMITTED TO THE GRADUATE SC. Retrieved November 11,
2022, from https://etd.lib.metu.edu.tr/upload/1213727/index.pdf
Michelle A. Mendez, Linda S. Adair; Severity and Timing of Stunting in the

First Two Years of Life Affect Performance on Cognitive Tests in Late
Childhood, The Journal of Nutrition, Volume 129, Issue 8, 1 August 1999,
Pages 1555–1562, https://doi.org/10.1093/jn/129.8.1555
Mindyra. (n.d.). Developmental Coordination Disorder in Adults.

https://www.mindyra.com/solutions/adults/developmentalcoordinationdisorder
Minnis, S., Kahn, A., & De Pietro, M. (2017). Speech Disorders: Causes,
Signs, and Diagnosis. Healthline. Retrieved October 29, 2022, from
https://www.healthline.com/health/speech-disorders#causes
Moyses, K. (2012, May 30). Movement can increase learning in children -

MSU Extension. MSU College of Agriculture and Natural Resources.
https://www.canr.msu.edu/news/movement_can_increase_learning_in_childre
n
National Academies of Sciences, Engineering, and Medicine. 1993.

Understanding Child Abuse and Neglect. Washington, DC: The National
Academies Press. https://doi.org/10.17226/2117.
National Academies Press. (n.d.). 6 CONSEQUENCES OF CHILD ABUSE

AND NEGLECT | Understanding Child Abuse and Neglect. The National
Academies Press. Retrieved October 29, 2022, from
https://nap.nationalacademies.org/read/2117/chapter/8
Needleman, H. (2004). Lead Poisoning. Annual Review of Medicine. 55(1),

209-222.
Olesen, J. (n.d.). Color Psychology: Child Behavior And Learning Through

Colors. Color Meanings. Retrieved November 6, 2022, from https://www.color-
meanings.com/color-psychology-child-behavior-and-learning-through-colors/
Panagiotopoulos, I., & Zacharof, N. G. (2017). Kinetic energy harvesting from

human motion. Journal of Electrical and Computer Engineering, 2017, 1-11.
https://doi.org/10.1155/2017/9079032
Pazzanese, C. (2016, August 5). Design for movement – Harvard Gazette.

Harvard Gazette. Retrieved October 29, 2022, from
https://news.harvard.edu/gazette/story/2016/08/design-for-movement/
Philippine Statistics Authority. (n.d.). CHILD POVERTY IN THE PHILIPPINES.

Philippine Statistics Authority. Retrieved September 24, 2022, from
https://psa.gov.ph/system/files/Child%20Poverty%20Infographics.pdf?width=9
50&height=700&iframe=true
Philippines Population 2022 (Demographics, Maps, Graphs). (n.d.). World

Population Review. Retrieved October 16, 2022, from
https://worldpopulationreview.com/countries/philippines-population
Philstar. (2020, October 4). Classes set to resume with millions not enrolled.
Philippine Star. Retrieved September 19, 2022, from
https://www.philstar.com/headlines/2020/10/04/2047050/classes-set-resume-
millions-not-enrolled
Physical activity and sedentary behavior across three time-points and

associations with social skills in early childhood - BMC Public Health. (2019,
January 7). BMC Public Health. Retrieved October 29, 2022, from
https://bmcpublichealth.biomedcentral.com/articles/10.1186/s12889-018-
6381-x
Play for All Guidelines by the International Play Equipment Manufacturers

Association (IPEMA) and the National Program for Playground Safety (NPPS):
https://www.ipema.org/play-for-all-guidelines/
Page 186 of 199

Andrea Yee Diongco
Term 01
AY 2022-2023
POPCOM. (2021). POPCOM: Number of Filipinos in 2021 estimated at 110.8

million, Sizes of families trending lower at 4 members. Commission on
Population and Development. Retrieved October 16, 2022, from
https://popcom.gov.ph/popcom-number-of-filipinos-in-2021-estimated-at-110-
8-million-sizes-of-families-trending-lower-at-4-members/
Ruba, A. L. & Pollak, S. D. PLoS ONE 15, e0243708 (2020).

https://www.worldbank.org/en/topic/earlychildhooddevelopment
Said, I. (2007). Architecture for Children: Understanding Children Perception

towards Built Environment. CORE. Retrieved October 21, 2022, from
https://core.ac.uk/download/pdf/11779912.pdf
Sando, O., & Storli, R. (2021, January 14). The relationship between indoor
environments and children’s play – confined spaces and materials.
https://doi.org/10.1080/03004279.2020.1869798
Sandseter, E. B. (2007). Categorising Risky Play - How Can We Identify Risk-

Taking in Children's Play? European Early Childhood Education Research
Journal, 238- 252.
Santos, A. P. (2020, July 14). Philippines faces baby boom after lockdown hits
family planning. Al Jazeera. Retrieved October 16, 2022, from
https://www.aljazeera.com/news/2020/7/14/philippines-faces-baby-boom-
after-lockdown-hits-family-planning
SCFFC. (n.d.). The Benefits of Playgrounds for Children Aged 0-5.

https://www.playgroundequipment.com/image/data/the-benefits-of-
playgrounds-for-children-aged-0-5.pdf
Shuffrey, L. C. et al. JAMA Pediatr.

https://doi.org/10.1001/jamapediatrics.2021.5563 (2022).
Sinha, S. (2020, April 14). Does Screen Time Affect Children's Development?
News Medical. Retrieved October 12, 2022, from https://www.news-
medical.net/health/Does-Screen-Time-Affect-Childrene28099s-
Development.aspx
Smith, J. (2021). Anthropometric factors influencing throwing ability in

children. Journal of Pediatric Physical Therapy, 33(2), 87-94. doi:
10.1097/PEP.0000000000000789
Smith, J. (2022). Factors affecting the distance that children aged 1-5 years
can throw an object. Journal of Child Development, 49(3), 67-78.
Solar Constructions. (n.d.). Transparent solar panels. http://www.solar-

constructions.com/wordpress/transparent-solar-panels/
Spivey, M. (2018, August 3). Ergonomics: Then and Now - Human Solution.
The Human Solution. Retrieved October 13, 2022, from
https://www.thehumansolution.com/blog/ergonomics-then-and-now
Stanković, S., & Vukašinović, V. (2017). Kinetic energy harvesting

technologies. Renewable and Sustainable Energy Reviews, 78, 304-318.
https://doi.org/10.1016/j.rser.2017.04.098
Sword, R. (2021, January 15). Early Child Development | Stages &

Characteristics. High Speed Training. Retrieved September 29, 2022, from
https://www.highspeedtraining.co.uk/hub/child-development-in-early-years/
Tatum, M. (2021, June). The impact of a year indoors for Filipino children. The
Lancet. https://doi.org/10.1016/S2352-4642(21)00141-3
The Benefits of Playgrounds for Children Aged 0-5 by the American Society of
Landscape Architects (ASLA):
https://www.asla.org/ContentDetail.aspx?id=39562
The World Bank Org. (2021, January 27). COVID-19 Impacts on Low Income
Families in the Philippines. The World Bank. Retrieved September 17, 2022,
from https://www.worldbank.org/en/country/philippines/brief/covid-19-impacts-
on-low-income-families-in-the-philippines
Page 187 of 199

Andrea Yee Diongco
Term 01
AY 2022-2023
UNFPA. (2020, April 28). New UNFPA projections predict calamitous impact
on women's health as COVID-19 pandemic continues. United Nations
Population Fund. Retrieved October 16, 2022, from
https://www.unfpa.org/press/new-unfpa-projections-predict-calamitous-impact-
womens-health-covid-19-pandemic-continues
UNICEF (2018). Situation Analysis of Children in the Philippines.

https://www.unicef.org/philippines/media/556/file#:~:text=This%20presents%2
0evidence%20from%20research,progress%20on%20child%20rights%20indic
ators
UNICEF. (2021). COVID-19 and children - UNICEF DATA. UNICEF Data.

Retrieved October 4, 2022, from https://data.unicef.org/covid-19-and-children/
Warren, W.H., Jr. Perceiving affordances: Visual guidance of stair climbing. J.

Exp. Psychol. Hum. Percept. Perform. 1984, 10, 683–703.
What are the 5 Stages of Child Development » RISE Services, Inc. (2018,
September 26). RISE Services. Retrieved September 29, 2022, from
https://riseservicesinc.org/news/5-stages-child-development/
World Health Organization. (2007, March). Early Child Development: a

powerful equalizer. p. 76
Young, F., & Cleveland, B. (2021). Affordances, Architecture and the Action
Possibilities of Learning Environments: A Critical Review of the Literature and
Future Directions. MDPI. Retrieved October 23, 2022, from
https://www.mdpi.com/2075-5309/12/1/76/htm
APPENDICES
Page 188 of 199

Andrea Yee Diongco
Term 01
AY 2022-2023
Page 189 of 199

Andrea Yee Diongco
Term 01
AY 2022-2023
Page 190 of 199

Andrea Yee Diongco
Term 01
AY 2022-2023
Page 191 of 199

Andrea Yee Diongco
Term 01
AY 2022-2023
Page 192 of 199

Andrea Yee Diongco
Term 01
AY 2022-2023
Page 193 of 199

Andrea Yee Diongco
Term 01
AY 2022-2023
Page 194 of 199

Andrea Yee Diongco
Term 01
AY 2022-2023
Page 195 of 199

Andrea Yee Diongco
Term 01
AY 2022-2023
Page 196 of 199

Andrea Yee Diongco
Term 01
AY 2022-2023
Page 197 of 199

Andrea Yee Diongco
Term 01
AY 2022-2023
Page 198 of 199

Andrea Yee Diongco
Term 01
AY 2022-2023
Page 199 of 199

Andrea Yee Diongco
Term 01
AY 2022-2023

Influencing Movement and Creative Thinking for Early Childhood Development

Uploaded by

Document Information

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Influencing Movement and Creative Thinking for Early Childhood Development

Uploaded by

Copyright:

Available Formats

f

Development Through the Translation of Traditional Filipino

De La Salle – College of St. Benilde School of Design

and Arts Architecture Program

DLS-CSB Faculty of the Architecture Program

In Partial Fulfillment of the Requirements for the Degree of

Bachelor of Science in Architecture

Ar. Erika Vixeen H. Dia

ARCDES 9 & 10 MENTOR

2nd Term Academic Year 2023-2024

Approved by Execution of the Thesis Board

Ar. Erika Vixeen Dia

ARCDES10 Thesis Mentor

Ar. Jim Caumeron

Creative Studies Track Coordinator

Ar. Noel E. Nicolas, MSAR, UAP

Technical Studies Track Coordinator

Dr. Maribel C. Tubera, UAP, EnP, MsCM, PhD

Thesis Track Coordinator

Ar. Erika Vixeen Dia

Professional Practice Track Coordinator

Ar. Jose Carlos Gutierrez

Planning Track Coordinator

Ar. Janeil Arlegui, MSAR, UAP

Visual Com and Data Management Track Coordinator

Ar. Walther Ocampo, MSAE, PIA Architectural

History, Theory, & Criticism Track Coordinator

Ar. David Barcelona

Building Sciences Track Coordinator

Engr. Iñigo Calixto

Engineering Sciences Track Coordinator

Ar. Ven Lawrence Quizon

Architecture Program Chairperson

Ar. Harvey Vasquez, UAP OIC

Associate Dean – Environment Studies Cluster De La Salle-College of Saint Benilde

Ar. Dottie Asela Domingo, EnP, MBA, UAP, PIEP

Dean – Design and Arts Campus

Approved for execution by the Thesis Board

Ar. Erika Vixeen H. Dia

ARCDES10 Thesis Mentor

Ar. Gino Bjorn Abrera, Signature and Date of Signing

Ar. Alice Baby Garcia , Signature and Date of Signing

Ar. Angeline Ramos, Signature and Date of Signing

Ar. Miel Udtohan, Signature and Date of Signing

Ar. Ramon Bizares, Signature and Date of Signing

Ar. Ven Lawrence Quizon

Architecture Program Chairperson

Development Through the Translation of Traditional Filipino

1.1 Background of the Study 19

2.1.9.2 Age Separation 59

Chapter 3: Development of Dialectics, Frameworks and Methodology 91

4.4.2 Tiyakad 126

Figure 1. Total Population in the Philippines 26

Figure 2. Age Demographics in the Philippines 27

Figure 3. Multidimensional Poverty in Children 27

Figure 4. ECCD Programs 28

Figure 5. ECCD Partners 29

Figure 6.1 Communication and Speech 29

Figure 6.2. Physical and Motor 30

Figure 6.3. Social and Emotional 30

Figure 6.4. Cognitive 30

Figure 7. Child Developmental Stages 0-18 Years of Age 32

Figure 8. Newborn Stage 32

Figure 9.1. Newborn Communication 33