“MFLP” (Ito et al. 2003, 2010) was used to plan the park for space scale planning (Fig. 5.5). In other words, this is a method to think about how to manage the space for various ways. According to this method, the space is divided into a number of layers (layers of vegetation, water, playground, and ecological learning), which overlap each other. However, in contrast to “zoning,” MFLP does not divide a space into clear functional areas. The overlapping of layers creates multifunctional areas where, for example, children who are playing by the water can also learn about ecology at the same time. Thus, during the creation of a multifunctional play area, children are able to engage in “various activities” as its different layers are added on top of each other. In addition, they will learn something new about its ecology when they are playing there.
5.3.2 Designing by Use Affordance for Children
For example, the shrubs constituted a mixture of scattered species, which afforded shelter and hiding, as well as social play and construction play (Fj0rtoft and Sageie 2000). Very special was the flexible juniper bush, which motivated functional play (getting in and out) and social play (playing house) as well. Some trees were suitable for climbing depending on the branching pattern, the stem diameter, and the flexibility of the tree. The young deciduous trees were easily accessible for climbing. The spruces were more suitable for hiding than for climbing because of their dense branches. The more open areas in the pine and low-herb woodland afforded running, chase and catch, leapfrog, tag, and other games. The shrubs afforded hide-and seek, building dens and shelters, and role playing games such as house-and-home or pirates, and fantasy and function play.
