This paper explores the development of projective techniques which use the concepts of personal and phenomenological space to articulate approaches to landscape design. It focuses particularly on the school playground environment in cities and urban areas. It presents methods and results of original research with children (as well as their teachers). Results of work to date confirm the importance for children of activity-based behavior settings and point to a desire for natural elements as the integrating core of their play environment. The value of such methods for landscape designers and their clients is discussed.