This study aims to clarify the spatial components of the school playground along with the issues that affected the playground’s transition, from the Meiji-era, considering that this is the place children spend most of their time. The method of this study is done by reviewing the documents and the regulations of schools from Meiji-era, and actual people concerned in schools were interviewed. In result, the transitions of playground were divided into nine periods and each of characteristics was clarified. One of the main issues that influenced the transition of the playground was the educational guideline made, based upon the social backgrounds. With the decrease of nature and changes of the child’s atmosphere, the playgrounds are very much behind from the present demands. This delay was caused from the influence of the guideline from the past, which planned the school building prior, making no space for the other outside components in the school site. There has never been a guideline that indicates the importance of the playground. To make greater use of the playground, further investigation, such as involvement of specialists from various fields, and improvement of the playground for the usage of the playground in practical studies.
