Early childhood educators and researchers often write of the need for a "magical playscape"--a sensory-rich environment that will draw out children's active inquiry and engagement in an outside learning environment. Despite this soundly child-based information, the reality of many playgrounds is a sandbox, a climbing frame, and a bicycle path; these are perceived as all that is needed. The result is limited facilities with insufficient variety, diversity and number of play options readily available to the children to stimulate their learning-through-play. In practice, the author has found that while the intent is often sound, the implementation falls far short. The research of Kritchevsky & Prescott (1977) found a paradigm-breaking link between the organisation of space (planning) and the developmentally-based goals for young children. While most of this work dwelt on the interior layouts of buildings, the principles they established stand well as a basis for planning of outside learning environments for child-usage. Kritchevsky & Prescott's work particularly noted that space is not only needed, but organisation of space, taking into account that the playground is designed to promote a full range of developmental skills. It is important that different areas of the playground are developed with different forms of play in mind. In this article, the author outlines the planning process and planning principles that will deliver quality playgrounds and support a play-rich environment. (Contains 1 figure.)