Children’s GardensThrough the eyes of children:

designing for a newgeneration of visitors

Access all areas: clearingpathways to learning

El Bosque de los Niños

Bridging the generation gap –developing play spaces for

children

Botanic Gardens Conservation International Education Review

Volume 9 • Number 1 • May 2012

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Educational resourcesfor botanic gardens

Through the eyes of children:designing for a new generation ofvisitors Sue Wake, Unitec Institute ofTechnology, Australia

First word Asimina Vergou,Botanic Gardens Conservation

International

Access all areas: clearingpathways to learning Becky Pinniger,Thrive, UK

Play the no. 1 factor inchildren’s garden design Christine Joy &Roslyn Semler, Royal Botanic GardensMelbourne, Australia

El Bosque de los Niños: unespacio único para niños en el JardínBotánico Atlántico Reyes Álvarez Vergel,Jardín Botánico Atlántico, Spain

Bridging the generation gap –developing play spaces for childrenSarah Kneebone, Oman Botanic Garden,Oman

Make your garden come alive:top tips for engaging childrenClaudia Bernardini, Botanic GardensConservation International, UK

Design for children: openingup nature’s learning potentialKathy Johnson, Chicago Botanic Garden,USA

BGCI • 2012 • Roots • Vol 9 (1) 01

Roots is published by Botanic Gardens ConservationInternational (BGCI). It is published twice a year.Membership is open to all interested individuals,institutions and organisations that support the aimsof BGCI.

Further details available from:

• Botanic Gardens Conservation International, DescansoHouse, 199 Kew Road, Richmond, Surrey TW9 3BWUK. Tel: +44 (0)20 8332 5953, Fax: +44 (0)20 8332 5956E-mail: info@bgci.org, www.bgci.org

• BGCI-Russia, c/o Main Botanical Gardens,Botanicheskaya st., 4, Moscow 127276, Russia.Tel: +7 (095) 219 6160 / 5377, Fax: +7 (095) 218 0525,E-mail: seed@aha.ru, www.bgci.ru

• BGCI-Netherlands, c/o Delft University of TechnologyJulianalaan 67, NL-2628 BC Delft, NetherlandsTel: +31 15 278 4714 Fax: +31 15 278 2355E-mail: l.j.w.vandenwollenberg@tudelft.nlwww.botanischetuin.tudelft.nl

• BGCI-Canarias, c/o Jardín Botánico Canario Viera y Clavijo,Apartado de Correos 14, Tafira Alta 35017,Las Palmas de Gran Canaria, Gran Canaria, Spain.Tel: +34 928 21 95 80/82/83, Fax: +34 928 21 95 81,E-mail: jmlopez@grancanaria.es

• BGCI-China, 723 Xingke Rd., Guangzhou 510650 China.Tel:(86)20-85231992. email: Xiangying.Wen@bgci.orgwww.bgci.org/china

• BGCI-South East Asia, c/o Registry, Singapore BotanicGardens, 1 Cluny Road, Singapore 259569.

• BGCI-Colombia, c/o Jardín Botánico de Bogotá,Jose Celestino Mutis, Av. No. 61-13 – A.A. 59887,Santa Fe de Bogotá, D.C., Colombia. Tel: +57 630 0949,Fax: +57 630 5075, E-mail: jardin@gaitana.interred.net.co,www.humboldt.org.co/jardinesdecolombia/html/la_red.htm

• BGCI(US) Inc, c/o Chicago Botanic Garden,1000 Lake Cook Road, Glencoe, Illinois 60022, USA.E-mail: usa@bgci.org, www.bgci.org/usa

BGCI is a worldwide membership organisation established in1987. Its mission is to mobilise botanic gardens and engagepartners in securing plant diversity for the well-being ofpeople and the planet. BGCI is an independent organisationregistered in the United Kingdom as a charity (Charity Reg No1098834) and a company limited by guarantee, No 4673175.BGCI is a tax-exempt 501(c)(3) non-profit organisation in theUSA and is a registered non-profit organisation in Russia.

Opinions expressed in this publication do not necessarilyreflect the views of the Boards or staff of BGCI or of itsmembers.

Forthcoming IssueVolume 9 Number 2: Inquiry Based Science EducationLast submission date: 20 July 2012Volume 10 Number 1: Professional Development in BotanicGarden Education. Last submission date: 10 January 2013

Cover Photo: Enjoying the Children’s Vegetable Garden(Chicago Botanic Garden, USA)

Design: John Morgan, www.seascapedesign.co.uk

BGCI would like to thank the co-editors for their work inthe production of Roots

For the French Section:Loïc Ruellan – Conservatoire Botanique National de Brest,FranceAnne Lindsey – Spain (loon@alindsey.net)Allison Marshall – France

For the Spanish Section:Lourdes Rico-Arce – Royal Botanic Gardens, KewVeronica Franco – Jardín Botánico Regional Xíitbal Neek’,MexicoOrlik Gómez García – Jardín Botánico Francisco JavierClavijero, Mexico

For the English Section:Claudia Bernardini – BGCI, UKJan Chamier – London, UKDavid Jeffreys – London, UK

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EDITORSJulia Willison Director of Education

Asimina Vergou Education Programme Coordinator

Volume 9 • Number 1

14

First wordChild’s eye view:changingperspectives onbotanic gardensin the modernworld

Regard d’enfant : changement de perspectives sur les jardins botaniques dans le monde moderneDesde la mirada de los niños: cambiando las perspectivas en los jardines botánicos en el mundo moderno

02 BGCI • 2012 • Roots • Vol 9 (1) • 02-05

ESPAÑOL

Los jardines botánicos enfrentan unreto en todo el mundo: considerando

la demografía de sus visitantes ¿cómoampliar y desarrollar relaciones mássignificativas con la comunidad que losacoge? Un enfoque adoptado por losjardines de todo el mundo ha sidoorientar el énfasis hacia los niños y lasfamilias, y en esta última edición deRoots exploramos cómo algunos deellos están direccionando estascuestiones existenciales de lascaracterísticas demográficas y larelación con la comunidad.

FRANÇAIS

Partout, les jardins botaniques seconfrontent au même défi : comment

élargir les données démographiques deleur public et développer des liens plusconstructifs avec les communautés quiles accueillent ? Une approche adoptéepar les jardins à travers le mondeconsiste à se tourner davantage vers lesenfants et les familles. Dans ce derniernuméro de Roots, nous nous attachonsà découvrir la manière dont certainsd’entre eux abordent ces questionsexistentielles relatives à l’importancedémographique et communautaire.

ENGLISH

It’s a challenge facing botanic gardenseverywhere: how can they broaden

their visitor demographics and developmore meaningful relationships with theirhost communities? One approach,adopted by gardens worldwide, hasbeen to shift the emphasis towardschildren and families – and in this latestissue of Roots we explore how some ofthem are addressing these existentialquestions of demographic andcommunity relevance.

Gardens are beginning to realise the potential of engaging younger audiences

03BGCI • 2012 • Roots • Vol 9 (1)

Históricamente, los jardines botánicosno habían favorecido a los niños yjóvenes, es más, esta actitud del sigloXIX prevaleció en los jardines británicoshasta mediados del siglo pasado. Conraras excepciones como el JardínBotánico de Brooklyn, quien dio labienvenida a los visitantes jóvenesdesde los inicios de 1900, evidenció queen general, los jardines lentamentefueron apreciando el potencial noexplotado de este grupo de lapoblación.

Esto marcó el paso en las últimas dosdécadas, no obstante, los jardinesbotánicos aún tienen mucho qué hacerpara ser más amigables con los niños ylas familias. Un ejemplo es el de la RealSociedad de Horticultura del Jardín enWisley en el Reino Unido el cualprograma actividades estacionales paraalentar a las familias a explorardiferentes partes del jardín. En el jardín,“Silvestre en Wisley” es un áreareservada para el juego natural.

Los “jardines dedicados a los niños” quehan surgido para reconectar con lanaturaleza a nuestros niños altamenteurbanizados, y diseñados paraproporcionarles ambientes seguros parael juego natural, al aire libre, han sidoclaves en el desarrollo de este enfoquecentrado en la niñez. A la fecha, noexiste una definición uniformementeaceptada sobre lo que es un jardín paraniños y han aparecido diferentesinterpretaciones de éstos, reflejando lascircunstancias culturales muyparticulares de cada jardín. Sin embargo,lejos de ser una debilidad, estadiversidad sólo realza y fortalece elconcepto, dibujando en sí una profundafuente de inspiración intelectual ycultural.

Por lo tanto, es con este espíritu quenosotros animamos a nuestros lectoresa compenetrarse con la noción de quées un jardín para niños.

En nuestro primer artículo, Sue Wake,del Instituto Unitec de Tecnología enNueva Zelanda presenta una miradaacadémica hacia los jardines para niños.Sue argumenta que los niños puedeninvolucrarse desde el principio deldesarrollo del jardín con diferentesniveles de participación.

Historiquement, les jardins botaniquesn’ont jamais été très partisans de laprésence d’enfants ou de jeunes ; cetteattitude propre au XIXe siècle s’est eneffet maintenue dans de nombreuxjardins britanniques au moins jusqu’aumilieu du siècle dernier. A de raresexceptions près, telles que le Jardinbotanique de Brooklyn qui s’est tournévers l’accueil du jeune public dès le débutdes années 1900, les jardins s’en sonttenus à cette règle et ont mis du temps àapprécier le potentiel inexploité de cettepartie de la population. Le rythme s’esttoutefois accéléré durant ces deuxdernières décennies, et la valorisation dejardins mieux adaptés à l’accueil desenfants et des familles est à présent bienplus grande. Le jardin de la Société royalehorticole de Wisley, au Royaume-Uni,illustre ce propos par la programmationd’activités saisonnières afin d’encouragerles familles à explorer différentes partiesdu jardin. Et la zone du jardin dénommée« le Wisley sauvage » se trouve à l’écart,afin de favoriser les jeux dans la nature.

L’émergence de « jardins pour enfants »consacrés en tant que tels, conçus pourrecréer une connexion entre nos enfantstrop urbanisés et la nature, et pour offrirdes lieux sécurisés pour les jeux enextérieur et dans la nature, représente unélément clé du développement de cetteapproche axée sur l’enfant. À ce jour,aucune définition n’a été acceptée demanière uniforme concernant le jardindes enfants et plusieurs interprétationsont été suggérées, reflétant les cultureset les circonstances particulières àchaque jardin individuel. Loin d’être unefaiblesse, cependant, une telle diversiténe fait qu’accroître la solidité de ceconcept, tirant ainsi son inspiration d’unelarge variété intellectuelle et culturelle.

C’est dans cet esprit que nousencourageons donc nos lecteurs àprendre en compte la notion de ce quesont les jardins des enfants, au lieu derechercher une interprétation réductricede ce qu’est un jardin des enfants.

Dans notre premier article, Sue Wake, del’Institut de technologie Unitec enNouvelle-Zélande, propose un aperçuuniversitaire sur les jardins des enfants.Sue affirme que les enfants peuvents’engager dès le début dansl’aménagement d’un jardin, avec différentsdegrés de participation.

Historically botanic gardens have notlooked with favour on children andyoung people – indeed such 19thcentury attitudes persevered in manyBritish gardens well into the middle ofthe last century. Gardens were slow toappreciate the untapped potential of thiselement of the population, although rareexceptions like Brooklyn Botanic Gardenwere welcoming young visitors as farback as the early 1900s. The pace haspicked up over the last couple ofdecades, however, and there is nowmuch greater focus on making botanicgardens more child and family friendly.One illustration is the Royal HorticulturalSociety’s garden at Wisley in the UK,where seasonal activities areprogrammed to encourage families toexplore different parts of the garden. Andthe garden’s ‘Wild at Wisley’ is an areaset aside for natural play.

The emergence of dedicated ‘children’sgardens’, designed to reconnect ourlargely urbanised children with natureand provide safe environments foroutdoor and natural play has been a keydevelopment of this child-centeredapproach. To date there has been nouniformly accepted definition of what achildren’s garden is and differentinterpretations have appeared, reflectingthe particular cultures andcircumstances of individual gardens.Far from being a weakness, however,such diversity only enhances thestrength of the concept, drawing as itdoes from a deep pool of intellectualand cultural inspiration.

It is in this sprit, therefore, that weencourage our readers to engage withthe notion of what children’s gardensare, rather than aim for a reductiveinterpretation of what a children’sgarden is.

In our first article, Sue Wake, of UnitecInstitute of Technology in New Zealandoffers an academic insight into children’sgardens. Sue argues that children canengage from the outset in a garden’sdevelopment, with varying levels ofinvolvement.

Creating a space for children in a botanicgarden may benefit the organisation inmany ways, writes Kathy Johnson,Manager of Teacher and StudentProgram at Chicago Botanic Garden,although the design process is not an

easy task. Kathy outlines some of thechallenges that arise when differentexperts are involved in the designprocess (e.g. educators, exhibitdevelopers, landscape designers,horticulturalists) and offers some usefulthoughts on how to ensure equalconsideration of plants and people inthe overall plan.

Thrive is a UK-based charity thatadvocates gardening as a means ofenhancing the lives of disabled people.Thrive’s Becky Pinniger comes up witha range of practical suggestions formodifying garden designs to improvesite accessibility. She also explains howdifferent garden features may be usedto benefit children with specialeducation or disability needs.

The Ian Potter Foundation Children’sGarden at the Royal Botanic Gardens inMelbourne, is designed to ‘celebratethe imagination and foster the creativenature of play’. Christine Joy andRoslyn Semler, Melbourne’s educationstaff, describe how this inspirationalgarden has involved children, adultvisitors and experts in its development.

Last year the Atlantic Botanic Garden atGijon in Spain opened its Children’sForest, a new area dedicated to youngaudiences and their families. In thisSpanish article, Reyes Álvarez Vergel,describes how the Children’s Forestencourages its young visitors to feelpart of nature and directly interactwith it.

For the newly established OmanBotanic Garden, incorporating children’sareas in the initial design was animportant consideration, reflecting thedemographic profile of this youngnation. Family groups are a key targetaudience. Oman’s Sara Kneebone, aBGCI alumnus, outlines how theygenerated a design brief for thegarden’s creative play using research,audience input, steering teamdiscussions and expert contributions.

Closer to home, BGCI’s ClaudiaBernardini reviews the current literatureon the exploitation of outdoor spaces tocreate opportunities for children’s play.She uncovers some useful tips on howto make botanic gardens come aliveand become more attractive, instructiveand fun for young people.

a création d’un espace pour les enfantsdans un jardin botanique peut êtrebénéfique pour celui-ci de bien desmanières, écrit Kathy Johnson, directricedes Programmes pour professeurs etétudiants au Jardin botanique de Chicago,bien que la phase de conception ne soitpas une tâche facile. Kathy décritcertaines problématiques susceptiblesd’apparaître lorsque différents experts sontimpliqués dans la phase de conception(par exemple animateurs, concepteursd’exposition, paysagistes, horticulteurs) etpropose une réflexion utile quant à lamanière d’assurer une prise en compteégale des plantes et des individus dans leplan général.

Thrive est une organisation caritativebasée au Royaume-Uni qui préconise lejardinage comme moyen d’amélioration dela vie des personnes handicapées. BeckyPinniger, membre de Thrive, présentedifférentes propositions pratiques pourapporter des modifications à la conceptionde jardins afin d’améliorer l’accessibilitéaux sites. Elle explique égalementcomment différentes caractéristiques desjardins peuvent être mises à profit pourfaciliter l’accueil d’enfants présentant desbesoins par rapport à un handicap ou entermes d’éducation spécialisée.

Le Jardin des enfants de la Fondation IanPotter aux Jardins botaniques royaux deMelbourne est conçu pour « célébrerl’imagination et encourager la naturecréative du jeu ». Christine Joy et RoslynSemler, animatrices aux jardins deMelbourne, décrivent comment ce jardininspirateur a suscité l’implication d’enfants,de visiteurs adultes et d’experts au coursde son aménagement.

L’an dernier, le Jardin botanique atlantiquede Gijon, en Espagne, a inauguré sa Forêtdes enfants, nouvel espace consacré aujeune public et à leurs familles. Dans cetarticle en espagnol, Reyes Álvarez Vergeldécrit comment la Forêt des enfants inviteses jeunes visiteurs à se sentir une partieintégrante de la nature et à interagirdirectement avec elle.

Pour le Jardin botanique d’Omanrécemment établi, l’intégration d’espacespour les enfants dans la conception initialea suscité une longue réflexion, illustrant leprofil démographique de cette jeunenation. Les groupes familiaux représententun public cible clé. Sara Kneebone duJardin d’Oman, ancienne élève du BGCI,

Crear espacios para niños en un jardínbotánico puede beneficiar a la instituciónen muchos sentidos, escribe KathyJohnson, Directora de los Programaspara docentes y estudiantes, del JardínBotánico de Chicago, aunque el procesode su diseño no es una tarea fácil. Kathyresalta que algunos de los retos surgencuando expertos de diferentes disciplinasestán involucrados en el proceso deldiseño, (por ejemplo educadores, los quedesarrollan las colecciones, diseñadoresdel paisaje, horticultores) y presentaalgunas ideas útiles para asegurar unaconsideración equilibrada de las plantas ylas personas en el proyecto global.

Thrive es una institución de beneficenciadel Reino Unido que defiende lajardinería como un medio para mejorar lavida de las personas con discapacidad.Becky Pinniger presenta un ampliorango de sugerencias prácticas paramodificar el diseño de jardines paramejorar el acceso al sitio. Tambiénexplica cómo las diferentescaracterísticas del jardín puedenutilizarse en beneficio de los niños querequieren educación especial o condiscapacidades.

La Fundación del Jardín para Niños IanPotter en el Real Jardín Botánico deMelbourne, se ha diseñado para“celebrar la imaginación y fomentar lanaturaleza creativa del jugar”. ChristineJoy y Roslyn Semler, personal deeducación del Jardín de Melbourne,describen cómo este jardín para suinspiración ha involucrado niños,visitantes adultos y expertos en sudesarrollo.

El año pasado, el Jardín Botánico delAtlántico en Gijona, España, abrió suBosque para Niños, una nueva áreadedicada a las audiencias jóvenes y susfamilias. En este artículo en español,Reyes Álvarez Vergel describe cómo elBosque para Niños fomenta en losjóvenes visitantes el sentimiento de serparte de la naturaleza interactuandodirectamente con ésta.

Para el recientemente establecido JardínBotánico de Oman, la incorporación deáreas para niños en el diseño original fueuna consideración importante comorespuesta al perfil demográfico de estajoven nación. Los grupos familiaresconstituyen un grupo meta clave. Desdeel Jardín de Oman, Sara Kneebone,

BGCI • 2012 • Roots • Vol 9 (1)04

We hope you will find plenty to inspireyou in the following pages. You’ll seethat there are many different ways ofdeveloping children’s areas in botanicgardens – from dedicating spaces forthem to release their energy throughplay and exercise, to more inclusiveapproaches that encourage explorationand engagement by children throughoutthe whole garden.

And finally, as we go to press, the firstof BGCI’s two signature educationprogrammes gets underway.The International Diploma Course inBotanic Garden Education organised incollaboration with the Royal BotanicGardens, Kew, is welcoming 11students from around the world tospend five weeks learning a range ofeducational skills and strategies tocommunicate and engage with theirvaried audiences. And then inNovember, BGCI’s 8th InternationalCongress on Education in BotanicGardens will be hosted by ourcolleagues in UNAM Botanic Garden,Mexico City. The congress website isnow live - www.educationcongressmex.unam.mx - and to those of you who areable to come we look forward to seeingyou there.

Asimina Vergou

décrit comment ils ont élaboré desdirectives de conception pour les jeuxcréatifs du jardin en s’appuyant sur larecherche, la consultation du public, lesdiscussions de l’équipe de pilotage et lacontribution d’experts.

Plus près de chez nous, Claudia Bernardinidu BGCI analyse la littérature actuelleconcernant l’exploitation d’espaces enextérieur visant à créer des opportunités enmatière de jeu d'enfants. Elle révèle desconseils utiles sur la manière de donner vieaux jardins botaniques et de les rendre plusattractifs, instructifs et divertissants pour lejeune public.

Nous espérons que vous trouverez de quoivous inspirer au fil des pages qui suivent.Vous découvrirez qu’il existe bien desfaçons d’aménager des espaces pour lesenfants dans un jardin botanique, allant delieux propices à dépenser leur énergie parle jeu et l’exercice, à des approches pluscomplètes qui encouragent l’exploration etl’implication des enfants à travers tout lejardin.

Et enfin, alors que nous mettons souspresse, la première des deux signaturesdes programmes d’éducation du BGCIdébute. Le cours du Diplôme Internationald’éducation dans les jardins botaniques,organisé en collaboration avec les Jardinsbotaniques Royaux, Kew, accueille 11étudiants du monde entier pour passercinq semaines pour apprendre diversestechniques d’éducation, de stratégiespour communiquer et comment s’engageravec leurs différents publics. Sinon, ennovembre, le 8ème congrès internationaldu BGCI sur l’éducation dans les jardinsbotaniques sera organisé par noscollègues au Jardin botanique UNAM,à Mexico. Le site Internet du congrèsest maintenant en service :www.educationcongressmex.unam.mx -Et nous serons heureux de retrouver ceuxqui pourront y participer.

quien fue formada en BGCI, señalacómo generaron un manual de diseñopara el área de juego creativo a travésde investigación, aportaciones de laaudiencia, discusiones grupalesdirigidas y contribuciones de losexpertos.

Cerca de casa, Claudia Bernardini haceuna revisión bibliográfica actualizadasobre el aprovechamiento de losespacios al aire libre para crearoportunidades para el juego de losniños. Ella descubre algunos consejosútiles para darle vida a los jardinesbotánicos de modo que sean másatractivos, instructivos y divertidos parala gente joven.

Esperamos que en las siguientespáginas encuentren abundanteinspiración. Verán que hay muchasmaneras diferentes para desarrollaráreas para niños en los jardinesbotánicos –desde dedicar espacios paraque los niños liberen energía a travésdel juego, hasta enfoques másincluyentes que promueven laexploración y el involucramiento de losniños a lo largo de todo el jardín.

Y finalmente, ya que vamos a la prensa,hay dos programas de educación delBGCI que se ponen en marcha. El Cursode Diploma Internacional en laEducación de Jardines Botánicosorganizado en colaboración con losJardines Botánicos Reales, Kew, dandola bienvenida a 11 estudiantes de variaspartes del mundo quienes estarán cincosemanas aprendiendo una variedad dedestrezas educativas y estrategiasreferentes a cómo comunicarseefectivamente y atraer a sus variadasaudiencias. Posteriormente ennoviembre, el 8vo CongresoInternacional del BGCI de Educaciónen Jardines Botánicos tendrá sede en elJardín Botánico UNAM, Ciudad deMéxico, gracias al apoyo de nuestroscolegas de dicha Institución, informacióncompleta se pude obtener del sitio web- www.educationcongressmex.unam.mx- a todos ustedes que tengan laoportunidad de asistir tendremosmucho gusto de verles allí.

BGCI • 2012 • Roots • Vol 9 (1) 05

Encouraging play is essential in a children’s garden(RBG Melbourne, Australia)

Through the eyes of childrenDesigning for a new generation of visitors

À travers les yeux des enfants : la conception d’une nouvelle generation de visiteursA través de los ojos de niños: diseño para una nueva generación de visitantes

06 BGCI • 2012 • Roots • Vol 9 (1) • 06-09

Children’s gardens have the potential to help children build positive experiences and associations with nature (Sue Wake)

Encouraging children into the world of plants and engaging them in a child-friendly

environment that stimulates learning through fun is potentially hugely beneficial for the

planet, writes Sue Wake of Auckland’s Unitec Institute of Technology. It also improves

the health and well-being of its human population. So how can this be achieved?

07BGCI • 2012 • Roots • Vol 9 (1)

Education for sustainability (EfS) researchindicates that empowering schoolstudents through an authentic project andassociated decision-making that is for theenvironment (as opposed to about or inthe environment) has greater potential forlearning transformations, bringing aboutchanges in attitudes and values, andpossibly permanent changes in behaviour.Building on this, EfS concepts such asAction Competence (Jensen and Schnack1997) distinguish between ‘action-taking’projects for the environment as beingdirect, deliberate, democratic and student-led, compared to ‘action’ as being indirectand directed. Similarly, Significant LifeExperience research (Chawla and Cushing2007) emphasizes how important it is toensure the genuine participation ofchildren in environmental projects if theyare to be helped to develop pro-environmental behaviour (which is surelyan educational aim of botanic gardens),and highlights the importance of childrenworking on local projects that are relevantand include some fun.

The concept of the children’s gardenseems to have first emerged in theUSA – for example an indoor

children’s garden was created around1987 at Longwood Gardens, as a result ofgraduate research by Catherine Eberbach.Jane Taylor designed and championedthe Michigan 4-H Children’s Garden thatopened in 1993, the same year as theinaugural (and still running) AmericanHorticultural Society (AHS) NationalChildren and Youth Garden Symposium.In conjunction with this the AHSconstructed a series of simple gardens,some designed by school groups.

In the symposium proceedings Taylor(1994) lists some design tips that cameout of research with pre-school childrenon what is important to them in a garden(Whiren 1995). Other gardens have beenmore or less informed by children’sactual ideas, although sometimes theyseem entirely the product of adultimaginations and vast budgets. Somegardens use larger-than-life, hands-onmodels for impact when demonstratingprocesses such as pollination or seeddispersal, but these are expensive toconstruct and maintain and sometimesgarishly unrealistic. While it is importantthat the garden encourages learning,there are many better and more subtlyexperiential ways to do it than by alteringthe scale, colours and materials ofnature. For example, the rustic board-walk through the ‘Bog Garden’ at theAuckland Botanic Gardens has a sectionof boards that ‘sink’ when trodden on.

Hands-on learning

Some gardens have incorporatedsculpture, with the idea that children willsee and appreciate art, even if they arenot allowed to touch. However, Irecommend when designing a children’sgarden that nothing should be includedthat isn’t part of a hands-on learningexperience (including signs if possible).Children are tactile learners and in orderto appeal to a wide age range, layeringof activities is important. Young children(pre-school) learn through play, so thegarden needs to incorporate plenty ofopportunity for this – not just exhibitswith interpretive signs aimed at reading-aged children with a longer attentionspan, or untouchable/unreachable art.Budgets are always limited so everythingneeds to be considered on the basis of

how multi-functional and multi-level it is.The aesthetic element of the garden isfor the benefit of adults, not children,who are more interested in what theycan move, feel, climb, hear, taste, watchand so on. We’ll return to this later.

Going back to the idea of children’sinput, even gardens that invite children’sopinions and input about what theywould like are still ‘gardens for children’rather than ‘gardens by children’ (Wake2008). Hart’s ‘ladder of participation’(1997) was seminal in identifying degreesof children’s involvement and autonomyin decision-making about mattersaffecting them, following on from thedrafting and widespread ratification ofthe United Nations Convention on theRights of the Child (UNHCHR 1989).Notable about his ladder is theidentification of the bottom three rungsas ‘non-participation’ (includingmanipulation, decoration and tokenism),while the higher levels are distinguishedby ‘shared decision-making’ with adults.However, a weakness of that metaphor ispeople thinking that the top rung is theultimate goal when this is not possible oreven appropriate in every situation.Driskell’s (2002) graph maps participationas represented by increasing communityinteraction on the X axis and increasingdecision-making by children on the Yaxis – the goal being collaborativedecision-making with adults.

A sense of ownership

In theory it is a wonderful idea to involvechildren in the design of their owngardens. Putting this into practice is a lotharder, but where better to try it than in abotanic garden which already has such astrong educational mandate? Byavoiding such token gestures asinvolving children only to perform at theopening for the pleasure of visitingdignitaries, and instead planning aheadto actively involve children in its design(e.g. through partnership with a localschool), provides an opportunity toincrease the educational potential of thegarden. In addition to the cross-disciplinary learning that may result(teamwork, communication skills,leadership development), the processwould be multi-disciplinary (e.g.encompassing numeracy, literacy, art,science) and gives children a sense ofownership of the project.

Signs need to be part of the hands-on learningexperience and should appeal to a wide age range –not only those who can read (Sue Wake)

08 BGCI • 2012 • Roots • Vol 9 (1)

A recent on-line article in Popsci (2012)about technology-age playgroundsfeatures lots of plastic and metalstructures that are visually very non-organic. I believe if we want to offerchildren a worthy alternative to computergames and mobile phone culture, weshould involve them in design process toempower them through democraticownership of the space, and take ourcues from history and nature to give itrelevant context and meaning. Someactivities are timeless and ageless – forexample my daughter at 17 still lovesswings, and the spaces she swings inwill be woven into her positive memoriesof nature and the outdoors. Why notwithin a children’s garden?

References

, Chawla, L. & Cushing, D. F., 2007.Education for strategic environmentalbehaviour. Environmental EducationResearch [online], 13 (4). [Accessed 3March 2008]

, Driskell, D., 2002. Creating bettercities with children and youth:A manual for participation.London: UNESCO.

, Hart, R., 1997. Children’s participation:The theory and practice of involvingyoung citizens in communitydevelopment and environmental care.London: Earthscan.

, Jensen, B. B. & Schnack, K., 1997.The action competence approach inenvironmental education.Environmental Education Research[online], 3 (2). [Accessed 25 Feb 2009]

, Popsci, ‘State of Play: The world'smost amazing playgrounds’ [online].Available from: www.popsci.com/technology/article/2012-01/state-play-playgrounds-tomorrow [Accessed 25Feb 2012]

, Taylor, J. 1994. In a child’s garden ...imagination grows. AmericanHorticulturist (July), 24–6.

, UNHCHR, 1989. United NationsConvention on the Rights of the Child[online]. Available from:www2.ohchr.org/english/law/crc.htm[Accessed 2 Jan 2010]

and develops a long-term bond betweenchildren and place. It does not happenquickly, but things that take time and arecarefully considered give greaterpotential for learning. A focus onprocess is needed.

Play gardens for all

Finally, I want to return to the ideareferred to earlier about offeringexperiential layers for different agedchildren. Many children’s gardens fulfiltheir educational mandate by offeringformal programmes for visiting schoolgroups, and informal programmes atweekends and holidays. However, theself guiding casual visitors can be thehardest to reach since the children areoften pre-schoolers. Lots of exhibits Ihave seen are designed for older agegroups – although I have also seen somewonderful opportunities, for examplewhen water pumps and watering cansare provided and small toddlers trotback and forth watering plants.

In the past I have detected reluctancefrom botanic gardens to include staticplay equipment, presumably to avoidbeing thought of as simply playgrounds.Once there was a big difference, withplaygrounds being stark places thatbanned all plants for safety reasons.This is changing and there is nowcommon ground in that both are invitingchildren to have fun, healthy experiencesoutdoors. Also both encourage learning,since play and socialization are learning,and each has the potential to buildpositive experiences and associationswith nature.

The resulting hybrid or ‘play garden’ isexemplified at Kew Gardens ‘PlantasticPlay’. In another play garden at ‘PirrarnaPark’ in Sydney, reference is made to thehistory of the site as a forest then aquarry in providing engaging,educational play opportunities for a wideage range. A recently completed playgarden at Hobsonville Point in Aucklandhas a plant theme and even includessome interpretive material about seeddispersal on the giant fruit sculpturesdotted through the imaginative plant-referenced play area. Children areencouraged to climb on the sculptures,which are sited within plantings of thatspecies. Swings, stepping logs andspace nets connect the plant-themedspaces.

My own research points to the necessityof involving child-friendly practitioners(e.g. landscape architects) in the projectand of including an excellent facilitatorwho has the trust of children working inthe project and is able to scaffold thelearning process. This could be achievedthrough collaboration between theschool and educationalists at thebotanic garden. The range of possibleinvolvement of children is huge; forexample it could include their researchand ideas, working with a landscapearchitect to create drawings and plans,development of exhibits andinterpretation, making things for thegarden, helping with planting andconstruction, documenting the process,considering future development withinthe garden and possibly some care ofthe garden. Many schools haveenvironmental groups and this would fitwell within such a structure, andhopefully even within curriculumlearning. My research shows itstrengthens community relationships

Children are more interested in what they can feel,climb, hear, taste and watch, rather than theaesthetics of a garden (Sue Wake)

09BGCI • 2012 • Roots • Vol 9 (1)

diversiones. En este artículo seinvestigan y dan ejemplos para enfocaractividades educativas en los jardinesinfantiles, donde además de diversión,se tiene la participación potencial deldiseño de los mismos jardines. Estofacilita una colaboraciónmultidisciplinaria y de enriquecimientoen las comunidades. Además, se sugiereque lecciones de juegos e inclusiónsocial pueden ser aprendidas con estahibridización actual de patios de recreodentro de los juegos del jardín, que esalgo contencioso dentro de los jardinesbotánicos.

Sue WakeLecturerDepartment of LandscapeArchitectureUnitec Institute of TechnologyPrivate Bag 92025AUCKLAND 1142New ZealandEmail: swake@unitec.ac.nzWebsite: www.unitec.ac.nz

RESUMEN

Los jardines botánicos del siglo XXIestán incluyendo a los minios comousuarios, siendo que previamente eranignorados e incluso desalentados (porejemplo: bicicletas prohibidas, no correr,no caminar sobre el césped, etc.).Numerosos jardines están planeandoconstruir o dedicar áreas especialespara ellos, lo cual significa una inversiónrecomendable para la gente y plantas.Las razones son significativas: atraernuevas generaciones de visitantes pormedio de la audiencia ya existente(padres y abuelos), motivar elaprendizaje y la apreciación [potencial] alas plantas en los niños, motivandoejercicio sano en el exterior, además deconocer de donde derivan nuestrosalimentos, y finalmente inculcando unsentido conciencia medioambiental y sumanejo.

Existe mucha literatura académica ypopular sobre la ‘desaparición de laniñez’, algunas de las razones de ésta seenfocan en cómo pueden influir lasexperiencias que los niños tienen con lasplantas a través de sus juegos y

, Wake, S. J. 2008. ‘In the best interestsof the child’: Juggling the geographyof children’s gardens (between adultagendas and children’s needs).Children’s Geographies, 6(4), 423–35.

, Whiren, A. P. 1995. Planning a gardenfrom a child’s perspective. Children’sEnvironments Quarterly, 12(2), 250–5.

RÉSUMÉ

Les Jardins botaniques du 21ème siècleconsidèrent les enfants comme desutilisateurs importants, les ayantantérieurement ignorés voire mêmedécouragés (par exemple en interdisantde faire du vélo, de courir ou de marchersur les pelouses). Beaucoup prévoientou ont réalisé des jardins dédiés auxenfants, ce qui est un investissementlouable dans les gens et dans lesplantes. Les finalités sont considérables: faire venir une nouvelle génération devisiteurs, maintenir le public existant enencourageant ceux qui en ont la charge(par exemple les parents et grand-parents), promouvoir l'apprentissage et(potentiellement) un intérêt des enfantspour les plantes, offrir l'occasion de sedépenser sainement en extérieur,informer sur l'origine de notre nourritureet éveiller un sentiment de respect et deresponsabilité pour l’environnement.

En proposant aux enfants uneexpérience des plantes au traversd’activités ludiques et amusantes,certaines réponses sont apportées àcette « fin de l'enfance », décrite dans denombreux écrits, tant dans la littératureacadémique que populaire. Cet articlecite des études et des exemples dejardins, afin de faire le point surl'apprentissage dans les jardinsd'enfants, aussi bien sous l'angle duplaisir que cela apporte, que dans laparticipation possible à la conception dujardin lui-même. Cela facilitel'apprentissage multidisciplinaire, etenrichit les communautés par le biais dela collaboration. De plus, il suggère quela mutation actuelle des cours derécréation traditionnelles en jardins dejeux, peuvent nous enseigner des leçonssur le jeu et l'intégration sociale. Ilapporte une vision nouvelle sur la miseen place d’équipements de jeux dans lesjardins pour enfants, ce qui a été unsujet litigieux pour les jardinsbotaniques.

This play garden in Auckland has a plant theme and includes interpretation about seed dispersal on giant fruitsculptures dotted through the play area (Sue Wake)

BGCI • 2012 • Roots • Vol 9 (1) • 10-1310

Projet pour enfants : accélérer le potentiel d'apprentissage de la natureDiseñando para niños: abriendo el potencial aprendizaje de la naturaleza

Children love to run through the willow tunnel at the Chicago Botanic Garden’s ‘Outdoor Classroom’ (Chicago Botanic Garden)

Design for childrenopening up nature’s learning potential

Whether you call it a ‘children’sgarden’, an ‘adventureplayground’, or any other name,

creating a space aimed at children andfamilies can be beneficial to the institutionin many ways. It obviously enables thegarden to serve children better by offeringa facility scaled to their size, withmessages tailored to their interests anddevelopmental level. But creating asuccessful children’s garden is no easymatter. On the contrary, it is one of themost difficult kinds of spaces to designbecause it requires more areas ofexpertise than other types of garden andthere are differences of opinion aboutwhat is most important.

Creating a dedicated space for children at a public garden

can have a positive impact on revenue and attendance

figures, issues of consuming interest to all gardens.

Another consequence of bringing in new visitors and

offering educational and leisure experiences to local

families, is that the garden’s profile in the community is

also considerably enhanced. But, argues Kathy Johnson of

Chicago Botanic Garden, designing a successful children’s

garden requires considerable expertise and planning.

Plants and people must be given equalconsideration in the overall plan, sohaving educators, exhibit developers, andaudience evaluators involved is asimportant as having landscape designers,horticulturists, and engineers. Thisnaturally leads to some conflicts duringthe design process, for example when thelandscape architects argue for aesthetics,while the programme staff advocate theneeds of mothers with prams andpushchairs.

Resolving conflict

The first hurdle in the planning process isthat people will have conflicting ideasabout what a children’s garden should orshould not be. The planners must reachconsensus about issues such as whetheror not playground equipment belongs inthe garden, and how much water,

BGCI • 2012 • Roots • Vol 9 (1) 11

The Chicago Botanic Garden’s new GrunsfeldChildren’s Growing Garden, opening in June 2012,will be a space for young visitors to practicegardening skills (Chicago Botanic Garden)

Children’s gardens provide a location formultigenerational programmes, where families canlearn about plants together (Chicago Botanic Garden)

climbing, and unfixed play items to offer.Team members are likely to expressstrong opinions which tend to be basedon the individual’s own childhood –people feel very passionate about theexperiences that shaped their identities.

When disputes arise, it is helpful toaddress the matter directly, letting eachteam member express their views, butacknowledging that many kinds ofexperience can lead to powerfulmemories. Successful children’s gardens

establish a balance suited to theinstitution. The guiding direction must bethe mission of the institution, thecollection it cares for, and the educationalphilosophy it works to. Adhering to theseprinciples will lead to the most satisfyingresults.

Things to do

Everyone should agree that the singlemost important role of any children’sgarden is to provide some kind of activityfor the children. Though horticulturistsmay cringe to hear it, the garden’spopularity will be judged by how muchchild visitors enjoy themselves, rather thanthe quality of the floral display. Whenfamilies arrive at the gate, the mostcommon first question they will ask is,‘What is there for my child to do?’ And

when they describe their experience toothers, they will tell of what the childrendid in this gorgeous space.There is a variety of activities that willsatisfy this need. Some – like climbingstructures, tunnels to run through, andbridges to cross – are built into the designof the space. Crafts, story time, andwatering activities need to be managed.Garden planners should think about whatthey can realistically offer with availableresources. There are many ‘right answers’to what will make the garden experiencevaluable and enjoyable for children.

As you are envisioning this garden, it isessential to think about how it will be usedfor different programmes. Classes ofschoolchildren need room to gather, andplaces where a group of perhaps 25youngsters can view certain plant

BGCI • 2012 • Roots • Vol 9 (1)12

Many kinds of experiences can lead to powerful memories (Chicago Botanic Garden)

specimens to illustrate particularconcepts. If gardening is part of theprogramme, then there should be openbeds for children to plant and tend flowersand vegetables. On the other handgeneral public visitors will want to roambetween areas at their leisure. Serving theneeds of different audiences requiresplanning.

It is helpful to think about the garden interms of space and time ‘zones’. Mappingout locations and allocating time slots canenable planners to separate competingprogrammes and find an acceptable wayto give priority to certain programmeswhen necessary.

Staffing matters

Another sticking point during theplanning process concerns staffing forthe children’s space. There is noquestion that having a real live personinteracting with visitors is better than justhaving interpretive signage. However,paying staff to be present every day iscostly and using volunteers still meanshaving paid staff to oversee them, whilesecuring regular volunteers for weekendafternoons can be challenging,especially in holiday times. One option isto make as much of the garden self-guided as possible, and then addinterpreters to enhance the experienceas resources allow. Even with a low-staffing solution, the garden will stillrequire some supervision in case ofemergencies.

Planning a successful children’s spacerequires a great many small decisionsabout how people will interact with thespace, as well as what will grow there. Ifthe planning team can reach a sharedvision, if they can work out a plan toaccommodate multiple programme andindividual demands on the space, and ifthey can meet the need for supervisionand staffing, many of the smaller detailswill fall into place and the resultingchildren’s garden will satisfy visitors andstaff alike.

RÉSUMÉ

Créer un espace pour les enfants dansun jardin public (que vous appeliez cetespace un « jardin d'enfants » un «terrain de jeux d'aventure » ou un autrenom pour désigner son style et son

utilisation par les jeunes) peut êtrebénéfique, de diverses manières, pourl'institution. Il permet au jardin de sefocaliser sur les centres d'intérêts et lesbesoins des enfants, il augmente lesfréquentations et les recettes, etaméliore l'attitude des communautésenvers votre institution.

Avec de si grands bonheurs potentiels,on pourrait penser que créer un jardind'enfants est une chose facile. Ilapparaît, en fait, que ce type de jardinrequière plus d'expertise que d'autrestypes de jardins, car il faut que lesplantes et les gens soient considérés defaçon égale dans le plan général, et celaconduit obligatoirement à des conflitspendant le processus de conception etde planification.

N'importe quel jardin public qui prévoitun espace pour les enfants trouvera leprocessus, et le jardin qui en résulte,plus efficient s'il a confronté différentesopinions sur ce que doit être et ne doitpas être le jardin d'enfants, s'il planifieune étude sur les attentes multiples au

sujet de cet espace, et s'il répond aubesoin de surveillance et de personnelpour le projet, apportant une expériencesécurisée et amusante aux jeunesvisiteurs.

RESUMEN

Creando espacios infantiles en un jardínpúblico, ya sea llamado “jardín de losniños”, “espacio de juego aventura” ocualquier otro nombre que sé le de y suuso por gente joven, puede ser de muydiversas maneras beneficioso para suinstitución. Con esto se habilita a losjardines públicos a un enfoque de losintereses y necesidades de los niños, loscuales incrementan las entradas, losingresos y mejoran la presencia decomunidad acerca de su institución.

Con este potencial de mucha felicidad,quizás se piense que crear un jardíninfantil es fácil. Este tipo de jardínrequiere de áreas especificas másexpertas que el tipo general de jardines,ya que en el plan general las plantas y

gentes deben considerase igualmenteque los niños, consecuentemente estocrea conflictos durante el proceso dediseño.

Cualquier jardín público planeando unespacio para los niños encontrara que eltipo de jardín resultara más exitoso sí eneste se toman en cuenta diferentesopiniones, a qué debe tener y a qué nodebe tener o ser este espacio; se debepreparar un plan para demandasmúltiples programadas; reunir lasnecesidades de supervisión en personalque proporcionara seguridad yexperiencias divertidas a los visitantesjóvenes.

Kathy JohnsonTeacher and Student ProgramsDirectorChicago Botanic Garden1000 Lake Cook RoadGlencoe, IL 60022USAEmail: kjohnson@chicagobotanic.orgWebsite: www.chicagobotanic.org

BGCI • 2012 • Roots • Vol 9 (1) 13

Little children have big fun digging in the soil, harvesting root vegetables in this programme at the Chicago Botanic Garden (Chicago Botanic Garden)

Thrive is a UK national charity thatuses gardening to change the livesof disabled people. Our activities

are varied but focus on championing thebenefits of gardening to individuals andorganisations, as well as teachingtechniques and practical applications sothat anyone with a disability can takepart and enjoy gardening. At Thrive wehave found that every child, howeverdisabled, is able to benefit fromgardening and being in gardens. Hereare just a few comments from parentsand carers:

‘A’s self- esteem has increased and hehas a more positive attitude [sincecoming to Thrive]’– parent of a 15-year-old.

‘Coming to Thrive generated someexcellent language and some really goodinteractions with peers’– teacher of group of children withSpecific Learning Difficulties (SLD).

‘I have never seen L so happy or relaxedas he is here [at Thrive]’– teaching assistant of pupil with SLD.

‘I think Thrive has helped me beingsensible, gaining confidence andlearning about plants and wildlife’– 16-year-old with Asperger’s syndrome.

BGCI • 2012 • Roots • Vol 9 (1) • 14-1714

Access all areasclearing pathways to learning

Rendre tous les espaces accessibles : dégager les allées pour apprendreAcceso a todas las áreas: limpiando las áreas para aprender

Gardens not only bring pleasure to children with special needs,

explains Thrive’s Becky Pinniger, but they also enhance their

quality of life. The key is to design gardens that enable all children

to learn about gardening and wildlife and enjoy the outdoors

together, whatever the nature and severity of their disability.

The legal definition of ‘specialeducational needs’ is applied to childrenwho have difficulties or disabilities whichmake it more difficult for them to learn oraccess education. These can include

• general learning• sensory impairment• physical disabilities (can include

profound, multiple learning difficulties)• speech and language impairment• developmental delay• emotional difficulties• social and communication difficulties• autistic spectrum disorder (which may

include many of the above).

We know that if children are givencontact with the outside world,surrounded by nature, green grass,trees, flowers and wildlife, they willbenefit. Give them space to sit, walk,run and explore and they can blossom.This positive effect of being in the naturalenvironment is known as the ‘Biophiliaeffect’ (Wilson, 1984). And gardens andgardening have many other benefits.

For those who are able, gardens provideopportunities for physical activity.In gardens, children can learn aboutfood values and participate in foodproduction. Academic subjects can betaught through practical garden-related

activities. Gardens and gardening fostersocial interaction and communication,and provide links with the widercommunity. Children less suited toacademic learning can achieve successwith practical activities which can boostconfidence and self-esteem. Gardeningwith children also gives the chance ofencouraging independence and a senseof responsibility.

With so many potential benefits, it isobviously important to ensure a gardenis accessible for children with specialneeds to reap them too.

What to aim for

When designing a garden to be used bychildren with special needs, then thespecific needs of the children are thekey. Is the garden for children to enjoybeing in? And/or is it to be a place wherechildren can learn to garden? Ideally,it will meet both aims.

For those with physical disabilities,possibly in a wheelchair, and/or whohave sensory impairments, then it isimportant there is a clearly definedstructure to the area. Provide distinct,wheelchair-friendly paths with smoothsurfaces and gentle curves. Acontinuous path allows children to move

around easily and not get lost, and thosewith visual impairment can also follow it.Edging a path with a different texture,such as small pebbles set in concrete,can further aid navigation for the visuallyimpaired. Using loose material on paths,such as gravel, however, is notrecommended as it can be a hazard forchildren running. It also makes progressdifficult for wheelchairs and evenprovides ammunition for others to throw!Using different textures on verticalsurfaces can be another source ofphysical stimulus and assist navigation.

The minimum recommended width for apath to accommodate one person isabout 750mm, 1,200mm for two people.A 900mm width is the minimum for awheelchair. The turning circle needed fora wheelchair is 1,575mm for a manualchair and 2,420mm for one that ispowered.

Creating sheltered corners, or arbourswith seats, provide children withsomewhere they can feel safe and calm.Children with autistic spectrum disordermay particularly appreciate safe havenslike this as they can become‘overloaded’ by sensory input and toomuch going on around them. For others,more agile and sociable, they can giveplaces to hide and opportunities for play.

Stimulating interest

Wilder areas with shelters for wildlife,bird feeders and ‘bug hotels’ can offersources of endless fascination forchildren. They can also help thosenervous about wildlife gain confidence.At Thrive some children with attentiondifficulties become transfixed and stillwhile watching birds feed. When theyobserve bees engrossed in flowers, theyalso come to realise that the bees arenot interested in them.

A garden can be the perfect place tostimulate children whose horizons andexperiences of the world are very limitedby their physical and mental disabilities.The use of textured surfaces has alreadybeen mentioned. Providing a waterfeature can also enhance a garden in thisway. Most children are entranced by thesound of moving water and like to touchit too. A well-designed fountain, perhapswith a falling sheet of water the childrencan put their hands in and which makesa gentle sound, can be very absorbing

for even the most active children, andcan have a calming influence on thosewho are anxious.

Safety is obviously very important whenconsidering water features for children,but there is no reason not to have one.It is also important to be aware that thatthere are children who are hypersensitiveto certain stimuli, such as sound ortouch. For them, some of the visual,tactile, taste or aural effects enjoyed byothers may provoke a negative response.

Children without physical disabilitybenefit from having the room to use theirenergy. Provide them with space, andobjects such as logs and fallen trees to

climb and explore. Children love to buildcamps, for which logs and space are allyou need. Activities like these can resultin social interaction and communicationin otherwise reluctant children.

Provide other features to stimulateimaginative play – through play thefoundation for all learning is laid. Somechildren, for whatever reason, havemissed out on this vital stage, and givingthem the space and freedom to play canbe of enormous benefit. It doesn’t matterhow old they are in years, children (andadults) can enjoy play, messy orotherwise. Some children withhypersensitivity may find messy playchallenging, but can sometimes be

BGCI • 2012 • Roots • Vol 9 (1) 15

A proud young gardener shows an unusual container which he planted with herbs (Thrive, UK)

helped to enjoy it. An area wherechildren can dig or make mud pies,which is not ‘gardened’, provides anideal opportunity, without anyoneneeding to worry about what damage isbeing done to the plants!

Growing gardeners

If the garden is intended to encouragechildren to garden in, as well as enjoybeing in, then this will add to the designconsideration.

Raised beds are increasingly being usedby gardeners young and old alike, withor without special needs. They makeaccess easier, especially for those withphysical disabilities, or problems withbalance. Children in wheelchairs canreach in and touch the soil, and sow,plant, tend and harvest, just like theirable-bodied peers.

Raised beds obviously need to be nextto paths to be wheelchair accessible.There are recommended heights andwidths for the beds, depending on howthey are to be used. Inevitably aconventional raised bed means that thewheelchair user sits sideways and has totwist round to work. An alternative is to

build a raised bed with a knee-hole. Thiswill inevitably be shallower and limit theplanting choice, but it can mean thedifference between being able to gardenor not, for a disabled child.

The soil in the raised beds needs to beof good quality and may needreplenishing regularly. They will alsoneed more frequent watering thanconventional beds.

Raised beds can be used to grow plantsfor their sensory qualities, thusaccessible to children confined to awheelchair. For example, you can fill abed at ‘touch’ height with tactile plants,such as Sempervivum, or those which

release a smell when touched, such aThymus spp. Or fill them full of brightflowers which children can touch, pick,smell and also taste.

If a garden is to be used by children withlots of energy and no physicallimitations, it’s good to provide an areawhere they can get down to some realhard work. Digging, mulching andharvesting can help hyperactive childrenuse up excess energy, release tensionand reduce anxiety. Children with angerproblems and frustrations can findrelease in hard physical activity. Also,such tasks are very rewarding and theycan feel a real sense of pride in a jobwell done and a barrow full of potatoes.

BGCI • 2012 • Roots • Vol 9 (1)16

Feeling the water. A young gardener enjoys the feel of the gentle cascade (Thrive UK)

StandingSittingWheelchair user

900–1,000 mm690–760 mm615 mm

500 mm500 mm500 mm

Needs of adults Height of bed Maximum width of bedwith access one side only

Note: The above measurements would need to be adjusted to make them suitable forthe size of the children who are to use them

A guide to the height and width of raised beds for adults:

A plot of one’s own

At Thrive we have found that mostchildren love to have their own plot. Thearea need only consist of a small raisedbed, about 1m x 1m. They are allowed tochoose what they want to grow and areentirely responsible for the design. Someof the children prefer to create anornamental plot, rather than grow thingsto eat. Others use their plot toencourage wildlife. They all take greatpride in their own plot and working on itis usually their favourite task. Havingtheir own growing space gives thechildren a feeling of responsibility andbecause they make all the decisionsthey learn some independence, whichimproves their self-esteem. If space islimited, then children can use containersin which to grow things – there is no limitto the imagination for plant containers,including old cans, drawers, desks,tyres, worn-out school bags and muchmore! All of these can add to the fun in achildren’s garden.

Another way to introduce a fun elementis through artwork. Well-chosen, this canstimulate the senses and give thechildren encouragement to play with andreally use features of the garden.Similarly musical instruments can beincluded, along with sound-inducingplants such as swishing bamboo andgrasses, to provide another sensorystimulus and participatory enjoyment.

A garden can offer a good alternativelearning environment for children whotend to be ‘switched off’ in a moretraditional classroom setting.Sympathetic seating and tablearrangements will help. Tables are alsouseful for basic gardening such assowing seeds, recording in journals, orfor craftwork using natural materials.Having a sheltered ‘work station’ makesit more versatile and less dependent ongood weather, and allows a permanentwhite or blackboard for children torecord their work by drawing or writing –which in turn will encourage literacyskills and be a source for discussion.

The choice of planting is obviously veryimportant when designing a garden tobe used by children with specialeducational needs. All the plants need tohave some sensory quality. For childrenwith visual impairment, bright or lightcolours or scent, or particular tactile

qualities can be chosen. Those withprofound disabilities can be stimulated invarious ways. For example, if they areunder the dappled shade of an oak tree,they can listen to the sound of the windin the leaves and may be able to seeleaves, or flowers falling from the tree,feel the bark, hear the crunching noise ofthe leaves under their wheelchair, or ifable, to collect them up or help rakethem.

As mentioned, having a wild area toencourage wildlife can benefit children,and even in a formal setting plants canbe chosen to attract birds or butterflies.

Planting choices will of course beinfluenced by matters of health andsafety and will depend on the level ofdisability of the children who will beusing the garden. If they are toodisabled to be able or willing to identifywhat is or is not edible, then one mustensure that poisonous plants are notgrown, rather that planting is entirelyedible. This is not too limiting, there areso many fruits, vegetables and flowerswhich are stimulating, rewarding andsafe. Safety considerations apply whendesigning gardens for children ingeneral, but especially with the morevulnerable or with limited understanding.Potential hazards – slipping and tripping– need to be considered when choosingsurfaces, width of paths, and waterfeatures, and don’t forget the likelihoodof stings and scratches from someplants.

An ideal garden for children with specialeducational needs would be a space forchildren just to be. Where the gardencan be made sufficiently accessible theycan enjoy some freedom to experiencethe benefits of gardening, and a littleindependence from adult support.

Reference

, Wilson, Edward O., 1984. Biophilia.Harvard University Press, Cambridge,Mass.

RÉSUMÉ

Les enfants ayant des besoins éducatifsspécifiques sont ceux qui ont desdifficultés ou des handicaps qui rendentplus difficile pour eux l'apprentissage oul'accès à l'éducation.

Thrive pense que les jardins, et lejardinage, offrent de nombreux avantagesaux enfants. Si un jardin est accessibleaux enfants ayant des besoinsspécifiques, alors ces derniers peuventaussi en récolter les bénéfices.

Il faut offrir un jardin bien structuré, avecdes chemins pratiques pour les fauteuilsroulants et des parterres surélevés, ainsique des espaces pour se défouler,s’amuser et favoriser le jeu. Utiliser desplantes pour leurs qualités sensorielles,fournir de la nourriture pour la faunesauvage ou pour l'alimentation desenfants.

Rendre les jardins accessibles pour cesenfants peut améliorer leur confiance etl'estime d'eux-mêmes, et élargir leurshorizons.

RESUMEN

Niños con requerimientos especialespara su educación son aquellos quedebido a su minusvalidez encuentranmás difícil el tener acceso a unaeducación adecuada. Thrive ha fundadoun jardín y jardinería con muchosbeneficios para estos pequeños. De talmanera que sí el jardín es de accesofácil para ellos, es posible cosechar losbeneficios mismos del jardín y jardinería.

El proporcionar un jardín con una buenainfraestructura como son: acceso a sillade ruedas, veredas con rampasadecuadas en las pendientes y jardineraselevadas. También un espacio paradesahogar la energía, divertirse, yanimarles a jugar. El hacer uso de lascualidades aromáticas de las plantasponiendo en juego todos los sentidos,crear conciencia de las cualidadesalimenticias que las plantas tienen paralos humanos y la vida silvestre. Haciendolos jardines botánicos accesibles a ellospuede mejorar la confianza en sí mismos,aumentar su autoestima a la misma vezque sus horizontes.

Becky PinnigerHorticultural TherapistThriveThe Geoffrey Udall Centre, Beech HillReading RG7 2ATUKEmail: Becky.Pinniger@thrive.org.ukWebsite: www.thrive.org.uk

BGCI • 2012 • Roots • Vol 9 (1) 17

Many of the challenges we face indesign and implementation arelinked to misconceptions about

play, however we are better able torespond as our understanding of thevalue of play-based approaches grows.

The children at Bialik College have someanswers for us as we examine theirresponses to time spent at the RoyalBotanic Gardens Melbourne (RBGM) andthe Ian Potter Foundation Children’sGarden (IPFCG) over a six-month period

in 2011. These children reinforced ourefforts in promoting play in places beyondthose actually designed for play – vital toforming deep emotional bonds withnature and foundations for attitudes andbehaviours that are empathic to nature.

An understanding of play as the work ofchildren is a key consideration ineffectively engaging them in decision-making processes. On Roger Hart’sLadder of Participation (Hart 1992) weclamber from the fifth to the sixth rung,occasionally slipping back, butsuspecting that play and time to playmight be the extra rope we need to helphoist ourselves up.

Design process

A multi-disciplinary design team for theIPFCG, with expertise across the fieldsof art, horticulture, visitor programmes,education and landscape architecturewas established in 2001. Workingtogether generated insight for oneanother’s professions and ensured equalconsideration for each professionalviewpoint. Our combined vision emergedfrom the feeling that as children we hadall been fortunate to have experiencedtime playing in nature, and saw the clear

BGCI • 2012 • Roots • Vol 9 (1) • 18-2118

Jouer, le facteur n°1 dans la conception de jardins d'enfantsJugar, factor número 1 para el diseño del jardín de niños

Play was a prime mover when Royal Botanic Gardens Melbourne set about designing its

Ian Potter Foundation Children's Garden. As Christine Joy and Roslyn Semler explain,

children took a key role in the design and adult memories of childhood were also

influential. Here the authors describe how their observations of children at play informed

the design process and how this understanding reaches out beyond the confines of the

children's garden.

Play the no. 1 factor inchildren’s garden design

Layout of the Ian Potter Foundation Children’s Garden (RBG Melbourne)

benefits and impacts on our adult lives.Through the vision statement weexpressed our passionate belief that allchildren need the opportunity, time andfreedom to play in rich outdoorenvironments:

The IPFCG is a place where children candelight in nature and discover a passionfor plants. It is a garden that celebratesthe imagination and fosters the creativenature of play.

A busy information gathering periodfollowed throughout 2001–2. Weconsulted adult members of thecommunity across the fields of childdevelopment, play, early childhoodeducation, planning and design. Wemade visits to early learning centres,schools, playgrounds and other culturalorganizations interested in children’splay and learning within our own city.Our focus was on open-ended play, thesensory and physical body, changes innature, and the role of the adult inhelping children bond with nature. Weinvited key members of this communityto discuss their thoughts andexperiences with us and asked localexperts to join a reference group withwhom we met to report progress andseek feedback. Relevant theories ofteaching and learning were collated, inparticular those making connectionsbetween play, nature, creativity, thinking,the imagination, and the importance ofbodily movement and the senses inlearning processes. This researchincluded a study tour for two of us tovisit children’s gardens in the UnitedStates.

Connect with nature

During July and August 2001 a surveywas conducted with adult visitors to theRBG, parents of a local healthcarecentre, and parents of Noah’s Ark(a support centre for children withadditional needs and their families).We wanted to find out what theirperceptions of a children’s gardenconsisted of and what they would likechildren to learn and experience from avisit to the IPFCG. The results confirmedtheir wish for children to have the spaceand freedom to actively explore,appreciate and connect with nature andgardens through sensory experiences,hands-on gardening and other creativeart forms. All the ideas and information

gathered during this period were thenworkshopped into a conceptual plan forthe garden.

During construction in 2003-4, intensivework on strategies for community andschool engagement followed, whichinvolved continued consultation with theeducation community. A state-wideprogramme Plantmagic invited children’sartistic responses, through any medium(dance, music, puppetry, sculpture, poetryetc.) to the question How do you feelabout gardens? The IPFCG was officiallylaunched in October 2004 together withthe children’s artwork and performances.

Play experiences from our ownchildhoods also drove the direction ofthe garden; we wanted to create wildspaces, hiding places, immersive plantlandscapes, challenges and adventures.We grew up without time constraints,playing on farms, in the bush, on the‘spare block over the back fence’, at thebeach, squeezing between and climbingover rocks and trees, observing andknowing animals (wild and domestic),plants, weather, seasons, life and death.We experienced risk. True wildernesswasn’t essential but wild elements were,as well as the freedom to play withnatural materials, get dirty, get intomischief. We had grown up with petsand vegetable gardens where we pickedand ate fresh, sometimes raw food. Our

parents had shown us that thebush/beach/desert mattered. Hopefully,some of this is now evident in the garden– tea-tree tunnels that grab your hair,rocks you have to squeeze around, andbidgee widgee, a sticky plant that youhave to remove from your clothing.

Formal engagement

We worked closely with two small primaryschools, one inner city and one rural. Byselecting small schools we could involveall the children of varying ages in theprocess, and observe any differences inhow the two schools responded. A rangeof methods were used to collect data. In asession at the RBGM we dumped a rangeof loose ‘natural’ material for play andconstruction and observed how thechildren interacted with it, with oneanother, and with adults. Children wereobserved on adventure walks duringwhich they were given little direction and alot of freedom to explore and experiencediverse plant landscapes including dark,light, open, closed, cool and warm. Wenoted their behaviour and asked them toreflect on their experiences.

Later that year we visited the children attheir school to explain the project inmore detail and ask them if they were tocreate a garden what would it be like?They responded with words, written andspoken, with art and more formalizeddrawings or plans. In 2002 we returnedto show the children the concept planand again gathered their responses.

Informal engagement

Throughout the design period educationstaff observed children playing (child oradult initiated) in the gardens duringprogrammes; this included theirresponses to collected material and alsochildren’s responses to seeing trees orlandscapes for the first time – forexample: ‘That looks like Peter Rabbit’stree!’ ‘That tree has a grumpy face.’ In2002–3 visiting groups were asked at theend of education sessions ‘What wouldyou have in a garden especially forchildren?’

The children’s responses were collatedand some clear patterns emerged whichwere incorporated in the plan. Theywanted to make cubbies (dens), to climbtrees, to hide, to play with water, tomake believe.

BGCI • 2012 • Roots • Vol 9 (1) 19

Children want space and freedom to explore,appreciate and connect with nature through sensoryexperiences, hands-on gardening and other creativeart forms (RBG Melbourne)

Freedom and safety

When The Ian Potter Foundation Gardenopened in 2004 a new and fruitful part ofthe process was encountered in thechallenges that came our way! How tobalance freedom and opportunities forlearning through risk-taking withsupervising for safety, especially aroundwater? How to provide loose materialsand allow mess, while maintaining a neatgarden (see Roger Hart’s Anarchy orOrder.) If the ‘anarchy’ element is vital,how do we keep it alive and well? Howdo we provide for water play in a time ofdrought? How do we offer teacherscurriculum links but factor in time to play?How do we utilize the ‘Less is More’approach to programme planning? Howdo we communicate the value of natureplay and a play-based curriculum to thewider community? It is almost always abalancing (or juggling) act.

Case study

School partnerships with the RBGM offerlong-term engagement, building strongrelationships between people and placeand offering all the advantages ofproblem solving and place-basedlearning.

A 6-month partnership with BialikCollege teachers and Year One childrenwas established in 2011. This case studytypifies the role of play in the widergardens and contributes to our growingunderstanding of the need for child-directed time in nature. Although theBialik children loved the action-basedIPFCG they were intrigued by theRBGM’s wider spaces; they spent asignificant amount of time wonderingabout ancient trees and tall ‘darkforests’. It seems they found food fortheir imaginations. They wanted tospend time alone, ‘wonder time’. Theywanted to collect, photograph andcreate ephemeral art with plant material.They wanted to share their discoveriesand ask questions. They were confidentin driving their own learning directions.

Back at school the children createdextraordinary animations (claymation)using their own stories, and it was theold trees they chose to write about.Interestingly, all the stories were rich infantasy as well as based in veryempathic connections with the old trees(oak trees and Bunya Pine in particular).The trees became characters thatembodied the children’s own fears, joys,desires and sorrows. In their minds thesetrees had become unforgettable and thechildren still ask after the trees whenthey see me or write to me. It appearsthat a combination of strategies led to ahigh level creative response andempathic connection:

• storytelling by a significant adult (inthis case blended fact and fantasy)

• wonder time (time alone to lookdeeper) – children’s wonderingscollected by parents included: Iwonder if that tree is happy? If it likesme? Why it grew like that?

• time spent collecting, manipulating,playing with loose material, drawing,photographing, using the senses andbody in new ways

• time spent sharing ideas, observations,questions, feelings with others

• high-level adult respect for children’sown imaginary and emotionalresponses and ideas (including bothteacher and parental involvement).

• all of the above in rich outdoorlandscapes.

We need to continue, asking ourselves:can we rest on our laurels or issomething else required for this most

vital of creative activities to flourish? Justbecause we place children in nature, willthey play? Time and freedom are vitalelements in the equation, as is thepassion and attention of significantadults in children’s lives; adults whohave been lucky enough to know (orlearn) what it means to play in the naturalworld, with others or alone, quietly ornoisily, sharing, contemplating, instillness and in action, where timepasses rather than imposes, and ideasare the river that flows from an eternal,dependable source of inspiration.

References and further reading

, Carson, R.,1987. The Sense ofWonder. Perennial Library, Harper &Row Publishers, New York

, Hart, R., 2003. ‘Anarchy or Order’,Roots 26, Planting for Education,Botanic Gardens ConservationInternational, Richmond, UK

, Hart, R.,1992. ‘Children’s Participation:From Tokenism to Citizenship.’Innocenti Essays. UNICEF, Florence,Italy

, Jenkinson, S., 2001. The Genius ofPlay: Celebrating the Spirit ofChildhood. Hawthorn Press, Stroud, UK

, Kluska, N., 2011. ‘When you create anidentity for something you have agreater ability to empathise with it’,Minter, E, ‘What makes a children’sgarden?’ Georgiou, K. ‘The Story ofthe Trees’, Oberman, H. ‘Who wouldcare if I were not there? Windows intoChildren’s Thinking’, Bialik CollegeEarly Learning Centre Journal

, Rayner, J., 2007. ‘CommunityConsultation in Designing Children’sGardens – An example from Australia’,ISHS Acta Horticulturae 762: XXVIIInternational Horticultural Congress –IHC2006: International Symposium onHorticultural Plants in Urban and Peri-Urban Life.

Acknowledgement

We would like to acknowledge the workof the Bialik students, teachers andparents and the other members of theIPFCG design team Andrew Laidlaw,David Wong, Izabella Meraviglia-Crivelliand Annette Warner.

BGCI • 2012 • Roots • Vol 9 (1)20

Through self-directed learning, children collectedimages in the garden and created stories andanimations in school (RBG Melbourne)

RÉSUMÉ

La Fondation Ian Potter pour les jardinsd'enfants (IPFCG), située au RoyalBotanic Garden de Melbourne, créé en2005, est un endroit où les enfantspeuvent s'amuser dans la nature et sedécouvrir une passion pour les plantes.C'est un jardin qui célèbre l'imaginationet favorise la nature créative du jeu(communiqué de l'IPFCG).

Le jeu est une inspiration constante pourle travail que nous menons au RBG entant qu'animateurs, mais dans cetarticle, j'examinerai le rôle du jeu dans leprocessus de conception du IPFCG parle biais de la contribution des enfants quitravaillent avec nous à l'élaboration duprojet et, comme concepteurs, par laforce indéniable de notre propremémoire de l'enfance.

Beaucoup de défis auxquels nousdevons faire face dans la conception etla mise en place sont liées auxperceptions, voire même à un manquede compréhension au sujet du jeu. Celanous donne à réfléchir : le jeu est-il uneforme d'art perdue et évasive ? Ce quel'on nomme conduite innée, le travail desenfants, est-il un pur mythe ? Ou le jeu,comme depuis des millénaires, prouvera-t-il que c'est une force qui n’obéi àaucune frontière et à aucune limite ?

Les enfants du Bialik College devraientavoir quelques réponses à nousapporter, tandis que nous étudions leursréactions sur la période de 6 mois qu'ilsont passée au RBG et à IPFCG, en 2011.

RESUMEN

La Fundación Jardín del niño Ian Potter(IPFCG, por sus siglas en ingles) selocaliza en los Jardines RealesBotánicos (JBR) de Melbourne, fueinaugurada en el 2005; espacio dondelos niños pueden deleitarse con lanaturaleza y descubrir su pasión por lasplantas. En sí, es un jardín que celebra laimaginación y abriga la creatividad enjugar en la naturaleza (Visión de IPFCG).

El jugar es la inspiración constante deltrabajo de los educadores en RBG, eneste articulo, se examina el desempeñoque tuvo el juego en el proceso deldiseño del IPFCG, desde ambas partes,la contribución que presentan los niñosque trabajaron durante este, y losmismos diseñadores, quienesindiscutiblemente tuvieron la fuerza delos recuerdos de su niñez.

Muchos de los retos que se enfrentan enel diseño e implementación estánligados a percepciones, incluso falta deentendimiento de ¿Qué es jugar?,

surgieron así preguntas, como ¿sí eljugar es una forma sutil de arte perdido?o algo que se le puede llamar impulsoinnato, siendo en realidad el trabajo delos niños, ¿es hoy en día un mero mito?¿es jugar nada? o, ¿es el jugar, como hasido por siglos, una fuerza misma queno tiene barreras y responde sin límites?

Los niños en el colegio Bialik pueden daralgunas repuestas a las dudas que se elequipo de diseñadores se planteo,leyendo este articulo, examinemos susactividades en el tiempo que ellospasaron en el JBR de Melbourne y enparticular en IPFCG durante 6 meses en2011.

Christine JoyEducation CoordinatorRoslyn SemlerVisitor Programs Coordinator

Royal Botanic Gardens MelbourneAustraliaEmail: christine.joy@rbg.vic.gov.auEmail: Roslyn.semler@rbg.vic.gov.au

Website: www.rbg.vic.gov.au

BGCI • 2012 • Roots • Vol 9 (1) 21

The children’s garden encourages the forming of deep emotional bonds with nature

Picture of ‘The Grumpy Tree’ - created in schoolfollowing a visit to the botanic garden

El Jardín Botánico Atlántico de Gijón(España) nació en el año 2003 conel objetivo de divulgar, investigar y

conservar la flora y vegetación de losterritorios del Atlántico Norte. Desde susinicios, la sensibilización ambiental delpúblico infantil ha sido un objetivoprioritario del espacio y hacia él se dirigeuna variada oferta de actividades lúdicasy educativas. Conscientes de lanecesidad de que los niños reconozcansu implicación con la Naturaleza yaprendan a preservarla desde el juego yla diversión, para incorporarla, deadultos, como valor permanente, la ofertadivulgativa del Jardín incorpora espaciosy contenidos específicamente adaptadosal público infantil. El Bosque de los Niñoses el primer rincón así concebido, en elque la idea de bosque como una “grancasa vegetal” es el hilo argumentalutilizado para despertar el interés de losmás pequeños por la naturaleza.

Un proyecto integrado en elmedio natural

Durante las obras de acondicionamientode la Finca de La Isla, cuyo jardín históricose ha incorporado a las instalaciones del

Jardín Botánico, se apreció la existenciade un espacio bastante deteriorado,próximo a una Carbayeda natural deQuercus robur, donde lo que había sidoun sendero de centenarios tejos se había

convertido en un canal impracticable.La discontinuidad topográfica existenteentre esta zona y la citada carbayeda y sudiferenciación y singularidad botánicarespecto de ésta, indujo a buscar unmotivo para su integración en el Botánico.Fue así como este enclave, medio ocultoen el bosque, se vislumbró comoescenario idóneo para albergar unespacio dedicado a los más pequeños.

El Bosque de los Niños se ha hechorealidad gracias al Taller de Empleo deSalud Mental del Ayuntamiento de Gijóna través de sus módulos de Albañilería,Carpintería y Jardinería. Su valiosotrabajo sumado al esfuerzo inversor delpropio Jardín, han hecho posible elacondicionamiento del espacio y ladotación de las infraestructurasnecesarias

BGCI • 2012 • Roots • Vol 9 (1) • 22-2422

The Children’s Forest: A unique space for children in the Atlantic Botanic GardenLa forêt des enfants : lieu d’exception pour les enfants au Jardin botanique atlantique

El Bosque de los Niñosun espacio único para niños en el

Jardín Botánico Atlántico

En la costa atlántica de españa, el Bosque de los Niños en

Gijón, es todo sobre el aprendizaje y la diversion familiar.

Abierto solo unos meses, este espacio arbolado ha sido

diseñado especialmente para los visitantes jovenes y los

involuca en un atractivo y estimulante programa de juegos,

paseos y otros experiencias de aprendizaje.

Zona de juegos custodiada por el cuélebre, personaje mitológico cuyas dimensiones lo convierten enprincipal protagonista del espacio (Jardín Botánico Atlántico)

Aprendizaje y diversión paratransmitir valores ambientales

Durante las obras de restauración semantuvieron los ejemplares singularesque ya crecían en este espacio, (tejos,carbayos, saúcos, etc.), y se añadieronnuevas plantas, duplicando el númerode especies que ya habitaban en él.Todo ello permitió enriquecer loscontenidos de este bosque tan especial,proporcionando a los más pequeños unagran diversidad de formas y tamañospara aprender e investigar. Además de laflora autóctona característica de estosbosques, entre los ejemplaresconservados se encuentran dos cipresesde unos 30 m de altura y plantas tanoriginales como los helechosarborescentes (Cyathea y Dicksonia)testigos de la vegetación dominante

durante el Jurásico; ruibarbos gigantes(Gunnera manicata) cuyas hojas puedenllegar a tener un metro de ancho; yvarias especies de frutos silvestrescomo la arandanera (Vacciniummyrtillus), la fresa (Fragaria vesca,conocida en Asturias como“miruéndano”), el manzano (Malussylvestris) o la zarzamora (Rubus sp.pl.).Otras especies exóticas incorporadashan sido variedades de bambú (elalimento preferido por el oso panda) yplantas orientales como la espectacularandrómeda (Pieris japonica).

Además de las colecciones vegetales, elespacio cuenta con:• Un colorido auditorio que incorpora un

área adaptada para sillas de ruedas.• Una zona de juegos, custodiada por

un gran “cuélebre” (dragón alado de lamitología asturiana) que sorprende asus pequeños visitantes con unlaberinto de toboganes.

• Un pavimento de seguridad adecuadopara la celebración de juegos y talleres.

• Servicios adaptados para los máspequeños.

• Una zona destinada a la recogida yplantación de bellotas.

Al llegar al Bosque de los Niños un cartelnos da la bienvenida y nos invita adescubrir la realidad del Bosque comouna gran casa vegetal donde convivenmultitud de organismos vivos formandoun ecosistema. Para conocer a loshabitantes de esta casa (flora,vegetación, fauna, organismosdescomponedores, etc.) y entendercómo se organizan, se diseñó unabatería de paneles adaptados al tamañoy a las capacidades del público infantil.

La tipografía y el lenguaje utilizados sonsencillos y se incluyeron atractivasilustraciones y recursos expresivoscercanos a los niños…¿Sabes qué esuna planta epífita?, ¿cuáles eran lasplantas que comían los dinosaurios...?.Nuestro “miruéndano” (mascota delClub de pequeños amigos del Botánico)es el encargado de guiar este recorridopor las curiosidades del mundo vegetal yla vida en el bosque.

Las matemáticas tambiéncuentan

Siguiendo un recorrido de 100 metrosflanqueado por tejos centenarios, esposible conocer habitantes tanespeciales como la “libélula gigante” oparticipar en el “Juego de las quinceranas adivinas”, elemento que nospermite introducir la presencia de lasmatemáticas en el crecimiento de lasplantas y la vida en la naturaleza.Gracias al apoyo del material didácticoelaborado ‘ex profeso' y con un poco deingenio, los visitantes del espaciopueden convertirse en investigadorespor un día y descubrir la gran diversidadde formas y geometrías en el bosque, lavida matemática de sus habitantes oanalizar la magnitud del proceso dedeforestación sobre el planeta.

Un proyecto con futuro

La apertura del Bosque de los Niños tuvolugar en agosto de 2011, si bien elproyecto del espacio no ha sidoejecutado en su totalidad y se prevécompletar su desarrollo en sucesivasfases y según los recursos disponibles. Elobjetivo es ampliar el discurso didácticodel recorrido, con sencillos y novedososrecursos que complementen a los yadisponibles. Se reforzarán los contenidossobre la fauna del bosque, prestandoespecial atención a la pequeña fauna y alos organismos descomponedores, asícomo al papel que estos seres juegan enla conservación del bosque y en elmantenimiento de la biodiversidad. Larecreación de un hormiguero, maquetasde insectos o la demostración de la vidacontenida en la madera muerta sonalgunos de los recursos incluidos en elcitado proyecto.

A día de hoy, el Bosque de los Niñosrecibe la visita de los grupos escolaresque participan en la oferta educativa delJardín (cerca de 8.000 alumnos cada

BGCI • 2012 • Roots • Vol 9 (1) 23

Visitar el juego de las ranas adivinas, medir unárbol o analizar la importancia de las hormigas en elbosque son algunas de las actividades propuestasen el folleto sobre las matemáticas y la naturaleza(Jardín Botánico Atlántico)

Paseo de tejos con la libélula gigante y plantas tan llamativas como los helechos arborescentes,más conocidos por nuestros niños como “lechuga de los dinosaurios” (Jardín Botánico Atlántico)

año), y se ha convertido en lugar dereferencia para la celebración deactividades infantiles (títeres, juegos ytalleres) organizadas en el marco defiestas o eventos. Dinamizar el espacio esotro de los objetivos del Botánico paraconsolidar su uso como recurso lúdico yeducativo por parte de los visitantes delJardín, bien de forma autoguiada o bientutelada por monitores, guías oprofesores. Con este fin, en verano de2012 se pretende lanzar un programaespecífico para que nuestros pequeñosvisitantes disfruten de actividades(juegos, gymkanas, etc.) en el Bosque delos Niños, organizadas en variasfrecuencias semanales y guiadas pormonitores. Esto permitirá potenciar el usodel material didáctico ya elaborado ypropiciará el diseño y la práctica denuevos recursos. Confiamos en el éxitodel programa y en su consolidación comooferta permanente del Jardín.

SUMMARY

Since August 2011, visitors to theAtlantic Botanic Garden of Gijón(Asturias, Spain) can enjoy a new 3,000m2 area created especially for youngaudiences and designed for family funand learning: The Children´s Forest.

Through this project, the Botanic Gardendraws nearer to the children so that theyfeel part of nature and directly interactwith it. At the same time they discoverthe reality of forests and fascinatingcuriosities about the organisms living init. The natural vegetation of the new areawas enriched with beautiful plants and

complemented with a set of informativepanels adapted to the size and readingages of children, including several gamesintegrated within the environment.

Enhancing the usage of the area by familyaudiences through using an attractive andstimulating pack of activities (games,walks, etc..) supervised by monitors andregularly scheduled, is a priority forstrengthening the Children’s Forest as aleisure and education resource.

RÉSUMÉ

Depuis août 2011, les visiteurs du Jardinbotanique atlantique de Gijón (Asturies,Espagne) peuvent se réjouir d'un nouvelespace de 3 000 m2, nommé « La forêtdes enfants », créé spécialement pour lejeune public et aménagé pourl'amusement et l'apprentissage desfamilles.

Au travers de ce projet, le jardinbotanique se rapproche des enfants pourqu'ils se sentent tels une partie intégrantede la nature et directement en interaction

avec elle. En même temps, ils découvrentla réalité de la forêt et développent leurcuriosité pour les organismes qui y vivent.La végétation naturelle de ce nouvelespace a été enrichie par de superbesplantes auxquelles s’ajoute un ensemblede panneaux adaptés à la taille et auxcapacités des enfants, dont notammentdifférents jeux bien intégrés àl'environnement.

L’amélioration de l'utilisation de cetespace par le public familial ens'appuyant sur un ensemble d'activitésattractives et stimulantes (jeux, marches,etc. …), régulièrement programmées etsupervisées par des moniteurs, sont desobjectifs prioritaires pour valoriser « Laforêt des enfants » en tant que ressourceéducative et de loisirs.

Reyes Álvarez VergelResponsable de Didáctica yDivulgaciónJardín Botánico AtlánticoAvda. del Jardín Botánico 2230, 33394Gijón (Asturias)Email: ravergel@gijon.esWebsite: www.botanicoatlantico.com

BGCI • 2012 • Roots • Vol 9 (1)24

El auditorio del Bosque de los Niños acoge actuaciones y eventos dirigidos a público infantil y familiar.En la foto, día de la inauguración (Jardín Botánico Atlántico)

La zona de juegos, donde el cuélebre (un dragon) soprende a sus pequeños visitantes con un laberinto detoboganes (Jardín Botánico Atlántico)

Cartela informativa de la Fresa silvestre (Fragariavesca). Nuestro pequeño “miruéndano” nos cuentafascinantes curiosidades de las plantas y nos ayudaa reconocerlas (Jardín Botánico Atlántico)

As with most botanic gardens,children will be a key target groupfor the new Oman Botanic Garden

(OBG). Oman is a very young countrydemographically – 40 per cent of thepopulation are under the age of 15,household size in Muscat (Oman’scapital) averages 8, and family groupswill be important future users. It is thechildren within a family who tend todictate decisions regarding leisureopportunities, so creating fun spacesand activities at OBG will be vital to theoverall success of the project.Stimulating play spaces will result inexciting experiences, encourage furthervisits, and help to direct visitor flowthrough the facility (Wilson, personalcommunication). In addition, we know

that play in an outdoor environment isgood for children’s development andtheir enjoyment of the natural world (e.g.Schultz et al. 2004), which will help infulfilling the overall vision of the garden.

In 2008, discussions regarding provisionfor children focused on creating aschools’ garden, identifying potentiallocations, contents, and what facilitieswere required or possible to include.Rough plans were developed withactivities and target users in mind,ensuring flexibility of the space byincorporating wide paths for easieraccess, shaded seating areas, raisedbeds and individual plots. Such an areawill be ideal to attract schools,community groups, special interest clubs

BGCI • 2012 • Roots • Vol 9 (1) • 25-28 25

Rapprochement de générations – développer des espaces de jeu pour les enfantsConectando huecos entre diferentes generaciones – desarrollando espacios para actividades infantiles

Bridging the generation gapdeveloping play spaces for children

At Oman Botanic Garden, an ambitious conservation,

education and research initiative currently under

construction in Muscat, planned play facilities for children

have been a priority from the beginning. Oman’s Sarah

Kneebone describes how the garden team went about

researching and then planning for the provision of child-

friendly spaces and activities within the overall design of

the garden.

Our MissionDiscover, cultivate, showcase andprotect Oman’s unique plant diversityand ethnobotany through innovativeresearch, exciting displays andengaging communication.

Our VisionPeople are inspired to conserve andcherish the biodiversity and botanicalheritage of Oman for a sustainablefuture.

Children’s views were taken into account in theplanning process (Oman Botanic Garden)

or health rehabilitation organisations, forworkshops on composting, use of water,native plantings, horticultural techniquesand much more. As the project hasgrown and construction of the mainbotanic garden commenced, the gardenteam returned to these plans to reviewhow else we could meet the needs andwishes of younger audiences.

In preparation, we talked a lot withteenagers who had visited the botanicgarden through our embryonic educationprogramme, or met us at events andexhibitions, to help us identify three mainareas: what they would expect to see atthe botanic garden; what they would liketo do; and what barriers they couldimagine that would restrict their visiting.The main limitation they recognized istransport – taxis are the only publictransport in Muscat, which parents maynot allow. Many of the teens wantedopportunities for engagement andinteraction, training and learning, butabove all they requested facilities forthemselves and their friends to relax in,where they could have some food (quickand cheap), chat, listen to music orstudy; Wi-Fi was universally declaredessential!

Next we developed a steering committee– a group of OBG staff and outsideadvisers to meet regularly and discussthe ideas and options for play provision.It was vital that contributors came fromevery department in the garden, toensure a range of perspectives and togain wide support for the solutions underconsideration. The four-month meetingprogramme started with discussions on‘What is a children’s garden?’, and ‘Whyis play important to OBG?’ and looked atexamples such as the Ian PotterChildren’s Garden, MinnesotaLandscape Arboretum, National Botanic

Gardens of Wales, Eden Project, andKings Park and Botanic Garden in Perthto gain inspiration.

Steering committee participants alsoaccepted ‘homework’, reading researchpapers about the importance of play,nature play, and other types of playexperience and their impact on childdevelopment. The group wanted to beclear what we were aiming for, whatwould be age-appropriate, and how thegarden could offer the best experiencesto families and children.

As Omani families will be OBG’sprincipal visitors, the site will beoperated and managed to culturallyappropriate standards. Discussion withOmani team members was essential tounderstand requirements – for example,mothers would not expect to be able toremove their shayla (head scarf) andabaya (robe) when taking their childrenout to play. As both parents tend to playwith their children, and if an area were tobecome busy with fathers, the mothersmight sit to one side. Some familiesmight bring nannies with them, but onlyif the father was not available. WhiteHutchinson, a play area consultancy withexperience in the Middle East, is a usefulreference for questions on culturalappropriateness.

Together the group identified all thecurrent child-focused provision designedfor the site and used it to produce a ‘playaudit’. This clarified the location, type ofprovision, stage of development of theprovision, target age group and durationof engagement (with implications forvisitor flow, visitor management andlength of visit) into a comprehensivematrix.

Subsequent discussions produced asimple market analysis, a spreadsheetsummarizing play experiences availablelocally, by age group, type of activities,geographic distance and travel time fromOBG. Muscat’s extreme summerweather, over 400C during the day forthree months a year, is a significant

BGCI • 2012 • Roots • Vol 9 (1)26

Oman Botanic Garden team members helping local children plant up their school grounds(Oman Botanic Garden)

Oman Botanic Garden has already sparked interest in younger audiences, these local school girls are keen toreturn with their families (Oman Botanic Garden)

obstruction to outdoor play, as beaches,swimming pools and parks becomeinaccessible. Indoor experiences, suchas play areas at shopping malls or fastfood restaurants, are popular, butuncomfortable for adults and offer nocontact with nature. These data providedan idea of the opportunities missingwithin the area, and gaps in the existingplans for the OBG which could be filledto the advantage of younger visitors.

Kings Park and Botanic Garden in Perth,Australia, was a major inspiration for thecommittee. We were fortunate to havetheir CEO, Mark Webb, involved in oneof the meetings, to explain theoperational feasibility and key safety andmaintenance issues for King’s Park playfacilities, which are enjoyed by millionsof children each year. Practical designsuggestions on placement of cafés toensure parental supervision, staffingrequirements, and photographyrestrictions in the under-6 area wereinformative, along with consideration oflighting fixtures to avoid burned fingersand the necessity of daily maintenanceinspection against a formal checklist.

From KPBG’s experience, Oman’sclimate means that metal slides are ano-no, as even plastic ones may have tobe closed on hottest days, and snakeproofing is required! Cost of renewalsmust be part of the budget; if a playspace works it will be used over andover. Winnie Wong Wing, from JacobBallas Children’s Garden in Singapore

Botanic Garden pointed out that off-the-shelf installations are far easier andcheaper to replace than those specially-designed and purpose-built.

Finally, the steering team tackled designcriteria, such as health and safetyconsiderations, use of educationprogrammes, ease of maintenance,accessibility for different age ranges, useof natural materials, and expliciteducational themes. These were ranked1–5 by each individual (from ‘notimportant’ to ‘compulsory’) and thescores were then averaged to identify

elements to be included in the designbriefs for each new area. For example,the team felt that a play area in a villagedid not have to be usable by all ages, orhave a specific educational theme, but itmust be fun, attractive, support the aimsof OBG and include provision for adults.

Through this process the committeeidentified four main ideas: an indoormulti-age play space, a community andschools garden, a family picnic and playarea and an exhibition-based interactiveexploration area. We discussed possiblecontents in detail and how each wouldcontribute to OBG both in terms ofconservation and education and as avisitor attraction. The final proposalbegan with a rationale describing whyOBG requires extended play provisionand opportunities for solutions. Everyoption was then summarized on a singlepage, with an indication of implicationsfor existing design, budget allocation,budget scale, concept statementillustrating the experience, key designelements, content of the area, location,size and audience identification.

Our proposals have now been submittedfor review and consideration, so watchthis space!

Many thanks go to the OBG play areasteering committee: Dr Annette Patzelt,Laila Al Harthy, Khalid Al Nabhani,Zawan Al Qasabi, Hanan Al Maqbali,Khalid Al Farsi, Thuraiya Al Jabri, Salim

BGCI • 2012 • Roots • Vol 9 (1) 27

Young teenage children on an education visit, they really just want a place to 'hang-out'(Oman Botanic Garden)

This extensive play structure at Kings Park and Botanic Garden in Perth was a particular source of inspiration(Oman Botanic Garden)

Al Makmari and additional contributorsAndrew Anderson, Mark Webb, JamesSmith and Craig Tucker.

References and further reading

, Schultz et al., 2004, cited in ‘Benefitsfor children of play in nature’ on WhiteHutchinson website [see below]

, White Hutchinson consultancy,‘Creating playgrounds children love’,‘Developmentally appropriateenvironmental education’, ‘AChildren’s Play Center in Arabia’.www.whitehutchinson.com/children/articles Accessed 5 May 2011

, Wilson, 4FMS: Managing facilitiessolutions across the Middle East &Africa

, www.childdevelopmentguide.com/development through play.htmlAccessed 11 April 2011

, www.rospa.com/playsafety/info/06_code.htm Royal Society for thePrevention of Accidents. Usefulinformation about creating safe play.Accessed 11 April 2011

RÉSUMÉ

Le jardin botanique d'Oman est unambitieux organisme de conservation,d'éducation et de recherche à Muscat,au Sultanat d'Oman. Le projet de 420 hase met en place depuis 6 ans et estactuellement en construction. Cela a

permis à l'équipe du jardin de mener uneréflexion complète sur les jeux prévuspour les enfants, comprenant desrecherches, la consultation du public,des discussions de l'équipe de pilotageet la contribution d'experts pour créerune analyse des lacunes, identifier lesoffres du marché existantes et définir desdirectives de conception pour ledéveloppement des aires d'exploration,de récréation et de jeux créatifsdestinées à différentes tranches d'âges.Cette méthodologie a assurél’engagement de l'équipe de l'OBG etouvre des perspectives en vue d’élaborerde nouveaux projets en matière dedéveloppement d'espaces de jeu.

RESUMEN

El Jardín Botánico de Omán (JBO) tieneun programa ambicioso deconservación, educación e investigaciónen la Sultanato de Muscat (Omán)durante los siguientes seis años, endonde 420 ha. serán modificadas. Esteprograma permitirá al quipo del jardínuna revisión completa y planeamientopara proveer áreas de juegos infantiles.A través de un equipo de investigacióndirecta, discusiones con expertos y unanálisis de ‘lagunas a llenar’ seidentificaran las ofertas de mercado ydefinir un diseño breve para la extensiónde la exploración, recreación y creaciónde áreas de juegos para todo un rangode edades. Esta metodología haasegurado financiamiento para el equipode la JBO que permitirá poner aconsideración una variedad deperspectivas con propuestas paradesarroll

Sarah KneeboneHead of Communications, Educationand Public AwarenessOman Botanic GardenOffice for Conservation of theEnvironmentDiwan of Royal Court,P.O. Box 246, Muscat 100,Sultanate of OmanEmail: sarah.kneebone@oman-botanic-garden.orgWebsite: www.oman-botanic-garden.org

BGCI • 2012 • Roots • Vol 9 (1)28

With 40% of the Omani population under the age of 15, children are the key target group for Oman BotanicGarden (Oman Botanic Garden)

Oman Botanic Garden staff talking with children and teenagers at an event to discover their interests(Oman Botanic Garden)

There is plenty of confirmation in theliterature for the benefits associated withchildren having the opportunity for playingand learning out of doors (Gill, 2006).Research shows that childhoodexperience of the natural world helps toreduce the incidence of obesity, Attention-Hyperactivity Deficit Disorder (ADHD), lowconfidence and bullying, and the counter-productive effects of overprotectiveparents. The list of positive effects itencourages is even longer, including:

• Mental health and emotional well-being• Creative play• Improved interactions with each other

and with adults• Greater confidence in managing risks• Understanding and coping with the

unpredictability of the natural world,which in turn deepens children’srelationship with nature

• Higher environmental awareness andconcern as adults

• Further reliance on and enjoyment ofoutdoor environments throughout life.

Several botanic gardens have noted theneed for a change in the current trend ofindoor-based childhood and haveembraced a new approach to outdoorplaying and learning.

Many have embarked on exciting projectsto provide children with the opportunity toreconnect with nature in a fun, naturaland child-friendly way – a few examplesare The Ian Potter Foundation Children’sGarden, RGB Melbourne, Australia andthe Eden Project, United Kingdom.Learning from institutions such as thesewe can draw up a list of eight key areasto address:

BGCI • 2012 • Roots • Vol 9 (1) • 29-33 29

Botanic gardens offer fantastic locations for children to play in more creative and spontaneous ways

Donnez vie à votre jardin : de bons conseils pour faire participer les enfantsHaga que su jardín tome vida: principales pautas para atraer a los niños

Make your garden come alivetop tips for engaging children

Botanic gardens and

specifically children’s

gardens can become more

attractive, instructive and

fun spaces for young

people by addressing a

few key aspects of design

and practice. Here BGCI’s

Claudia Bernardini draws

on a range of valuable

experience from the UK

that, she argues,

is of universal relevance.

1. Encourage risk takingThe way children today experience andwill remember their childhood issignificantly different from the way adultsremember theirs. While 71 per cent ofparents played outside their homes whenthey were children, only 21 per cent oftheir children are now allowed thatindependence (Play England). It is truethat the environment in which we live haschanged considerably, especially inurban and suburban areas, but the maindifference is in the way we now perceiveand react to risk. One directconsequence of this change in attitude isthat today’s children spend much moretime indoors and are becoming detachedfrom the natural environment. Publicpolicy interest in children’s play andlearning outdoors has increasedalongside parents’ concerns and fear ofrisk. Tim Gill (2007, p. 6) remarks on howimportant it is to ensure that:

‘safety first’ does not drive out theopportunities children should havefor experiment and development;and that our desire to defend youngpeople against some very realdangers does not lead us into asanitised world in which creativityand personal growth are stifled.

Children actually need to learn how totake suitable age-related risks when theyare small. That way they will gradually

adapt to dealing with the problems thatoccur in grown-up life. Gardens are idealplaces for this in that they:

• Provide opportunity for free play,encouraging children – and parents –

to feel confident to explore nature andthe outdoors in a safe and healthy way

• Provide a certain degree ofunpredictability as found in realsettings, in real life. Unpredictability isalso what attracts children to nature

There is a fine equilibrium between theneed of children for adventure and theneed of parents for safety. A child-friendly garden can inspire young peopleto explore without the need for too muchsupervision.

2. Provide adventure activitiesChildren are naturally drawn toadventure and gardens can be aremarkable playground for adventurousand ‘bush craft’ activities, such ascampfire cooking, finding wild foods,exploring, climbing trees and denbuilding. Such activities promotecreative thinking and problem-solving,boosting confidence and self-esteem.

3. Understand how children play andlearnChildren need spaces where they can benoisy, physical and exuberant and wherethey have the freedom to be inquisitive,adventurous, innovative, creative and

BGCI • 2012 • Roots • Vol 9 (1)30

Children are particularly good at making use of common features in unusual and inventive ways

Children need to be given opportunities to take risks

messy. Natural playgrounds and botanicgardens offer fantastic locations to playin more creative and spontaneous waysthrough running, jumping and, yes,climbing trees. By providing lessstructured features, in the form of naturaland recycled elements, children will havemore space to be creative and use theirimaginations.

4. Create ‘affordances’According to Gibson’s theory (1982),affordances refer to the functionalsignificance of environmental features forany one individual: our perceptualexperience is not only related to thephysical structure of objects in theenvironment, but also an awareness of

their functional significance. An examplecould be a tree with low branches whichis considered ‘climb-able’ by a child ofthe right height. As well as climb-able,objects can be ‘lift-able’, ‘walk-able’,‘hide-behind-able’, ‘crawl-underneath-able’, and so on; these are all propertiesand features that are simultaneouslydetermined both by attributes of thefeatures themselves and attributes of theindividual.

Affordances are often specific toparticular individuals or groups.Consequently, when assessing thefunctional possibilities of any space suchas a garden, we need to consider who itis intended for. Children’s affordances

are quite different from those of adults.For example a climbable feature affordsexercise and mastery, a look-out andpassage from one place to another.A functional description of a garden orplayground based on the concept ofaffordances will provide a much richeraccount of the psychological resourcesof the environment for a child.

Tim Gill introduces us to affordanceswhen discussing fixed play equipmentas opposed to children’s innateplayfulness. Children are constantly,actively seeking out new, stimulatingways to engage with whatever is aroundthem. They are very creative andresourceful in making the best of theaffordances the environment provides.

5. Consider features and materialsA publication from the internationalconference Making Space 2010(Children in Scotland, 2011) shows howthe physical environment can beparticularly influential in helping childrento be the leaders of their own learning.By keeping in mind that the places welive in and learn from are more than justspaces and buildings, there are manyways to support children while they arelearning and exploring the naturalenvironment:

• Promoting the use of natural,sustainable and locally sourcedmaterials

• Promoting the use of recycledmaterials which would otherwise bediscarded, as a method of helping torestore balance to the naturalenvironment

• Including movable and versatilefeatures, such as benches, in order toencourage creative play

BGCI • 2012 • Roots • Vol 9 (1) 31

Coriandoline, a neighbourhood in the Northern Italian town of Correggio, was designed by children andadults together. The result is a magical place in which to live.

A child-friendly garden can inspire young people toexplore without the need for too much supervision

Children are particularly good at makinguse of common features in unusual andinventive ways. By facilitating a morespontaneous grouping while playing andtalking, the chance to move thingsaround gives children the opportunity tofind their ideal spatial arrangement forsocializing (with other children as well asparents and grown-ups).

Ultimately, the design will strongly affectthe way young people use the garden insocializing together: a child-friendlyspace should support both structuredand generic activities by having highlyspecialized areas and more flexible openones.

6. Introduce soft qualitiesPlaces do not consist only of materialand physical objects. Meaningful placesalso have intangible characteristics thatstimulate the emotions and senses ofchildren – such as light, colour, touch,smell and sound. These ‘soft’ qualitieshave the power to enhance or diminishchildren’s overall sense of well-being andthus their learning experience.

Gardens can make full use of the softqualities. Different lighting arrangementscan be set up in the garden, for exampleby using the contrast of concentrated ordiffused light, or by creating shadows for

children to play with. Colours should bedisplayed in all their richness and varietyfor children to distinguish shades andcontrasts. Different kinds of sound canalso evoke a variety of emotions, and awell-designed ‘aromascape’ canstimulate with scents from plants,flowers, fruits and organic materials.The garden is also the ideal place tostimulate the sense of touch by offeringan exciting diversity of natural materialsand surfaces – smooth and rough, wetand dry, opaque, bright, and so on.

7. Involve children in designGetting children involved in the planningprocess ensures that the needs andabilities of different ages are taken intoaccount. This approach also enableschildren to take part in the designaccording to their different ages and abilityto communicate. Engaging them in theplanning is also more likely to encourageadults to take notice of children’semotional response to the environment,which can be rather different from whatthe adults might have imagined!

8. Become a focal point for thecommunityIdeally, botanic gardens and children’sgardens should aim at providing a range ofservices and features that will meet theneeds of children, their families and

communities, and will encourageeducational and social inclusion.As mentioned above, mobile and versatilefeatures can help to bring about inclusionand socializing across different ages.For example, just enabling benches to bemoved around and altered according tothe wishes of the individual (for example,to get under the shade, to bring themcloser together, to sit or lie down on) canhelp facilitate larger group discussionsamongst any age-group.

References and further reading

, Children in Scotland, 2011. MakingSpace. Architecture and design forchildren and young people. Edinburgh,October 2010. Children in Scotland:Edinburgh. Available at:www.childreninscotland.org.uk/docs/MSOnline.pdf [Accessed 9 January 2012]

, Eden project . Available at:www.edenproject.com/ [Accessed 9January 2012]

, Gibson, E. J., 1982. The concept ofaffordances in development ; Therenascence of functionalism. In W.A.Collins (Ed), The concept ofdevelopment. The Minnesotasymposium on child development. Vol.15. Hillsdale, NJ: Lawrence Erlbaum.

BGCI • 2012 • Roots • Vol 9 (1)32

Adventurous activities promote problem solving which helps to boost confidence and self esteem

, Gill, T., 2006. Growing Adventure FinalReport to the Forestry Commission.[pdf] Forestry Commission England.Available at: www.forestry.gov.uk/pdf/fce-growing-adventure-report.pdf/$FILE/fce-growing-adventure-report.pdf[Accessed 3 February 2012]

, Gill, T., 2007. No Fear. Growing up in arisk averse society. [pdf] CalousteGulbenkian Foundation UnitedKingdom. Available at:www.gulbenkian.org.uk/pdffiles/--item-1266-223-No-fear-19-12-07.pdf[Accessed 22 December 2011]

, Gill, T. Rethinking childhood. Availableat: http://rethinkingchildhood.com/[Accessed 13 February 2012]

, Heft, H., 1988. Affordances ofchildren's environments: A functionalapproach to environmentaldescription. Children’s EnvironmentsQuarterly, 5, 29–37.

, Malavasi, L. & Pantaleoni, L., 2008.Coriandoline: le case amiche deibambini e delle bambine. (Friendlyhouses for girls and boys). Correggio,Reggio Emilia: Andria. Coriandoline.Available at: www.coriandoline.it/eng/index.html [Accessed 9 January 2012]

, Nebelong, H. Nature playground inValbyparken. Available at:www.sansehaver.dk/asp/side/english.html [Accessed 24 January 2012]

, Play England. Play England calls forcommunity action to help childrenmissing out on outdoor play. Availableat: www.playengland.org.uk/news/2012/01/play-england-calls-for-community-action-to-help-children-missing-out-on-outdoor-play.aspx[Accessed 20 January 2012]

, The Children’s Society. The GoodChildhood Report, 2012: A review ofour children’s well-being. [pdf]Available at: www.childrenssociety.org.uk/sites/default/files/tcs/good_childhood_report_2012_final_0.pdf[Accessed 13 February 2012]

, The Ian Potter Foundation Children’sGarden. Available at: www.rbg.vic.gov.au/rbg-melbourne/childrens-garden [Accessed 9 January 2012]Environments Quarterly, 12(2), 250–5.

RÉSUMÉ

Parmi les espaces urbanisés de par lemonde, en particulier dans les paysoccidentaux, les enfants semblent êtrebien plus déconnectés de la nature quene l’étaient leurs parents lorsqu'ilsavaient le même âge. Les changementsdans l'environnement proche (telle unecirculation routière plus affluente et plusrapide) et dans la société (tellel'augmentation des craintes des parents)semblent être la principale (et parfoislégitime) raison du choix de garder lesenfants à l’intérieur pour jouer, créer desliens sociaux et apprendre. Bien quelaisser l'extérieur « à l’extérieur » puisseparaître plus sécurisant, se détacher dela nature peut avoir des conséquencesnégatives à court et long terme. Dansson rapport final pour la commission desforêts, Tim Gill déclare que l'importancedes jeux en extérieur et dans la natureest cautionnée par les faits témoignantque « la limitation des expériences dejeu des enfants en extérieur estsusceptible de nuire à leurdéveloppement physique, mental etémotionnel, les rendant ainsi moins bienpréparés au monde adulte et moinsintéressés par l'environnement ». Edenproject nous avertit également : « unegénération qui ne comprend pas lavaleur du monde naturel ne semobilisera pas pour le protéger ». L’undes objectifs des jardins botaniques estd'encourager, et de soutenir, l'intérêt desjeunes envers les plantes et dedévelopper leur compréhension del'environnement et des problèmes deconservation. Les jardins botaniquesreprésentent une opportunité uniquepour les enfants de jouer dans et avecl’environnement naturel et d’en tirer unapprentissage qui puisse les aider à sereconnecter à la nature. Cet articleaborde quelques approches etméthodes pour arriver à ces fins..

RESUMEN

Áreas urbanizadas alrededor del mundo,especialmente en los países del Oeste,ven que los niños están sufriendo unaseparación de la naturaleza comparadacon la que sus padres tuvieron durantesu misma edad. Cambios en el medioambiente principalmente el rápido tráficoy en la sociedad el incremento de lostemores de los padres, parecen ser lasrazones (y algunas veces justificables),

el porqué de seleccionar actividades dejuego, socialización y aprendizaje dentrode casa. A pesar de esto, dejando elexterior fuera, puede sentirse másseguro, este desapego por la naturalezapuede tener consecuencias negativas acorto y largo plazo. Tim Gill en sureporte final para la Comisión Forestalexplica la importancia de la naturaleza ylos juegos en el exterior, apoyándose enla evidencia que los niños limitados deeste tipo de actividad pueden sufrir undaño físico, mental y de desarrolloemocional, dejándolos menospreparados en su edad adulta e interésen el medioambiente. El Proyecto Edéntambién advierte que: ‘una generaciónque no entiende el valor del mundonatural no se esforzara por protegerlo’.Uno de los objetivos de los jardinesbotánicos es animar a las generacionesjóvenes en sostener el interés para lasplantas, promover el entendimiento delmedio ambiente y su conservación. Losjardines botánicos representan la únicaoportunidad para el público infantil dejugar en el medio ambiente, de aprenderde él, de tal manera que seinterconectan en la naturaleza. En estareseña, se discuten algunosplanteamientos y métodos para hacerposible esta atracción a los niños.

Claudia BernardiniBGCI InternDescanso House199 Kew RoadRichmondSurrey TW9 3BWUKEmail: education@bgci.orgWebsite: www.bgci.org

BGCI • 2012 • Roots • Vol 9 (1) 33

Children need to be given opportunities to take risks

BGCI • 2012 • Roots • Vol 9 (1) • 34 -3934

RESOURCES

Successful ScienceCommunication: Telling It Like It Is

Despite the ever-growing demands ofthe public, policy-makers and the media,many scientists still find it difficult tosuccessfully explain and publicise theiractivities or to understand and respondto people's hopes and concerns abouttheir work. Bringing togetherexperienced and successful sciencecommunicators from across theacademic, commercial and mediaworlds, this practical guide fills this gapto provide a useful resource coveringscience communication in its manydifferent forms. The chapters providebackground knowledge and inspiringideas for how to deal with differentsituations and interest groups.Entertaining personal accounts ofprojects ranging from podcasts, toscience festivals, to student-runsocieties, provide working examples ofhow scientists can engage with theiraudiences and demonstrate the keyingredients in successful sciencecommunication.

David J. Bennett and Richard C.Jennings (Eds), 2011Cambridge University Presswww.cambridge.orgISBN-10: 0521176786ISBN-13: 978-0521176781

Natural Playscapes: CreatingOutdoor Play Environments forthe Soul!

Rusty Keeler is an artist and designerliving in New York and working at aninternational level to create playenvironments for children. His book,Natural Playscapes, will inspire you todesign and create easy, natural andexciting outdoor spaces for youngchildren without the need for complex

RESSOURCES

Une communication scientifiqueefficace : le dire comme c’est

Malgré les exigences croissantes dupublic, des décideurs et des médias, denombreux scientifiques trouvent encoredifficile de bien expliquer et de rendrepublique leurs activités, ou decomprendre et de répondre auxespérances et inquiétudes des gens surleur travail. Rassemblant despersonnalités expérimentées et douésen communication scientifique, issuesdu monde académique, commercial etdes médias, ce guide pratique répond àce besoin, fournissant un outil traitant dela communication scientifique sous sesdifférentes facettes. Les chapitresdonnent des informations de fond et desidées pour répondre à différentessituations et différents publics. Desrécits personnels passionnants sur desprojets divers, allant de podcasts à desfestivals de sciences ou desorganisations étudiantes, sont autantd’exemples concrets de comment lesscientifiques peuvent échanger avecleurs publics et montrent les élémentsclés d’une communication scientifiqueefficace.

David J. Bennett and Richard C. Jennings(Eds), 2011Cambridge University Presswww.cambridge.orgISBN-10: 0521176786ISBN-13: 978-0521176781

Paysages naturels de jeu : créerdes environnements extérieurs dejeu pour le bien-être

Rusty Keeler est un artiste et unconcepteur qui vit à New York et travailleau niveau international pour créer desenvironnements de jeu pour les enfants.Son livre, Paysages naturels de jeu, vousinspirera pour concevoir et créer des

RECURSOS

ExitosaComunicaciónde las Ciencia:Decir las cosastal como son

A pesar de las crecientes demandas delpúblico, los políticos y los medios decomunicación, a muchos científicos aúnles resulta difícil explicar y publicitar conéxito sus actividades, y tambiéncomprender y responder a laspreocupaciones y esperanzas de lagente relacionadas con su trabajo. Alreunir a experimentados y exitososcomunicadores de la ciencia de todo elmundo académico, comercial y de losmedios de comunicación, esta guíapráctica llena este vacío,proporcionando así un recurso útil parala comunicación científica en susmúltiples formas. Los capítulosproporcionan los conocimientos básicose ideas inspiradoras sobre cómo hacerfrente a diferentes situaciones y gruposde interés. Los proyectos presentadosvan desde los podcasts y festivales deciencias, a las sociedades administradaspor estudiantes, y ofrecen ejemplosprácticos de cómo los científicospueden interactuar con su público ydemostrar los ingredientes clave parauna exitosa comunicación de la ciencia.

David J. Bennett and Richard C.Jennings (Eds), 2011Cambridge University Presswww.cambridge.orgISBN-10: 0521176786ISBN-13: 978-0521176781

Entornos para jugar: ¡Creación deambientes exteriores de juegopara el alma!

Rusty Keeler es un artista y diseñadorvive en Nueva York y cuyo trabajo a nivelinternacional es crear entornos de juego

Resources

DisponiblesRecursos

play equipment.His aim is toencouragechildren toexplore thenatural worldwhile stimulatingtheir sensoryskills andimagination.The 314 pages

contain 500 colour photographs togetherwith illustrations and diagrams. A freepreview of the author’s favourite sectionsis available to download fromhttp://earthplay.net/natural_playscapes_preview.pdf

Rusty Keeler, 2007, Exchange Presshttps://secure.ccie.comISBN-10: 0942702476ISBN-13: 978-0942702477

The Stick Book: Loads of thingsyou can make or do with a stick

A stick is a universal toy and offersunlimited opportunities for outdoor playand adventure. Sticks are also naturaland free and very easy to find in abotanic garden! This book will provideyou with masses of ideas for using sticksin a wide range of activities includingoutdoor adventures, games, creativeplay, woodcraft, music and conservation.

Jo Scholfield and Fiona Danks, 2012Frances Lincoln Ltdwww.franceslincoln.comISBN-10: 0711232415ISBN-13: 978-0711232419

Poisonous Plants: A Guide forParents & Childcare Providers

This guidebook is the result of a 16 yearcollaboration between Royal BotanicGardens, Kew and Guy's and StThomas's Hospital Poisons Unit. Writtenwith both botanical and toxicologicalauthority, this book offers concise detailsof the 130 most poisonous plants thatare likely to be encountered in the UK, inthe home, garden, and countryside,together with a summary of likelysymptoms should they inadvertently betouched or eaten. Photographs of theplants are included to aid identification,and a brief guide to safe plants offerssuggestions for the creation of a hazard-free garden.

espaces de plein air qui soient faciles,naturels et excitants pour les jeunesenfants sans nécessiter d’équipementsde jeu complexes. Son objectif estd’encourager les enfants à explorer lemonde naturel, tout en stimulant leurscapacités sensorielles et leurimagination. Les 314 pages contiennent500 photos en couleur, ainsi que desillustrations et des diagrammes. Unaperçu des passages favoris de l’auteursont disponibles gratuitement autéléchargement à l’adresse :http://earthplay.net/natural_playscapes_preview.pdf

Rusty Keeler, 2007, Exchange Presshttps://secure.ccie.comISBN-10: 0942702476ISBN-13: 978-0942702477

Le livre bâton : un tas de choses àfabriquer ou à faire avec un bâton

Un bâton est un jouet universel et offredes possibilités illimitées de jeux etd'aventures en plein air. Les bâtons sontégalement naturels, gratuits et trèsfaciles à trouver dans les jardinsbotaniques ! Ce livre vous donnera pleind’idées pour utiliser des bâtons dansune grande diversité d’activités, ycompris des aventures et des jeux deplein air, des créations, des sculptures,de la musique et de la conservation.

Jo Scholfield and Fiona Danks, 2012Frances Lincoln Ltdwww.franceslincoln.comISBN-10: 0711232415ISBN-13: 978-0711232419

Plantes toxiques : un guide pourles parents et les animateurs

Ce guide pratique est le résultat d’unecollaboration de 16 années entre lesJardins botaniques royaux de Kew etl’Unité antipoison de l’hôpital de Guy etSt Thomas. Ecrit par des spécialistes enbotanique et en toxicologie, ce livre offredes informations sur les 130 plantes lesplus toxiques qui peuvent êtrerencontrées au Royaume-Uni, à lamaison, dans les jardins ou à lacampagne, ainsi qu’un résumé desprincipaux symptômes si elles sonttouchées ou ingérées par erreur. Desphotos des plantes sont incluses pouraider l’identification, et un bref guide desplantes sans danger propose des idéespour la création d’un jardin sans risques.

para niños. Su libro, titulado en inglésNatural Playscapes, le inspirará adiseñar y crear espacios de juego al airelibre, fáciles, naturales y emocionantespara los niños pequeños sin necesidadde equipos complejos. Su objetivo esanimar a los niños a explorar el mundonatural al tiempo que estimula sushabilidades sensoriales y suimaginación. Las 314 páginas contienen500 fotografías a color, junto conilustraciones y diagramas. Una vistaprevia gratis de las secciones favoritasdel autor está disponible para sudescarga en http://earthplay.net/natural_playscapes_preview.pdf

Rusty Keeler, 2007, Exchange Presshttps://secure.ccie.comISBN-10: 0942702476ISBN-13: 978-0942702477

El Libro de las varitas: Montonesde cosas que puedes construir ohacer con una varita.

Una varita es un juguete universal yofrece oportunidades ilimitadas paraaventuras y juegos al aire libre. ¡Lasvaritas también son naturales, gratis ymuy fáciles de encontrar en un jardínbotánico! Este libro le proporcionarámontones de ideas para usar palitos yvaritas en una amplia gama deactividades que incluyen actividades alaire libre, juegos creativos, artesanía enmadera, música y conservación.

Jo Scholfield and Fiona Danks, 2012Frances Lincoln Ltdwww.franceslincoln.comISBN-10: 0711232415ISBN-13: 978-0711232419

Plantas Venenosas: Una Guía paraPadres y Proveedores de AtenciónInfantil

Esta guía es el resultado de de 16 añosde colaboración entre el Royal BotanicGardens, Kew y el Guy's & St Thomas'sHospital Poisons Unit. Escrito conautoridad en botánica y toxicología, estelibro ofrecedetalles concisosde las 130plantas másvenenosas quepueden serencontradas en elReino Unido, enel hogar, el jardín

BGCI • 2012 • Roots • Vol 9 (1)36

Elizabeth A. Dauncey, 2010, RoyalBotanic Gardens, Kewwww.kew.orgISBN-10: 184246406XISBN-13: 978-1842464069

Nature and Young Children:Encouraging creative play andLearning in Natural Environments

This book provides useful ideas forcreative play and learning in the naturalenvironment aimed at early yearspractioners. The author offerssuggestions for the kind of materials thatcan be used to promote children’sobservation, exploration and dramaticplay, as well as guidance on what earlyyears practitioners can do tohelp children meet earlydevelopment and academicgoals through outdoor learningactivities. The author also aimsat fostering environmentallyresponsible attitudes, valuesand behaviours in children.The guide is a tool to helpeducators find the rightapproach in nurturing a senseof love and respect for naturein young people.

Ruth, Wilson, 2007Routledgewww.routledge.comISBN-10: 0-415-42872-6ISBN-13: 978-0415-42872-9

WEBSITES

Natural Play Info Packethttp://naturalplay.wordpress.com/resources/

This information packet introduces us tothe concept, the characteristics and theimportance of natural play areas.Children’s sensory experience isfundamental in their development andoutdoor playing stimulates children’screativity, independency, confidence,pride and sense of wonder.

Together with interesting ideas for the useof space, materials and activities, theinformation packet also provides somegreat examples of places suitable andenjoyable for children, not all expresslydesigned as playgrounds and someexamples of how material and form mightrelate to children’s emotional response.

Elizabeth A. Dauncey, 2010,Royal Botanic Gardens, Kewwww.kew.orgISBN-10: 184246406XISBN-13: 978-1842464069

La nature et les jeunes enfants:encourager des jeux créatifs etl’apprentissage dans desenvironnements naturels

Ce livre donne de bonnes idées de jeuxcréatifs et d’apprentissages dans desenvironnements naturels pour leséducateurs de jeunes enfants. L’auteursuggère différents matériaux qui peuventêtre utilisés pour encouragerl’observation, l’exploration et le jeu de

rôle chez les enfants,ainsi que des conseilssur ce que les peuventfaire pour aider lesjeunes enfants àatteindre des objectifsde développementprécoce et des objectifsacadémiques, à traversdes activités de plein air.L’auteur vise égalementà encourager desattitudes, valeurs etcomportements

responsables vis-à-vis del’environnement chez les enfants.Ce guide est un outil pour aider leséducateurs à trouver la bonne approchepour créer un sentiment d’amour et derespect pour la nature chez les jeunesgens.

Ruth, Wilson, 2007Routledgewww.routledge.comISBN-10: 0-415-42872-6ISBN-13: 978-0415-42872-9

SITES WEB

Infos sur les jeux naturehttp://naturalplay.wordpress.com/resources/

Ce document d’information nousprésente le concept, les caractéristiqueset l’importance des zones naturelles dejeux. L’expérience sensorielle desenfants est fondamentale pour leurdéveloppement, et les jeux de plein airstimulent la créativité, l’indépendance, laconfiance, l’estime de soi et le sens dumerveilleux chez les enfants.

y el campo. Incluye con un resumen delos síntomas probables que producen encaso sean tocada o ingeridasaccidentalmente. Se incluyen fotografíasde cada planta para facilitar suidentificación y una breve guía deplantas seguras que ofrece sugerenciaspara la creación de un jardín libre depeligros.

Elizabeth A. Dauncey, 2010, RoyalBotanic Gardens, Kewwww.kew.orgISBN-10: 184246406XISBN-13: 978-1842464069

Naturaleza y Niños Pequeños:Fomentando el juego creativo y elaprendizaje en ambientesnaturales

Este libro ofrece ideas útiles para eljuego creativo y el aprendizaje enambientes naturales dirigido aeducadores de grados iniciales. El autorofrece sugerencias sobre el tipo demateriales que pueden ser utilizadospara promover en los niños laobservación, la exploración y el juegodramático. También brinda orientaciónsobre lo que los educadores de gradosiniciales pueden hacer para ayudar a losniños a satisfacer el desarrollo tempranoy las metas académicas a través deactividades de aprendizaje al aire libre.El autor también tiene como objetivofomentar en los niños actitudes, valoresy comportamientos responsables con elambiente. La guía es una herramientapara ayudar a los educadores aencontrar el enfoque correcto para nutrirun sentido de amor y respeto por lanaturaleza en la gente joven.

Ruth, Wilson, 2007Routledgewww.routledge.comISBN-10: 0-415-42872-6ISBN-13: 978-0415-42872-9

VINCULOS

Paquete de Información para elJuego Naturalhttp://naturalplay.wordpress.com/resources/

Este paquete de información nosintroduce en el concepto, lascaracterísticas y la importancia de lasáreas de juego naturales. La experiencia

BGCI • 2012 • Roots • Vol 9 (1) 37

Forestry Commission Resources

The Forestry Commission is the UKgovernment’s department responsiblefor the protection and expansion ofBritain’s forests and woodlands. For anumber of years, it has been working onprojects concerned with children’s playand outdoor learning across the UK,often involving schools, local authorities,parents, carers and other organisations.As a result, useful information has beenproduced and several guides andreports are available on the website foreducators and those involved in thedesign of children’s gardens andplaygrounds. A few of these resourcesare highlighted below.

Nature Play. Simple and fun ideasfor allwww.forestry.gov.uk/forestry/INFD-7LSEHW

This practical guide on nature play offersfun, simple and cost effective examplesof play ideas from easily sourcedmaterials. Through photographs, itillustrates clearly to practitioners andpartner organisations what is meant bynature play.

Design guidance for play spaceswww.forestry.gov.uk/pdf/fce-design-guidance-for-play-spaces.pdf/$FILE/fce-design-guidance-for-play-spaces.pdf

This eight page guide sets out theprinciples for developing play spaces onUK Forestry Commission land.

It highlights theimportance ofputting together amulti-disciplinaryteam to ensuresuccessfulimplementation ofplay spaces and thevalue of listening tothe needs of peoplewho will use thespaces. The aim ofthe guide is toencourage the

creation of naturalistic play spaces thatwill act as springboards for children’sengagement with forests and woodlandsas a whole, encouraging children toexplore the natural environment and totake part in active play where they havethe opportunity to create their own playenvironments and activities.

En plus d’idées intéressantes surl’utilisation de l’espace, de matériaux etd’activités, ce document fournitd’excellents exemples d’endroitsadaptés et agréables pour les enfants,même s’ils ne sont pas tous conçusexpressément comme des terrains dejeux, ainsi que des exemples decomment les matériaux et les formespeuvent agir sur les émotions desenfants.

Ressources de l’Office des forêts

L’Office des forêts est le service dugouvernement responsable de laprotection et du développement desforêts et des zones boisées, auRoyaume-Uni. Depuis un certain nombred’années, cet Office a travaillé sur desprojets de jeux d’enfants et d’activitéséducatives de plein air à travers leRoyaume-Uni, souvent en lien avec desécoles, collectivités territoriales, parents,éducateurs et autres organisations.Ainsi, des informations utiles ont étéproduites et plusieurs guides et rapportssont disponibles sur le site pour leséducateurs et ceux impliqués dans laconception de jardins et de terrains dejeux pour enfants. Certaines de cesressources sont présentées ci-dessous.

Jeux nature. Des idées simples etamusantes pour toushttp://www.forestry.gov.uk/forestry/INFD-7LSEHW

Ce guide pratique sur les jeux naturepropose des exemples simples et peucoûteux de jeux réalisables avec desmatériaux faciles à trouver. Grâce à desphotos, il illustre clairement, pour lespersonnes concernées et lesorganisations partenaires, ce qu’est un «Jeu nature ».

Conseils pour la conceptiond’espaces de jeuxhttp://www.forestry.gov.uk/pdf/fce-design-guidance-for-play-spaces.pdf/$FILE/fce-design-guidance-for-play-spaces.pdf

Ce guide de huit pages présente lesprincipes pour développer des espacesde jeux sur les domaines de l’Office desforêts. Il souligne l’importance de mettreen place une équipe multidisciplinairepour assurer une mise en place réussied’espaces de jeux, et combien il estessentiel d’écouter les besoins de ceux

sensorial de los niños es fundamental ensu desarrollo y jugar al aire libre estimulaen los niños la creatividad, laindependencia, el orgullo y la capacidadde maravillarse.

Junto con ideas interesantes para el usodel espacio, materiales y actividades, elpaquete de información también ofrecealgunos grandes ejemplos de lugaresadecuados y agradables para los niños,no del todo expresamente diseñadoscomo parques infantiles y algunosejemplos de cómo el material y la formapueden relacionarse con la respuestaemocional de los niños.

Comisión de Recursos Forestales

La Comisión Forestal del gobierno delReino Unido es el departamentoresponsable de la protección yexpansión de los bosques y terrenosforestales de Gran Bretaña. Desde hacevarios años, ha trabajado en proyectosrelacionados con juegos y aprendizaje alaire libre para niños en aquel país,involucrando con frecuencia a lasescuelas, autoridades locales, padres defamilia, cuidadores y otrasorganizaciones. Como resultado, se haproducido información útil y varias guíase informes están disponibles en el sitioweb para los educadores y todasaquellas personas involucradas en eldiseño de jardines y parques infantiles.Algunos de estos recursos se destacana continuación.

Juego en la Naturaleza. Ideassimples y divertidas para todoshttp://www.forestry.gov.uk/forestry/INFD-7LSEHW

Esta guía práctica sobre el juego en lanaturaleza, nos ofrece ejemplosdivertidos, simples y rentables de juegosa partir de materiales fáciles de obtener.Se busca ilustrar con claridad, mediantefotografías, a los profesionales yorganizaciones asociadas, qué seentiende por juego en la naturaleza.

Guía para el Diseño de Espaciosde Juegohttp://www.forestry.gov.uk/pdf/fce-design-guidance-for-play-spaces.pdf/$FILE/fce-design-guidance-for-play-spaces.pdf

Esta guía de ocho páginas expone losprincipios para el desarrollo de espacios

BGCI • 2012 • Roots • Vol 9 (1)38

Rope swings, dens. A risk basedapproach for managersfacilitating self-built playstructures and activities inwoodland settings.www.forestry.gov.uk/pdf/fce-rope-swings-dens-fires.pdf/$FILE/fce-rope-swings-dens-fires.pdf

Provision of spaces where children areallowed to make their own choices in anatural setting helps to deepen theirengagement with, and understandingand appreciation of, those settings. Thisdocument offers ideas and guidance fora risk based approach for managersfacilitating self-built play structures andactivities in woodland settings.

How to involve children and youngpeople in designing anddeveloping play spacewww.participationworks.org.uk/resources/how-to-involve-children-and-young-people-in-designing-and-developing-play-spaces

The importance of involving children andyoung people in the design anddevelopment of play spaces is widelyrecognized and the benefits are evidentto those involved in the process.Participation Works, a consortium oforganisations working with children andyoung people up to the age of 25, haveproduced this guide which offers a six-stage design cycle for creating anddesigning play spaces and advice forengaging children and young people inthe process.

Design for play: A guide tocreating successful play spaceshttp://www.freeplaynetwork.org.uk/pubs/design-for-play.pdf

This comprehensive guide starts fromthe premise that play should be at theheart of children’s everyday lives and

experiencesthroughoutchildhood. Aimedat commissionersand designers ofchildren’s playareas, it includesinformation on howto design good playspaces that can beaffordablymaintained. Theguide also aims to

qui utiliseront ces espaces. L’objectif dece guide est d’encourager la créationd’espaces naturels de jeux qui servirontà développer l’intérêt des enfants pour laforêt et les zones boisées dans leurensemble, encourageant les enfants àexplorer l’environnement naturel et às’impliquer dans des jeux actifs où ilspourront créer leur propreenvironnement ludique et leurs activités.

Balançoires en cordes etcabanes. Une approche basée surles risques pour les gestionnaires,facilitant l’auto-construction destructures de jeux et activitésdans les zones boiséeshttp://www.forestry.gov.uk/pdf/fce-rope-swings-dens-fires.pdf/$FILE/fce-rope-swings-dens-fires.pdf

La mise à disposition d’espaces où lesenfants ont le droit de faire leur choixdans un environnement naturel permetde développer leur implication,compréhension et appréciation de cetenvironnement. Ce document proposedes idées et des conseils pour uneapproche basée sur les risques pour lesgestionnaires, facilitant l’auto-construction de structures de jeux etd’activités dans les zones boisées.

Comment impliquer les enfants etles jeunes dans la conception et ledéveloppement d’espaces de jeuxwww.participationworks.org.uk/resources/how-to-involve-children-and-young-people-in-designing-and-developing-play-spaces

L’importance d’impliquer les enfants etles jeunes dans la conception et ledéveloppement d’espaces de jeux estreconnue et les avantages sontincontestables pour ceux impliqués dansce processus. « La Participation marche »,un regroupement d’organisationstravaillant avec des enfants et desjeunes de moins de 25 ans, a produit ceguide qui propose une démarche en six

étapes pourcréer etconcevoirdes espacesde jeux, ainsique desconseils pourimpliquer lesenfants et lesjeunes dansce processus.

de juego en los terrenos de la ComisiónForestal del Reino Unido. La Guíadestaca la importancia de armar unequipo multidisciplinario para garantizarla construcción e implementaciónexitosa de los espacios de juego, asícomo lo valioso que resulta escuchar lasnecesidades de las personas queutilizarán dichos los espacios. El objetivode esta guía es fomentar la creación deespacios de juego naturalistas, queactúen como trampolines de la relaciónde los niños con los bosques y tierrasforestales en su conjunto, animando alos niños a explorar su entorno natural ya tomar parte en juegos activos, que lesbrinden la oportunidad de crear suspropias actividades y entorno de juego.

Columpios de cuerda, guaridas.Un enfoque basado en riesgosdirigido a administradores parafacilitar la autoconstrucción dejuegos y actividades en entornosforestaleshttp://www.forestry.gov.uk/pdf/fce-rope-swings-dens-fires.pdf/$FILE/fce-rope-swings-dens-fires.pdf

Proveer a los niños deespacios donde seles permite tomar suspropias decisiones enun entorno natural,les ayuda aprofundizar sucompromiso,comprensión yapreciación de y enesos lugares. Estedocumento ofreceorientación e ideasdentro de un enfoque basado en riesgosdirigido a los administradores parafacilitar la autoconstrucción de juegos yactividades en entornos forestales.

¿Cómo involucrar a niños yjóvenes en el diseño y desarrollode espacio de juego?www.participationworks.org.uk/resources/how-to-involve-children-and-young-people-in-designing-and-developing-play-spaces

La importancia de involucrar a los niñosy jóvenes en el diseño y desarrollo deespacios de juego es ampliamentereconocida y los beneficios sonevidentes para todos los involucrados enel proceso. Participation Works, unconsorcio de organizaciones que

BGCI • 2012 • Roots • Vol 9 (1) 39

challenge providers to think morelaterally and creatively about childrenand young people in the public domain.Divided into four sections, this guidefocuses on 1) inspiring play spaces 2)designing places for play and makingother spaces more ‘playable’ 3) designspecification and management issuesand 4) further information. It is avaluable resource for gardens wishing toprovide good play experiences forchildren and encourage a greater senseof place.

www.wordle.net

Would you like help in jazzing up youreducational materials, powerpointpresentations, websites and/orpublications? If yes, take a look atWordle. This is a free piece of softwarefor generating ‘word clouds’ from text.The clouds give greater prominence towords that appear more frequently in thesource text. It’s very easy to use andyou can even tweak your clouds withdifferent fonts, layouts and colourschemes.

Concevoir pour jouer : un guidepour créer des espaces de jeuxréussiswww.freeplaynetwork.org.uk/pubs/design-for-play.pdf

Ce guide exhaustif part du principe quele jeu devrait être au cœur de la viequotidienne des enfants et de leursexpériences à travers l’enfance.A l’intention des conservateurs etconcepteurs de terrains de jeuxd’enfants, il comprend des informationssur comment concevoir de bon espacesde jeux qui peuvent être entretenus sansgrands frais. Le guide vise égalementà encourager les fournisseurs à penseraux enfants et aux jeunes dans ledomaine public de manière plus ouverteet créative. Décliné en quatre sections,le guide se concentre sur 1) inspirer desespaces de jeux ; 2) concevoir desendroits pour jouer et rendre les autresespaces plus ludiques 3) les questionsde cahier des charges dans laconception et la gestion et 4) autresinformations. C’est une ressource devaleur pour les jardins qui souhaitentfournir des expériences de jeuxintéressantes pour les enfants etdévelopper un sentiment du lieu.

www.wordle.net

Souhaiteriez-vous de l’aide pour égayervotre matériel éducatif, vosprésentations power-point, sites internetet/ou autres publications ? Si oui, venezvoir Wordle. C’est un logiciel gratuit pourfaire des « nuages de mots » à partir detextes. Ces nuages donnent une plusgrande importance aux mots quiapparaissent fréquemment dans le textede base. Il est très facile à utiliser et il estmême possible de modifier ces nuagesavec des options de police, mise enpage et couleur.

trabajan con niños y jóvenes de hasta 25años, han elaborado esta guía queofrece un ciclo de diseño de seis etapaspara la creación y diseño de espacios dejuego, así como consejos para involucrara los niños y jóvenes en el proceso.

Diseño para el juego: Una guíapara la creación de espaciosexitosos para juegoshttp://www.freeplaynetwork.org.uk/pubs/design-for-play.pdf

Esta guía completa parte de la premisade que el juego debe estar en el corazónde la vida cotidiana de los niños y de lasexperiencias de la infancia. Dirigida a losencargados y diseñadores de áreas dejuegos infantiles, la guía incluyeinformación sobre cómo diseñarespacios de juego adecuados, quepuedan ser fácilmente mantenidos ycuidados. La guía también busca retar alos proveedores a pensar máslateralmente y de forma creativa sobrelos niños y jóvenes en el dominiopúblico. La guía está dividida en cuatrosecciones y se centra en: 1) los espaciosinspiradores de juego, 2) el diseño delugares para jugar y cómo hacer otrosespacios más “jugables", 3)características de diseño y temas degestión y 4) mayores detalles. Es unrecurso valioso para los jardines quedeseen proporcionar buenasexperiencias de juego a los niños yfomentar un mayor sentido depertenencia.

www.wordle.net

¿Quieres ayuda para dar un atractivomayor a tus materiales educativos,presentaciones en PowerPoint, sitiosweb y/o publicaciones? Si es así, echaun vistazo a Wordle. Este es un softwaregratuito para generar “nubes depalabras” a partir de un texto. Las nubesdan mayor realce a las palabras queaparecen con mayor frecuencia en eltexto original. Es muy fácil de usar eincluso puedes ajustar las nubes condiferentes fuentes, diseños y esquemasde color.

Follow the Communities in Nature blog to find out how educators from fourbotanic gardens in the UK will develop individual projects to grow theirorganisations’ social relevance.

http://communitiesinnature.wordpress.com

Growing the Social Role of Botanic Gardens –join the conversation

Botanic GardensConservation International

Descanso House, 199 Kew Road,Richmond, Surrey, TW9 3BW, U.K.

Tel: +44 (0)20 8332 5953Fax: +44 (0)20 8332 5956E-mail: info@bgci.orgInternet: www.bgci.org

ISSN 0965-2574

Join us for:

Únase a nosotros para:

BGCI’s 8th International Congress on Education in Botanic Gardens

BGCI 8 Congreso International de Educación en Jardines Botánicos

12-16 November/Noviembre 2012

www.educationcongressmex.unam.mx