By Theresa Casey
Bargains educators frameworks for designing leading edge play areas that offer children with versatile, inclusive, and stimulating possibilities to benefit, enhance, and feature enjoyable jointly.
Read Online or Download Environments for Outdoor Play: A Practical Guide to Making Space for Children PDF
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Additional resources for Environments for Outdoor Play: A Practical Guide to Making Space for Children
First developments This phase was characterised by: ■ establishing the basic structures of the site; ■ establishing contact with potential user groups through outreach work; ■ raising funds and awareness. They raised funds and employed a landscape architect to make the first improvements to the site that would make it a useable space. Slopes and hills, a big sandpit, plantings of shrubs and trees, a circuit of pathways and a secure wooden and link fence around the site established the basic structure.
Play spaces need to be responsive and adaptable, they need to change and evolve. Bearing in mind the principles of evolution and cycles of change will help. ■ Responsiveness, novelty and adaptability can be incorporated as longer-term, semi-permanent and temporary features. QXD 16/1/07 3:16 pm Page 45 FEATURES OF ENRICHING, INCLUSIVE PLAY SPACES Further reading Casey, T. (2005) Inclusive Play: Practical strategies for working with children aged 3–8. London: Paul Chapman Publishing. Hughes, B.
More involvement by the children in developing the site. As the playground has developed from its early stages there has been an increased recognition that the environment itself is a primary tool for the playworkers in supporting play. The playground has the feeling of a series of rooms with different characteristics and possibilities for the children, who have a great sense of ownership of the site. The ‘story’ playground is documented in words and images and is retold often by visitors and children sharing ‘remember when’ moments.