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What Do Children Need in a
Garden Design?
Designing for children, whether in a
home setting or in a schoolyard habitat,
requires not only an understanding of basic
landscape design, but also special
consideration of the needs of children. A
childs safety, stimulation, and development
are crucial principals in designing these
special garden spaces. A childs garden
should appeal to all five senses, and whenever
possible, bring wildlife into a childs world
(Moore, 1997). Such gardens are not only
entertaining and educational, but instill in
children a love of nature that will grow into
stewardship and environmental sensitivity.
It is important to identify both the
common needs of adults and children, and
special needs particular to the young. Whileadults see the world on a large scale, children
are attentive to details. Gary Nabhan,
co-author ofThe Geography of Childhood,
recalls a time he gave his young son a camera
for photographs of a trip to several western
National Parks (Nabhan, 1994). Upon
viewing his sons photos, Nabhan was struck
by the difference between the subjects of his
sons pictures and those of his own. While
amazing vistas dominated his own
photographs, the child seemed more
interested in rocks, twigs, lizards, and othermore tactile, small-scale objects he could
explore on an intense level. Children are
intrigued by the miniscule details that give an
object beauty or interest; often adults take the
simple and small elements for granted,
preferring to see the big picture from a
more removed standpoint. When designing
for children, this is an important fact to
remember, and when designing for adults, it
may be challenging and beneficial to
encourage them to see the same level of
detail, as through a childs eyes.
It is essential to realize the similarities
between children and adults as well as the
differences. Many adults treat children with
less respect or attention than they would a
peer. However, adults must remember that
children are individuals, with varied
and dynamic personalities that add
immeasurable insight to the design
When designing for children, natures rich detail and variety is a good model.
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process. Children express the same range of
emotions that adults do, but the source of
their feelings may be alien to an adult
perspective. Some adults see childhood as a
time for play, free of the stress and carecommon to later life. Just as adults need
private spaces in which to relax and escape,
children must have a retreat. Gardens are
wonderful, safe spaces to fulfill this need.
Child Development Through Play
Play has important roles beyond
recreation; it is the exploration of a world still
fresh from the perspective of a child
(JOPERD, 1994). Some play, such as games
of make-believe and role-play, or investigative
play such as exploration of nature, develops
the mind of a child and expands the thought
processes. Other play is more active, and
directly effects a childs development of
motor skills and physical fitness. Yet another
kind of play is the controlled and deliberate
release of feeling, an expression of self, such
as drawing a picture or making any unique
When designing gardens and outdoor
play spaces for a child, the many experiences
of discovery that teach children about the
world must be incorporated (Moore, 1997).
Molly Dannenmaier, author ofA Childs
Garden, proposes that these needs are best
met through 9 basic elements desirable in a
childrens garden: discovery, water, loose
elements, plant life, wildlife, heights,
enclosure, movement, and make believe
(Dannenmaier, 1998).
Elements of a Childrens Garden or
Other Outdoor Space
Discovery
Discovery is essential to childhood.
Through a childs opportunity to define the
parameters of his or her play, creative,
constructive activity occurs. Plant life,
wildlife, heights, enclosure, construction with
loose parts, and games of make-believe all
provide opportunities for discovery.
Water
Perhaps the greatest joy for children
discovering a landscape is found within water.
Water is the most desirable element in a
landscape for children, but it is also the least
provided, since liability and safety issues as
well as issues of cost must be considered and
overcome.
Loose Elements
Through play with loose elements
such as dirt, twigs, cones, and leaves, children
develop skills in construction and creation.
For a child, comprehension of these
principles may be as basic as knowing that
wet soil can be sculpted better than dry, or
and artistic object. Each type of
explorative play contributes to a
childs education.
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William F. Jordan
Children need these loose parts as an element of
creative play.
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that flowing water will eventually break a dam
of twigs and sand. These are important
concepts for children to grasp to develop
spatial intelligence.
Heights
Heights give children a sense of
escape, providing a unique and exciting
perspective. However, safety issues concern
many adults.
There are safe ways to provide height
exploration to children, such as well-designed
treehouses and play towers. Thoughtful
design of spaces, paired with safety educaiton
for children, minimizes risk.
Movement
Physical development is currently the
primary focus of outdoor spaces for children.
Though childrens mental and emotional
needs must also be met to ensure healthy
childhood development, it is also crucial to
maintain safe places where children can bephysically active (Moore, 1997).
Development of motor skills and
physical health is essential, but it is important
to realize that different children need
different types of spaces for movement and
physical play. Some children enjoy group
activities, but others prefer active games they
can play alone.The skill level of the child may reflect
greatly on their preferred physical play
(JOPERD, 1994). It is important to allow
physical development to occur in a
non-threatening atmosphere in which the
child has control of his or her type of
involvement. Children who fear the ridicule
of their peers in team sport situations or
group games can gain confidence before
interacting in situations in which they must
prove their skill. Movement and physical play
should be enjoyable and comfortable for
every child, and spaces should be versatile to
Water is an important element to provide for children. Through thoughtful design, safety issues are minimized.
meet childrens varied needs and
skill levels.
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Make Believe
Creative play is one of the most
important exercises of childhood. Often,
creativity is strongest in childhood, but when
it is not cultivated, it can be lost. When
encouraged and stimulated by a healthy play
environment, a childs imagination will thrive,
easy to provide, by definition. Children can
fill in the details of their games with their
minds and have entertainment with very
rudimentary tools, or no tools at all.
However, a natural environment is best forencouraging creativity, for within nature are
many elements that children can adapt into
their play (White, 1998). Sticks, leaves, acorn
caps, and rocks can represent the dishes and
food of a tea party, or be fashioned into tiny
houses and miniature figures to inhabit them.
When a childs mind is given tools to create a
new world, the possibilities are endless.
Enclosure
Children need places where they feel
safe and can think and play privately, away
from the constant supervision of adults. This
is essential to the development of a sense of
autonomy, and gives children a place for
creative play (Dannenmaier, 1998). Spaces
for enclosure should be situated within a safe
environment so adults can remain nearby and
assure safety of the child, without invading
the private spaces the child seeks. Safe spaces
of enclosure may be built structures, such as
tree houses or the tubes of a plastic
fabricated play structure. They may also be
part of a natural garden environment. Woven
willow branches can create sculptural spaces
for children to hide in or move through, and
vines trained over a low, simple arbor can
create a private space through a screen ofgreenery. Creative spaces for enclosure can
be very beautiful and fitting to a garden
setting that adults use as well. Ideas for such
structures can be found in books and
magazines, a good source being Sharon
Lovejoys Roots, Shoots, Buckets, and Boots
(Lovejoy, 1999). In this book, many
proposed gardens give children a sense ofprivacy within walls constructed purely of
plant material, such as the Sunflower House.
With walls made of sunflowers of varying
heights, and a roof of flowering vines
improving his or her mind, thought
process, and potential.
Spaces for make-believe areChildren love loose parts such as leaves and twigs,
which they can use in creative play.
Erin J. Knight
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The Cottage Garden at the Michigan 4-H Childrens
Garden is a great place for discovery.
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clinging to a grid of twine strung between the
tallest sunflowers, a beautiful and magical
space is created.
PlantsSelection of plant material requires
careful consideration when designing for
children. Plants should be hardy, interesting
to children, and safe for their environment
(Dannenmaier, 1998). Two primary dangers
must be considered: plants that are poisonous
or have poisonous parts, and plants with
hazardous parts, such as thorns, barbs, or
sharp blades.
Many common plants, or their parts,can be hazardous or fatal to children if
consumed (Moore, 1993). Anemone,
caladium, foxglove, hydrangea, lantana,
mistletoe, and philodendron are poisonous if
eaten. The bulbs of amaryllis and daffodil,
the leaves of apple and privet trees, the seeds
of apple and wisteria, and berries of holly
and privet are all poisonous (Dannenmaier,1998). Should these be totally eliminated, or
should children be taught to respect their
dangers? This is a question any parent,
supervisor, or designer for children should
answer for his or her particular situation and
landscape.
Some plants provide particular
attraction and interest to children, often
based on bright color, unusual behaviors,
fruits, flowers, or plant parts that can be used
creatively for play, projects, and crafts.
According to Lovejoy, the top twenty plants
for children are as follows (Lovejoy, 1999).
Pumpkins-most popular plant for kids,
come in all colors and sizes.
Sunflowers- come in many heights, kid-
size or gigantic, and are great for many
reasons.
Gourds- can be made into birdhouses,
drums, dolls, instruments, etc.
Carrots- can be made to branch into
Pumpkins are one of the most popular plants for kids
interesting shapes when rocks
and pebbles impede natural
growth.
Children love berries and other edible plants.
William F. Jordan
William F. Jordan
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Mimosa- sensitive plant good because
it responds to a childs touch. However,
this is an invasive species, and can spread
uncontrollably
Corn- can be used for mazes, or plant
colorful varieties.
Berries-kids love to grow something they
can eat. These can also be strung as
necklaces and used to feed animals.
Alliums- colorful, fascinating blooms
Potatoes- can be a rainbow of colors,
from gold to purple. Kids can carve them
into stamps, or make them into characterswith other veggies.
Lambs Ear- fun to pet
Four O Clocks- these multi-colored
flowers are exciting in their punctual
unfolding of petals
Poppies- can be made into puppets.
Their delicate beauty and bright color is
great for kids.
Tomatoes- good for snacking
Trees- plant a birthday tree and take a
picture of tree and child on every birth-
day. Moon Plant- silver dollars or fairy
pennies are fun for kids and do well in
problem areas
Lemon Verbena- edible, lemony leaves
can be shredded and added to ice cream,
or put in lemonade or tea. Can be put in a
bag and kept for fragrance in a drawer.
Evening Primrose- magic explosion offlowers at sunset.
Radishes- grow fast to satisfy young
gardeners, many colors.
Nasturtium- vibrant flowers shine like
jewels. Peppery taste, good in salad.
Wildlife
Plants are essential, beautiful elements
for childrens outdoor spaces. Often, these
plants serve a double function, by attracting
wildlife into childrens spaces. Observation
of wildlife is a favorite pastime of childhood,
and is beneficial both in developing a sense
of the wonders of nature and in teaching
children about animals (Dannenmaier, 1998).
Providing children spaces to interact with their favorite plants will encourage them to explore the natural world.
Hollyhocks- attracts insects,
and good for making dolls.
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It is simple to invite animals into a landscape.
Birds and butterflies are particularly easy to
accommodate, and can come into childrens
lives even in a city setting. The National
Wildlife Federation (NWF) has many helpfulguidelines for the attraction of wildlife into
the landscape and will certify spaces in
schoolyards or backyards that meet the
criteria demanded by animals (NWF, 2001).
These landscapes must provide a means of
food, water, shelter, and a place to raise
young. However, in extremely small spaces
or city gardens, even the most basic answer tothese demands is acceptable for certification.
A certified garden may be no more than a
birdhouse, a pan of water (cleaned and filled
regularly), and a feeder. Once the space meets
these criteria, it may be certified as a Wildlife
Habitat through a simple application process.
Schoolyard Habitat certification requires aslightly more rigorous application process, for
these spaces are typically larger in scale, and
need a large team of committed partners to
maintain lasting health, growth, and beauty.
All these elements are basic tools
from which to construct a landscape. When
combining and applying them, it is important
to use creativity, and to give the child orchildren for whom the space is provided a
strong voice in its construction. Often, as
adults, it is hard to not straighten and
enhance the creations of children, but it is
important tha children feel a sense of
ownership for their landscapes.. It is also
important to be sure that while learning andgrowing, children develop a lasting love for
the act of nurturing life and watching nature
give birth to the landscape.
Beginning the Design Process
When beginning a design project in a
residential, public, or school setting for
children, the first steps are an evaluation of
the design problems and objectives, and an
exploration of all possible resources. For
those with little or no design experience,
there are many options to developing a
successful design.
Design Resources
Many national and regional resources
can be propositioned for advice. The NWF
is an excellent resource for public childrens
gardens as well as for elements of private
This information is provided by the National Wildlfe Federation in their Schoolyard Habitats Planning
Guide.
spaces at homes. Literature on
Schoolyard Habitats is available
from the NWF, including a Planning
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Guide that gives detailed planning, design,
and implementation strategies.
Horticultural societies, Master
Gardener Programs, and Extension Services
are also great resources. The American
Horticultural Society (AHS) is exemplary in
its involvement of the development of
successful childrens garden designs. The
educators, parents, and others benefit from
national organizations, successful program
leaders, and many other resources.
One particularly helpful service
provided by the AHS is a series of
demonstration gardens designed for George
Washingtons River Farm Gardens in Virginia
(AHS, 2001). These twelve childrens
landscapes were created by school groups and
landscape designers, many at a scale that is
adaptable for backyard childrens gardens as
well as a school landscape. Each was created
with the desires and needs of children in
mind, and plant material particularly
appropriate to childrens gardens was applied.
The elements of each are readilyaccessible and duplicable, and detailed plans
of all twelve are available for only $2. To
order, write to: AHS, Childrens Program
Guide, 7931 East Boulevard Drive,
Alexandria, VA 22304-1300.
This service is a great option for
those desiring a comprehensive, attractive and
safe space for children, but who dont havethe knowledge to create one without
guidance, or the budget for a designers
perspective.
For schoolyard gardens, the resources
are even greater than for the private home.
The importance of these spaces is recognized
by schools world wide, and many programs
aid in their creation.
Not to be overlooked are local
sources of support, such as businesses,
garden clubs, and service organizations.
There are also numerous organizations
dedicated to curriculum development to make
these outdoor spaces optimum areas for
learning.
These demonstration garden designs from the George Washington River Farm were designed for general use in
both private and public childrens gardens.
Annual National Youth Garden
Symposium is sponsored by the
AHS. There, experts, designers,
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Forming the Design Team
The National Wildlife Federation
recommends development of the Habitat
Team as the first step toward creating a
schoolyard habitat (NWF, 2001). In a schoolsetting, it is imperative to develop a strong
team to ensure a successful program. One
determined educator or an excited parent
cannot carry the project without an organized
group of supporters equally committed to the
continued health and success of the garden.
On this Team, children are the most
important members. Their ideas shoulddefine the components, structure, and goals
of the project (White, 1998). Educators
should be involved as mentors to the
children, offering resources, facilitating
student ideas and goals, and acting as
co-workers with the children.
The next partner in the Habitat Team
is the schools habitat staff. Budget concerns,
future building plans, liability issues,community relations, and funding
opportunities are issues in which their
assistance is fundimental (NWF, 2001). Most
administrators see garden development as a
valuable asset; they improve the image of the
school, offer cost savings, provide teaching
opportunities in all aspects of the curriculum,
and foster student involvement anddevelopment within the project.
The maintenance staff is an
important asset to the Team. They must have
a clear understanding of the projects scope
so they can offer assistance in assessment of
the tools and equipment needed for the work,
as well as issues of construction and
maintenance.
Parents, too, must be included and
involved, not only so the Schoolyard Habitat
is successful, but also so its goals and ideals
can be reinforced in the home environment.
Local businesses and civic
organizations are great resources and team
members as well, for they often offer
technical support, material contributions,
grants, volunteers, and other donations.
Finally, resource professionals are
important to the Team. They have invaluable
knowledge of habitat development to offer
The Imagination Garden incorporates many elements
children enjoy with varied plant material.
the school, and often will offer free
or reduced rate consultation and
This Ditch Garden is great for small lots and spaces.
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AmericanHorticulture Society
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design assistance. Local landscape architects
and landscape designers may have affiliations
with the schools of their communities that
strengthen their commitment to affordable
assistance.
After the team is defined and formed,
set a clear and workable goal and determine a
identify areas where assistance is needed.
These lists and estimates may change after the
site analysis, updates may be needed as
information becomes available.
Site Inventory and Mapping
The next steps in the design process
are site inventory and mapping. The site
inventory is a list of everything (natural and
manmade) that exists or occurs on the school
grounds.
Identify physical elements, such as
soil, topography, and drainage patterns, and
note existing ecological components, such asanimals and plants. It is important to look
beyond the school property as well. Do
bordering land uses enhance or detract from
the Schoolyard Habitat? If existing wildlife
corridors surround the school site, a plan
might extend these and create a greater space
for animals for the whole community.
However, if neighboring sites createundesirable views, noise, traffic, or other
concerns, screening may need to diminish
their negative impacts. All observations
should be recorded and organized. As in all
stages of the process, it is important to
involve children in the information gathering
and organization process.
Mapping should begin by obtaining a
base map with the schools footprint,
footprints of any other existing buildings on
the property, property lines, parking lots and
drives, and other substantial features.
In many cases, base map information
is readily available, but if not, a base map can
be constructed accurately and easily with
time line. Estimate planning,
budget, and material needs, and
The outdoor classroom can become a vehicle for teaching subjects accross the curriculum.
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basic tools. First, the school and any nearby
buildings should be drawn to scale. A simple
measuring tape can be used to manually
measure all sides, and graph paper or a rough
sketch with accurate measurements can berefined after the information is gathered.
Next, property lines should be
determined in relation to the existing school.
Straight lines can be pulled on the measuring
tape from a particular building corner to the
property boundaries of that side, then the
other corners can be used likewise as
reference points.In this method, move to the property
line or other boundary, and look back at the
building. Move slightly left and right with
one eye closed, and the open eye focused on
the corner. When the next face of the
building is slightly visible, move slowly in the
opposite direction until it can no longer be
seen. This is a good method for maintaining
accuracy in measurements.
With the tape lying on the ground in
this position, additional measurements can be
made with a second tape held perpendicular
to various points on the measured line to
locate drives, parking lots, significant
landscape features, and other points on the
property lines. This is a process students can
According to the NWF, these are a few of the professional members of the community that can become
instrumental parts of the design team.
Children can be involved in every phase of the design and implementation process
assist in, but supervision and
assistance by one or several adults is
advisable to ensure accurate results,21
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National Wildlife Federation
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as the process can be complex and intricate.
Once a base map is created or
obtained, make copies to accommodate
different types of information, preferably on
a transparent material so all maps can be usedas overlays to compare land use and patterns.
Locate important trees, plants, and
elevation changes noted in the inventory, and
indicate general drainage patterns by drawing
arrows in the direction of water flow (NWF,
2001). This may be most easily observed
during times of rain, and problem areas
identified.Next, record soil types in general
terms, such as sand, clay, silt, loam, or
combinations of these types, with
consideration for the adaptability of plants in
moisture content with students. Then,
observe and record the sun and shade
patterns of the site. Both for the success of
plant material and for the greatest energy
efficiency of the site, this is an importantstep. Indicate compass directions on the
map, from which further sun/shade
information can be determined.
Consider traffic and human use
patterns. Sketch in the general foot traffic
paths in non-paved areas. When designing, it
is often beneficial to develop these paths, but
if it is preferable to keep children out of suchareas, plantings should be dense enough to
discourage foot traffic from recreating the old
patterns and destroying plant life.
Next, consider the needs of the site.
Often in school settings, outdoor classrooms,
areas for recreation and outdoor play, quiet,individual student reading areas, tables for
class projects, and functional areas for
demonstration gardens or class planting beds
are desired. Any combination of these may
be applied, but some should not be in the
same vicinity. For example, consider the
noise and distraction of active recreation, and
avoid areas where it can be readily seen orheard when locating an outdoor classroom or
such soils. Take samples from
different areas and compare their
color, texture, particle size, and
We can be there with them as they climb on
rocks, play in streams and waves, dig in the
rich soil of woods and gardens, putter and
learn. Here, on the land, we learn from each
other. Here, our childrens journey begins.
-Stephen Trimble, co-author ofThe Geography of Childhood
Students should help with site analysis and design ideas. They provide valuable insight into the design process.
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reading area.
Take note of existing wildlife habitat
components and select elements that should
be preserved or developed. To attract
wildlife, four essentials are necessary: food,water, shelter, and a place to raise young.
This can be provided in many ways, and while
most schools develop habitat for birds and
butterflies, some school landscapes may
provide opportunities to attract deer, rabbits,
and other larger animals as well.
Creating a Wildlife Habitat
When providing food, it is best to
utilize the natural sources, which means
implementing native vegetation. Trees,
shrubs, and other plants that produce acorns,
nuts, berries, and other seeds are great
attractions, while leaves, buds, catkins, nectar,
and pollen are also important. By providing
food for the animals through the natural food
chain, children learn about ecology while
animals get the best possible source of
nutrition. According to the NWF, native
plants can support ten to fifteen times asmany species of wildlife as non-native species
(NWF, 2001). Most states have a native plant
society, and contacting a local chapter is a
good way to learn about native species.
Natural food can be supplemented
by feeders, and particularly in winter, this is a
great benefit to animals. The best foods for
feeders include sunflower, niger, safflower,millet seed, cracked corn, meal worms, and
suet, according to the NWF. Each type
attracts particular kinds of birds, and a variety
of feeders and food types ensures a diverse
bird population. In warm months, humming
bird feeders containing four parts water to
one part sugar can supplement the
hummingbirds diet.
When providing feed, there are
several important rules to follow. Make sure
feeders have proper drainage holes and arecovered to keep seed dry, so mildew wont
develop. Do not place feed directly on the
ground, for mold, mildew, animal droppings,
lawn fertilizers, pesticides, and bacteria can
contaminate the seed and harm birds. Also,
keep in mind that bird droppings may
accumulate under the feeder, so avoid areas
where the mess will cause problems. Followthese steps, and children and teachers will
enjoy hours of watching and listening to
birds of all kinds.
All animals need water throughout
the year for drinking and bathing. Adding a
water feature to your yard is the best way to
insure you will attract birds to your home.
Water is helpful to the health and happiness
of birds because clean feathers insulate the
bird, and bathing helps prevent parasites.
Birdbaths provide this necessity, but a few
basic rules apply to ensure that they are safe
Providing native grasses as in the photo above gives
many animals nesting sites and cover.
The type of feeder and type of feed will determine the
species of birds attracted. To have a diverse bird
population, a variety should be provided.
and beneficial to birds. Basins
should be no more than one-and-a-
half to three inches deep, with small
Mary Haque
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pebbles in the basin to provide areas for
perching and preening. They must be placed
in an open area safe from predators, but with
cover available nearby, and should be fifteen
feet from feeding areas. Fresh water should
be added every 2-3 days.
To provide shelter for wildlife, it is
again advisable to look to the natural state of
the area. The same plants that feed wildlife
often provide natural sanctuary. Brush piles,
fallen logs, rock piles, and other natural
preferable. Evergreen and deciduous plant
material should be combined to provide for
animals needs throughout the year. Often,
the same spaces can also be used for
courting, nesting, and raising young.
Manmade cover is also helpful in
many cases, such as birdhouses, bat boxes,
and other protected homes. Be sure that the
construction of these houses suits the needs
of the animal. For example, different types
of birds require different locations for their
homes, as well as different shapes and sizes
of boxes and their entrances. Even the color
of the box can be a factor in its safe use by
wildlife. The box should not be attractive or
accessible to predators. Height, hole size, and
location are key factors in birdhouse safety.
Spaces to raise young are often
identical to those of cover, but certainadditions can ensure a variety of wildlife in
the garden. Again, native plants play a key
role in provision of these spaces, for many
types of native wildlife, such as butterflies,
require these plants for laying of eggs.
The key factors in spaces to raise
young are safety and proximity to reliable
sources of food and water. It is easy toprovide such spaces for animals, and
educational for children.
Wildlife habitats have many benefits,
not just for animals, but for children and
adults as well. Children can learn about their
native environments through observation of
wildlife, and feel gratified when their work in
elements can give animals safety and
shelter. A variety of sizes, heights,
and densities of material is
Erin J. Knight
William F. Jordan
24
Children gain appreciation for plants and nature when they can observe wildlife in the garden.
Using native plants one simple way to attract wildlife
to the garden.
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the garden calls to animal visitors and
inhabitants. There are many solutions to the
four requirements for a wildlife habitat, and
no matter what the size of a school or home
garden may be, it is possible to provide
habitat.
Conclusion- Designing for Children
Even someone with no prior design
experience can be a part of the development
of a creative, healthy outdoor space for
children. The key to creating such spaces isusing all the resources available,
understanding the needs of the child, and
providing natural or naturalized spaces that
allow children to engage in play that is not
predetermined. If design is too great a challenge for
all those involved in the design team,
consulting a professional regarding problem
issues, or hiring someone to design the
project is an option. There are also national
resources such as the NWF and the American
Horticulture Society.
The design process cannot be
completed without consideration of child
safety. In the next chapter, safety issues are
explored. Yet, it is important to consider
design principles alongside safety precautions
to create successful childrens spaces. A
design cannot be masterful without meeting
the safety needs of children, yet issues of
safety and liability cannot overshadow the
various desires and needs of the child. The
two are not exclusive, and when used
successfully in cooperation with one another,
William F. Jordan
25
Childrens landscape designs come to life when inhabited by youth, whose cr eative minds expand the potential of
the space.
provide the best spaces children can
have to further their development,
happiness, and health.Involve children in the development of their garden.
Erin J. Knight
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