Garden Design for Children
Date
1988-12
Authors
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Journal ISSN
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Publisher
University of Delaware
Abstract
This thesis develops recommendations for the design of children's gardens
which are sensitive to the preferences, perceptions, interests, and activities of middle
childhood,
Children's gardens are not a new phenomenon. For over the past century,
public gardens, schools, and private industries established extensive youth gardens,
gardening programs, and resource manuals. Believed to teach important cultural
values, these gardens typically followed a specific design which included rows of small,
rectangular plots linked together by pathways and community areas. Although well
informed about how to garden with children, little is known about children's
perceptions and use of gardens. Such information would be invaluable when designing
gardens for children.
To facilitate this understanding, middle childhood development, playground,
and phenomenal landscape studies are reviewed, with a focus on child/nature relations.
These studies disclose principles relevant to planning children's environments, and
ultimately, children's gardens. More specifically, a study of children's artwork
reveals how some elementary school students perceive gardens, suggesting that
children have aesthetic, color, and landscape element preferences. Overall, youngsters
prefer ornamental and colorful gardens with elements which stimulate activity and
participation.
The Children's Garden at Longwood Gardens, Kennett Square, Pennsylvania
incorporates the observations and principles gleaned from this research. The layout of
this garden is explained, followed by design recommendations for gardens created for
children's use and pleasure.
Description
Keywords
Education - public gardens, Garden design, Children's gardens, Child development