Children’s Outdoor Environments: Annual Meeting Highlights

The 2016 ASLA Annual Meeting in New Orleans image: Lisa Horne

The 2016 ASLA Annual Meeting in New Orleans
image: Lisa Horne

It was another great year for the Children’s Outdoor Environments Professional Practice Network (PPN) at the ASLA Annual Meeting in New Orleans with a special guest speaker as the keynote of the PPN meeting.

Professor Lolly Tai as meeting keynote image: Lisa Horne

Professor Lolly Tai as meeting keynote
image: Lisa Horne

Annual PPN Meeting

The meeting started with a short summary of the year for the PPN, including ten blog posts on The Field and four Online Learning webinars providing content on engaging youth in place making and integrating sensory processing disorders with outdoor play environments. The PPN LinkedIn group has continued to grow over the past year and now includes more than 800 members. Chad Kennedy, PLA, ASLA, CPSI, LEED AP BD+C, transitioned from current to past co-chair with the announcement that Brenna Castro, PLA, ASLA, CPSI, is the incoming co-chair and will guide the leadership team with current co-chair Amy Wagenfeld, PhD, Affiliate ASLA, OTR/L, SCEM, CAPS, FAOTA.

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Wonder for the Outdoors

The Natural World of Winnie-the-Pooh: A Walk Through the Forest that Inspired the Hundred Acre Wood, by Kathryn Aalto image: Timber Press

The Natural World of Winnie-the-Pooh: A Walk Through the Forest that Inspired the Hundred Acre Wood, by Kathryn Aalto
image: Timber Press

Book Review of The Natural World of Winnie-the-Pooh by Kathryn Aalto

Although I have read Winnie-the-Pooh and grew up watching the Disney movies, a book on the forest that inspired Winnie-the-Pooh seemed a stretch for design application, even with children’s outdoors environments. But it isn’t. Winnie-the-Pooh’s 100 Acre Forest was based on the real Ashdown Forest in East Sussex, England. Preservationists have kept it much the same as it was when A.A. Milne wrote the stories so it can be visited today. Kathryn Aalto’s approach to her subject is nuanced and thorough. It provides a perfect case study for children spending time in nature.

Divided into three parts, the book starts with a short biography of A.A. Milne and the illustrator E.H. Shepard as well as the creation of the story. The youngest and most precocious of three sons, Milne could identify words before age three. With two parents who were teachers and the nature around Hampstead in the late 1800s, he thrived. His father told the children, “Keep out of doors as much as you can, and see all you can of nature: she has the most wonderful exhibition, always open and always free.” [2] It is hard to imagine the breadth of the territory that he explored with his nine-year-old brother as they wandered through the British countryside. The text includes Milne’s essay on their three-day walking tour through the country and villages. This narrative fits well with Louise Chawla’s research that most people who care about the environment had either an adult modeling a love of nature or spent extensive time in nature as a child. [1] Milne had both.

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Sensory Gardens

Tactile nourishment for the feet image: Amy Wagenfeld

Tactile nourishment for the feet
image: Amy Wagenfeld

Mention a sensory garden and what often comes to mind is an outdoor space resplendent with aromatic plants and lush plantings abounding with splashes of color. While certainly part of the picture, it is perhaps not the complete one. In this post, we share strategies to create gardens that nurture and enrich all of the sensory systems. Our ideas to create a naturalized outdoor space for sensory exploration and enrichment are general. If you have the opportunity to create specialized sensory gardens for children with complex sensory integrative challenges, we recommend teaming up with occupational therapists with extensive training in sensory integration (it was introduced and the theory was developed by an occupational therapist, A. Jean Ayres), to make it as usable as possible. Because occupational therapists are also well versed in child development, it is a bonus for great sensory garden design.

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Children’s Outdoor Environments at the Annual Meeting

image: Gary Smith

image: Gary Smith

Children’s Outdoor Environments Professional Practice Network (COE PPN) Meeting
Sunday, October 23, 10:00 – 10:45 AM, City Park Stage in PPN Live

Join the Children’s Outdoor Environments PPN at the ASLA Annual Meeting and EXPO in New Orleans for our annual PPN meeting, this year in the new PPN Live format! Our meeting will include a keynote presentation by Lolly Tai, FASLA, Professor of Landscape Architecture at Temple University. She is the lead author of the award-winning book Designing Outdoor Environments for Children, published by McGraw-Hill. Her second book, The Magic of Children’s Gardens: Inspiring Through Creative Design, is in publication by Temple University Press and will be available in spring 2017. Lolly is the recipient of the 2004 Bradford Williams Medal. She holds a BSLA from Cornell University, a MLA from Harvard University, and a PhD from Heriot Watt University. Her keynote address at the COE PPN Meeting will cover:

Children’s Gardens: Design Features and Goals

A recent examination of twenty case studies of public children’s gardens reveals essential design features and key goals. Two case studies are selected to illustrate how key design elements are coherently integrated in creating children’s gardens.

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Playing with Topography

One way we can avoid the effect of a cookie-cutter playground and invite children into the landscape is to integrate the play space with the contours of the site, whether by taking advantage of existing grade changes or by introducing topography to an otherwise flat space. However, the technical challenges and safety concerns associated with hillside play have, in recent years, been a barrier to the design and installation of embankment slides and other play features that integrate with topography. Bridget Muck and Tracey Adams of Miracle Play Systems share knowledge and expertise gained by working on several successful hillside play installations.
-Brenna Castro, ASLA, Children’s Outdoor Environments PPN Officer

There are all sorts of new and exciting playground equipment on the market these days, but one familiar piece from decades ago has made a major comeback—the embankment slide.

Joe DiMaggio Park, San Francisco image: Miracle Play Systems

Joe DiMaggio Park, San Francisco
image: Miracle Play Systems

The embankment slide is not a new concept. However, with safety codes and regulations such as ASTM, CPSC, ADA, and CBC, they are a little trickier than they were for the designers of the past. In this article, we will define embankment slides versus elevated hillslides, provide design methods and approaches, offer material recommendations, and share a few success stories along the way. We will also show other play features that can be incorporated into a site with topography.

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Designing for All Children

Ramp and steps located together provide equitable access to the play structure. image: Amy Wagenfeld

Ramp and steps located together provide equitable access to the play structure.
image: Amy Wagenfeld

The International Classification of Functioning, Disability and Health (ICF) suggests that disability is contextual. Environmental contexts can reduce or exacerbate disability. If an environment enables a young girl with a left leg amputation who uses a wheelchair to access spaces the same ways everyone else does, she is not disabled in this context. In accordance with the ICF, if she has to gain access to an environment via a steep ramp, be carried because the only access is steps, or be unable to enter at all, she is disabled. If she cannot participate or engage in the space, she is disabled in this environmental context. In the exemplar above, the ramp and steps are adjacent. The surface is crushed stone and the ramp slope is barely discernible. Both wheeled mobility users and those ambulating can equitably gain access to the Zen garden beyond the shelter. There is no backdoor entrance; all are equal and welcomed through the front door.

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How Play Environments Assist Mother–Infant Interactive Behavior

Expression swing image: Gametime

Expression swing
image: Gametime

The process by which a child enters the world is a truly fathomless miracle. On three occasions I have personally witnessed this amazing process as a child gasps for its first breath, declares its first cry of dissatisfaction, and opens its eyes for the first time to gaze into its mother’s eyes. Of all the crazy things that happen during the whirlwind of childbirth, the moments just mentioned create the most vivid and resonant memories. I stood by as an apparent bystander and watched as mother and child formed unique bonds through mutual gazing that perhaps none of us can truly understand or comprehend. As I watch my three children continue to grow and develop, I often notice this same mesmerizing gaze occur with their mother during moments of quiet calm, active play, and even when miserable, cuddled close trying to fight off a cold. This interactive relationship, referred to as “affect attunement,” developed between a mother and child, is real and seemingly palpable. This article will discuss the science behind this mother-child connection and offer examples of how the play environment can be altered to facilitate important mother-child interaction.

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