This collection of essays is concerned with the experiences
children have within the supervised worlds they inhabit, as well as
with architecture and landscape architecture.
International examples of innovative childcare practice are
illustrated together with the design processes which informed their
development. The emphasis here is on new and experimental childcare
projects which set-out to reassert the rights of children to
participate in a complex multi-faceted world, which is no longer
available to them, unless under adult supervision. Research
supports in depth recommendations regarding the ideal children's
environment, across a range of contexts and dimensions.
Until recent times, the needs of children within the urban
environment were largely ignored. There is little tradition and no
broadly agreed contemporary architectural or landscape theory as to
how children should be provided for, beyond a limited functional
agenda.
There is a sense that architecture for childhood is not taken
seriously; it is either whimsical and ephemeral or largely designed
for adults, an adjunct to the more important business of adult
needs and aspirations. Yet children access much of their education
and development through play and social interaction with their
childhood counterparts. The spaces in and around children"s daycare
centres, schools, supervised parks and other dedicated children"s
environments are the subject of this collection.
As more and more purpose designed buildings and gardens for
children are opened, the need to listen to children and their
carers is becoming more aparant. Mark Dudek gathers together a
number of internationally recognized experts in the field
ofchildcare environments to write about different aspects of the
landscape. They have been chosen in particular because of their
background in enquiring, research orientated work, both theoretical
and practical. They listen to and watch children.
Contributors have considered the child"s environment as one which
is secure and controlled yet offers additional environmental
dimensions which extend developmental possibilities. Children often
spend a great deal of time in daycare facilties and schools, as
parents are absorbed in their own work and leisure activities. This
places an emphasis on architects and planners to consider the needs
of children in great detail. As such, the children"s environment
must be conceived of as a rich, complex place; a "world within a
world."
We use the word LANDSCAPE in recognition that children do not
differentiate between the inside and the outside, private and
public; every part of their perception is open to stimulation by a
stimulating environment.
* Discover the impact of emerging childcare strategy on
architecture and design internationally
* Learn from the broad knowledge of the well respected
contributors
* Specific policy information provides design guidance
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