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| CHILDREN'S SPACES
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Edited By
Mark Dudek, Research Fellow at School of Architecture, University of Sheffield and runs his own practice, Mark Dudek Associates, specializing in the design of schools and early years environments.
Description
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 of childcare 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.
Audience
Architects, designers, space planners, educational specialists and those attending courses in early chid development. Local authorities, educational trusts and institutions.
Contents
Chapter 1 – Talking and Listening to Children, Chapter 2 – Designing for Play, Chapter 3 – Place Making and Change in Learning Environments,
Chapter 4 – The Building as Third Teacher, Chapter 5 – The Classroom is a Microcosm of the World, Chapter 6 – Designing the Classroom
of the Future, Chapter 7 - The Schools We'd Like, Chapter 8 - The Electronic Landscape- Mark Dudek, Chapter 9 – Children in the Public
Domain , Chapter 10 – Razor Blades and Teddy Bears, Chapter 11 – The Sustainable Schoolyard, Chapter 12 – The Edible Landscape of School
| Bibliographic details |
Paperback, 256 pages, publication date: SEP-2005
ISBN-13: 978-0-7506-5426-5
ISBN-10: 0-7506-5426-0
Imprint: ARCHITECTURAL PRESS
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| Price and Ordering |
Price:
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USD 60.95
GBP 40.99
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Last update: 30 Nov 2009
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