Design and Development

The first step in any development effort is articulating a vision for the future. To arrive at that vision and, subsequently, to define project objectives and requirements, members of the nature-based playground design team asked themselves several questions before beginning the planning process for a new play space at the school.

How can we create a wide range of experiences for kids?

How do we encourage community use of space outside of the school day?

Is a multi-seasonal space realistic in the harsh Minnesota climate?

How do we create a space that is safe, functional, cared-for, and lasting?

How do we ensure that the space is supportive of students with sensory needs?

How do we engage staff members and encourage teachers to utilize the space as an extended classroom?

Nature-Based Play Space

A creative blueprint

What if STUDENTS could obtain the mental, physical, cognitive and social benefits of engaging in FREE PLAY OUTSIDE while at school?

What if SCHOOLS created opportunities for CHILDREN to experience the immediate physiological impact of being in nature first hand?

The Bruce Vento Elementary School environment has been transformed in many ways because of the collaboration between the school and University of Minnesota Children, Youth & Family Consortium (CYFC). But with change comes the realization that even more change is needed to fully realize a vision to create a nurturing, trauma-sensitive environment at the school. This is a long-term effort, requiring periodic and ongoing evaluation of student needs in the context of changing dynamics at the school and across the broader community.

One need is for more nature-based play space at the school. This is a clear priority. Before launching the planning process, the Bruce Vento playground design team sought ideas and feedback from teachers, parents and students. Feedback revealed new opportunities for creating a space that:

Encourage children to collaborate and build things versus only play tag, for example.
Let children increase their executive functioning skills.
Served as an outdoor classroom.
Made it easier for kids to maintain and build leadership skills.

What if LEARNING extended beyond school walls to include COLLABORATING, BUILDING, AND CREATING OUTSIDE?

Implementation

The team has engaged the St. Paul Public School District playground specialist, Charlie Colvin, in this important initiative. In his design leadership role, Charlie is bringing both students and parents into the process, taking a user-centered approach that worked exceptionally well with other CYFC-Bruce Vento initiatives. By co-creating the space and experience with students and parents, Charlie is also building a powerful team of highly engaged, lasting playground champions.

As with the other CYFC-Bruce Vento collaborations, this initiative will be squarely focused on building a nurturing environment that is trauma-sensitive to maximize student development and outcomes. Over the course of the five years partnership between the school and CYFC, leaders and teams have developed best practices and processes that have proven effective in meeting project goals and in influencing the broader school transformation. Stay tuned for more progress on the nature-based place space and do not hesitate to reach out to learn more.

The timing with this project is consistent with the school district's plans to renovate and develop existing schools.

Source: Fix.com blog

The Research

Arkin , M. (2017). Year-round outdoor play can boost kids' performance in school. Retrieved from https://www.childtrends.org/year-round-outdoor-play-can-boost-kids-performance-school/?utm_source=Year-round+outdoor+play+can+boost+kids%27+performance+in+school&utm_campaign=e-news+6%2F23%2F17&utm_medium=email

Green Hearts, Institute for Nature in Childhood. (2009). Design principles for nature play spaces in nature centers and other natural areas. Retrieved from http://www.greenheartsinc.org/uploads/Green_Hearts_Design_Principles_for_Nature_Play_Spaces.pdf

Louv, R. (2005). Last child in the woods: Saving our children from nature-deficit disorder. New York: Workman Publishing.

Maggie Daley Park. (2017). Welcome to Maggie Daley Park. Retrieved from http://maggiedaleypark.com/

Pretty, J. (2004). How nature contributes to mental and physical health. Spirituality and Health International, 5(2), 68-78.

World Forum – Nature Action Collaborative for Children (NACC). (2008, July). Call to action: Reconnecting the world’s children to nature. Retrieved from https://connect.worldforumfoundation.org/wp-content/uploads/sites/2/2016/01/call_to_action.pdf

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