What Do Children Need in a Garden Design

7/31/2019 What Do Children Need in a Garden Design

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What Do Children Need in a

Garden Design?

Designing for children, whether in a

home setting or in a schoolyard habitat,

requires not only an understanding of basic

landscape design, but also special

consideration of the needs of children. A

childs safety, stimulation, and development

are crucial principals in designing these

special garden spaces. A childs garden

should appeal to all five senses, and whenever

possible, bring wildlife into a childs world

(Moore, 1997). Such gardens are not only

entertaining and educational, but instill in

children a love of nature that will grow into

stewardship and environmental sensitivity.

It is important to identify both the

common needs of adults and children, and

special needs particular to the young. Whileadults see the world on a large scale, children

are attentive to details. Gary Nabhan,

co-author ofThe Geography of Childhood,

recalls a time he gave his young son a camera

for photographs of a trip to several western

National Parks (Nabhan, 1994). Upon

viewing his sons photos, Nabhan was struck

by the difference between the subjects of his

sons pictures and those of his own. While

amazing vistas dominated his own

photographs, the child seemed more

interested in rocks, twigs, lizards, and othermore tactile, small-scale objects he could

explore on an intense level. Children are

intrigued by the miniscule details that give an

object beauty or interest; often adults take the

simple and small elements for granted,

preferring to see the big picture from a

more removed standpoint. When designing

for children, this is an important fact to

remember, and when designing for adults, it

may be challenging and beneficial to

encourage them to see the same level of

detail, as through a childs eyes.

It is essential to realize the similarities

between children and adults as well as the

differences. Many adults treat children with

less respect or attention than they would a

peer. However, adults must remember that

children are individuals, with varied

and dynamic personalities that add

immeasurable insight to the design

When designing for children, natures rich detail and variety is a good model.

Erin J. Knight

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process. Children express the same range of

emotions that adults do, but the source of

their feelings may be alien to an adult

perspective. Some adults see childhood as a

time for play, free of the stress and carecommon to later life. Just as adults need

private spaces in which to relax and escape,

children must have a retreat. Gardens are

wonderful, safe spaces to fulfill this need.

Child Development Through Play

Play has important roles beyond

recreation; it is the exploration of a world still

fresh from the perspective of a child

(JOPERD, 1994). Some play, such as games

of make-believe and role-play, or investigative

play such as exploration of nature, develops

the mind of a child and expands the thought

processes. Other play is more active, and

directly effects a childs development of

motor skills and physical fitness. Yet another

kind of play is the controlled and deliberate

release of feeling, an expression of self, such

as drawing a picture or making any unique

When designing gardens and outdoor

play spaces for a child, the many experiences

of discovery that teach children about the

world must be incorporated (Moore, 1997).

Molly Dannenmaier, author ofA Childs

Garden, proposes that these needs are best

met through 9 basic elements desirable in a

childrens garden: discovery, water, loose

elements, plant life, wildlife, heights,

enclosure, movement, and make believe

(Dannenmaier, 1998).

Elements of a Childrens Garden or

Other Outdoor Space

Discovery

Discovery is essential to childhood.

Through a childs opportunity to define the

parameters of his or her play, creative,

constructive activity occurs. Plant life,

wildlife, heights, enclosure, construction with

loose parts, and games of make-believe all

provide opportunities for discovery.

Water

Perhaps the greatest joy for children

discovering a landscape is found within water.

Water is the most desirable element in a

landscape for children, but it is also the least

provided, since liability and safety issues as

well as issues of cost must be considered and

overcome.

Loose Elements

Through play with loose elements

such as dirt, twigs, cones, and leaves, children

develop skills in construction and creation.

For a child, comprehension of these

principles may be as basic as knowing that

wet soil can be sculpted better than dry, or

and artistic object. Each type of

explorative play contributes to a

childs education.

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William F. Jordan

Children need these loose parts as an element of

creative play.


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that flowing water will eventually break a dam

of twigs and sand. These are important

concepts for children to grasp to develop

spatial intelligence.

Heights

Heights give children a sense of

escape, providing a unique and exciting

perspective. However, safety issues concern

many adults.

There are safe ways to provide height

exploration to children, such as well-designed

treehouses and play towers. Thoughtful

design of spaces, paired with safety educaiton

for children, minimizes risk.

Movement

Physical development is currently the

primary focus of outdoor spaces for children.

Though childrens mental and emotional

needs must also be met to ensure healthy

childhood development, it is also crucial to

maintain safe places where children can bephysically active (Moore, 1997).

Development of motor skills and

physical health is essential, but it is important

to realize that different children need

different types of spaces for movement and

physical play. Some children enjoy group

activities, but others prefer active games they

can play alone.The skill level of the child may reflect

greatly on their preferred physical play

(JOPERD, 1994). It is important to allow

physical development to occur in a

non-threatening atmosphere in which the

child has control of his or her type of

involvement. Children who fear the ridicule

of their peers in team sport situations or

group games can gain confidence before

interacting in situations in which they must

prove their skill. Movement and physical play

should be enjoyable and comfortable for

every child, and spaces should be versatile to

Water is an important element to provide for children. Through thoughtful design, safety issues are minimized.

meet childrens varied needs and

skill levels.

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Make Believe

Creative play is one of the most

important exercises of childhood. Often,

creativity is strongest in childhood, but when

it is not cultivated, it can be lost. When

encouraged and stimulated by a healthy play

environment, a childs imagination will thrive,

easy to provide, by definition. Children can

fill in the details of their games with their

minds and have entertainment with very

rudimentary tools, or no tools at all.

However, a natural environment is best forencouraging creativity, for within nature are

many elements that children can adapt into

their play (White, 1998). Sticks, leaves, acorn

caps, and rocks can represent the dishes and

food of a tea party, or be fashioned into tiny

houses and miniature figures to inhabit them.

When a childs mind is given tools to create a

new world, the possibilities are endless.

Enclosure

Children need places where they feel

safe and can think and play privately, away

from the constant supervision of adults. This

is essential to the development of a sense of

autonomy, and gives children a place for

creative play (Dannenmaier, 1998). Spaces

for enclosure should be situated within a safe

environment so adults can remain nearby and

assure safety of the child, without invading

the private spaces the child seeks. Safe spaces

of enclosure may be built structures, such as

tree houses or the tubes of a plastic

fabricated play structure. They may also be

part of a natural garden environment. Woven

willow branches can create sculptural spaces

for children to hide in or move through, and

vines trained over a low, simple arbor can

create a private space through a screen ofgreenery. Creative spaces for enclosure can

be very beautiful and fitting to a garden

setting that adults use as well. Ideas for such

structures can be found in books and

magazines, a good source being Sharon

Lovejoys Roots, Shoots, Buckets, and Boots

(Lovejoy, 1999). In this book, many

proposed gardens give children a sense ofprivacy within walls constructed purely of

plant material, such as the Sunflower House.

With walls made of sunflowers of varying

heights, and a roof of flowering vines

improving his or her mind, thought

process, and potential.

Spaces for make-believe areChildren love loose parts such as leaves and twigs,

which they can use in creative play.

Erin J. Knight

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The Cottage Garden at the Michigan 4-H Childrens

Garden is a great place for discovery.

Erin J. Knight


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clinging to a grid of twine strung between the

tallest sunflowers, a beautiful and magical

space is created.

PlantsSelection of plant material requires

careful consideration when designing for

children. Plants should be hardy, interesting

to children, and safe for their environment

(Dannenmaier, 1998). Two primary dangers

must be considered: plants that are poisonous

or have poisonous parts, and plants with

hazardous parts, such as thorns, barbs, or

sharp blades.

Many common plants, or their parts,can be hazardous or fatal to children if

consumed (Moore, 1993). Anemone,

caladium, foxglove, hydrangea, lantana,

mistletoe, and philodendron are poisonous if

eaten. The bulbs of amaryllis and daffodil,

the leaves of apple and privet trees, the seeds

of apple and wisteria, and berries of holly

and privet are all poisonous (Dannenmaier,1998). Should these be totally eliminated, or

should children be taught to respect their

dangers? This is a question any parent,

supervisor, or designer for children should

answer for his or her particular situation and

landscape.

Some plants provide particular

attraction and interest to children, often

based on bright color, unusual behaviors,

fruits, flowers, or plant parts that can be used

creatively for play, projects, and crafts.

According to Lovejoy, the top twenty plants

for children are as follows (Lovejoy, 1999).

Pumpkins-most popular plant for kids,

come in all colors and sizes.

Sunflowers- come in many heights, kid-

size or gigantic, and are great for many

reasons.

Gourds- can be made into birdhouses,

drums, dolls, instruments, etc.

Carrots- can be made to branch into

Pumpkins are one of the most popular plants for kids

interesting shapes when rocks

and pebbles impede natural

growth.

Children love berries and other edible plants.

William F. Jordan

William F. Jordan

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Mimosa- sensitive plant good because

it responds to a childs touch. However,

this is an invasive species, and can spread

uncontrollably

Corn- can be used for mazes, or plant

colorful varieties.

Berries-kids love to grow something they

can eat. These can also be strung as

necklaces and used to feed animals.

Alliums- colorful, fascinating blooms

Potatoes- can be a rainbow of colors,

from gold to purple. Kids can carve them

into stamps, or make them into characterswith other veggies.

Lambs Ear- fun to pet

Four O Clocks- these multi-colored

flowers are exciting in their punctual

unfolding of petals

Poppies- can be made into puppets.

Their delicate beauty and bright color is

great for kids.

Tomatoes- good for snacking

Trees- plant a birthday tree and take a

picture of tree and child on every birth-

day. Moon Plant- silver dollars or fairy

pennies are fun for kids and do well in

problem areas

Lemon Verbena- edible, lemony leaves

can be shredded and added to ice cream,

or put in lemonade or tea. Can be put in a

bag and kept for fragrance in a drawer.

Evening Primrose- magic explosion offlowers at sunset.

Radishes- grow fast to satisfy young

gardeners, many colors.

Nasturtium- vibrant flowers shine like

jewels. Peppery taste, good in salad.

Wildlife

Plants are essential, beautiful elements

for childrens outdoor spaces. Often, these

plants serve a double function, by attracting

wildlife into childrens spaces. Observation

of wildlife is a favorite pastime of childhood,

and is beneficial both in developing a sense

of the wonders of nature and in teaching

children about animals (Dannenmaier, 1998).

Providing children spaces to interact with their favorite plants will encourage them to explore the natural world.

Hollyhocks- attracts insects,

and good for making dolls.

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It is simple to invite animals into a landscape.

Birds and butterflies are particularly easy to

accommodate, and can come into childrens

lives even in a city setting. The National

Wildlife Federation (NWF) has many helpfulguidelines for the attraction of wildlife into

the landscape and will certify spaces in

schoolyards or backyards that meet the

criteria demanded by animals (NWF, 2001).

These landscapes must provide a means of

food, water, shelter, and a place to raise

young. However, in extremely small spaces

or city gardens, even the most basic answer tothese demands is acceptable for certification.

A certified garden may be no more than a

birdhouse, a pan of water (cleaned and filled

regularly), and a feeder. Once the space meets

these criteria, it may be certified as a Wildlife

Habitat through a simple application process.

Schoolyard Habitat certification requires aslightly more rigorous application process, for

these spaces are typically larger in scale, and

need a large team of committed partners to

maintain lasting health, growth, and beauty.

All these elements are basic tools

from which to construct a landscape. When

combining and applying them, it is important

to use creativity, and to give the child orchildren for whom the space is provided a

strong voice in its construction. Often, as

adults, it is hard to not straighten and

enhance the creations of children, but it is

important tha children feel a sense of

ownership for their landscapes.. It is also

important to be sure that while learning andgrowing, children develop a lasting love for

the act of nurturing life and watching nature

give birth to the landscape.

Beginning the Design Process

When beginning a design project in a

residential, public, or school setting for

children, the first steps are an evaluation of

the design problems and objectives, and an

exploration of all possible resources. For

those with little or no design experience,

there are many options to developing a

successful design.

Design Resources

Many national and regional resources

can be propositioned for advice. The NWF

is an excellent resource for public childrens

gardens as well as for elements of private

This information is provided by the National Wildlfe Federation in their Schoolyard Habitats Planning

Guide.

spaces at homes. Literature on

Schoolyard Habitats is available

from the NWF, including a Planning

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Guide that gives detailed planning, design,

and implementation strategies.

Horticultural societies, Master

Gardener Programs, and Extension Services

are also great resources. The American

Horticultural Society (AHS) is exemplary in

its involvement of the development of

successful childrens garden designs. The

educators, parents, and others benefit from

national organizations, successful program

leaders, and many other resources.

One particularly helpful service

provided by the AHS is a series of

demonstration gardens designed for George

Washingtons River Farm Gardens in Virginia

(AHS, 2001). These twelve childrens

landscapes were created by school groups and

landscape designers, many at a scale that is

adaptable for backyard childrens gardens as

well as a school landscape. Each was created

with the desires and needs of children in

mind, and plant material particularly

appropriate to childrens gardens was applied.

The elements of each are readilyaccessible and duplicable, and detailed plans

of all twelve are available for only $2. To

order, write to: AHS, Childrens Program

Guide, 7931 East Boulevard Drive,

Alexandria, VA 22304-1300.

This service is a great option for

those desiring a comprehensive, attractive and

safe space for children, but who dont havethe knowledge to create one without

guidance, or the budget for a designers

perspective.

For schoolyard gardens, the resources

are even greater than for the private home.

The importance of these spaces is recognized

by schools world wide, and many programs

aid in their creation.

Not to be overlooked are local

sources of support, such as businesses,

garden clubs, and service organizations.

There are also numerous organizations

dedicated to curriculum development to make

these outdoor spaces optimum areas for

learning.

These demonstration garden designs from the George Washington River Farm were designed for general use in

both private and public childrens gardens.

Annual National Youth Garden

Symposium is sponsored by the

AHS. There, experts, designers,

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Forming the Design Team

The National Wildlife Federation

recommends development of the Habitat

Team as the first step toward creating a

schoolyard habitat (NWF, 2001). In a schoolsetting, it is imperative to develop a strong

team to ensure a successful program. One

determined educator or an excited parent

cannot carry the project without an organized

group of supporters equally committed to the

continued health and success of the garden.

On this Team, children are the most

important members. Their ideas shoulddefine the components, structure, and goals

of the project (White, 1998). Educators

should be involved as mentors to the

children, offering resources, facilitating

student ideas and goals, and acting as

co-workers with the children.

The next partner in the Habitat Team

is the schools habitat staff. Budget concerns,

future building plans, liability issues,community relations, and funding

opportunities are issues in which their

assistance is fundimental (NWF, 2001). Most

administrators see garden development as a

valuable asset; they improve the image of the

school, offer cost savings, provide teaching

opportunities in all aspects of the curriculum,

and foster student involvement anddevelopment within the project.

The maintenance staff is an

important asset to the Team. They must have

a clear understanding of the projects scope

so they can offer assistance in assessment of

the tools and equipment needed for the work,

as well as issues of construction and

maintenance.

Parents, too, must be included and

involved, not only so the Schoolyard Habitat

is successful, but also so its goals and ideals

can be reinforced in the home environment.

Local businesses and civic

organizations are great resources and team

members as well, for they often offer

technical support, material contributions,

grants, volunteers, and other donations.

Finally, resource professionals are

important to the Team. They have invaluable

knowledge of habitat development to offer

The Imagination Garden incorporates many elements

children enjoy with varied plant material.

the school, and often will offer free

or reduced rate consultation and

This Ditch Garden is great for small lots and spaces.

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AmericanHorticulture Society


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design assistance. Local landscape architects

and landscape designers may have affiliations

with the schools of their communities that

strengthen their commitment to affordable

assistance.

After the team is defined and formed,

set a clear and workable goal and determine a

identify areas where assistance is needed.

These lists and estimates may change after the

site analysis, updates may be needed as

information becomes available.

Site Inventory and Mapping

The next steps in the design process

are site inventory and mapping. The site

inventory is a list of everything (natural and

manmade) that exists or occurs on the school

grounds.

Identify physical elements, such as

soil, topography, and drainage patterns, and

note existing ecological components, such asanimals and plants. It is important to look

beyond the school property as well. Do

bordering land uses enhance or detract from

the Schoolyard Habitat? If existing wildlife

corridors surround the school site, a plan

might extend these and create a greater space

for animals for the whole community.

However, if neighboring sites createundesirable views, noise, traffic, or other

concerns, screening may need to diminish

their negative impacts. All observations

should be recorded and organized. As in all

stages of the process, it is important to

involve children in the information gathering

and organization process.

Mapping should begin by obtaining a

base map with the schools footprint,

footprints of any other existing buildings on

the property, property lines, parking lots and

drives, and other substantial features.

In many cases, base map information

is readily available, but if not, a base map can

be constructed accurately and easily with

time line. Estimate planning,

budget, and material needs, and

The outdoor classroom can become a vehicle for teaching subjects accross the curriculum.

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basic tools. First, the school and any nearby

buildings should be drawn to scale. A simple

measuring tape can be used to manually

measure all sides, and graph paper or a rough

sketch with accurate measurements can berefined after the information is gathered.

Next, property lines should be

determined in relation to the existing school.

Straight lines can be pulled on the measuring

tape from a particular building corner to the

property boundaries of that side, then the

other corners can be used likewise as

reference points.In this method, move to the property

line or other boundary, and look back at the

building. Move slightly left and right with

one eye closed, and the open eye focused on

the corner. When the next face of the

building is slightly visible, move slowly in the

opposite direction until it can no longer be

seen. This is a good method for maintaining

accuracy in measurements.

With the tape lying on the ground in

this position, additional measurements can be

made with a second tape held perpendicular

to various points on the measured line to

locate drives, parking lots, significant

landscape features, and other points on the

property lines. This is a process students can

According to the NWF, these are a few of the professional members of the community that can become

instrumental parts of the design team.

Children can be involved in every phase of the design and implementation process

assist in, but supervision and

assistance by one or several adults is

advisable to ensure accurate results,21

Erin J. Knight

National Wildlife Federation


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as the process can be complex and intricate.

Once a base map is created or

obtained, make copies to accommodate

different types of information, preferably on

a transparent material so all maps can be usedas overlays to compare land use and patterns.

Locate important trees, plants, and

elevation changes noted in the inventory, and

indicate general drainage patterns by drawing

arrows in the direction of water flow (NWF,

2001). This may be most easily observed

during times of rain, and problem areas

identified.Next, record soil types in general

terms, such as sand, clay, silt, loam, or

combinations of these types, with

consideration for the adaptability of plants in

moisture content with students. Then,

observe and record the sun and shade

patterns of the site. Both for the success of

plant material and for the greatest energy

efficiency of the site, this is an importantstep. Indicate compass directions on the

map, from which further sun/shade

information can be determined.

Consider traffic and human use

patterns. Sketch in the general foot traffic

paths in non-paved areas. When designing, it

is often beneficial to develop these paths, but

if it is preferable to keep children out of suchareas, plantings should be dense enough to

discourage foot traffic from recreating the old

patterns and destroying plant life.

Next, consider the needs of the site.

Often in school settings, outdoor classrooms,

areas for recreation and outdoor play, quiet,individual student reading areas, tables for

class projects, and functional areas for

demonstration gardens or class planting beds

are desired. Any combination of these may

be applied, but some should not be in the

same vicinity. For example, consider the

noise and distraction of active recreation, and

avoid areas where it can be readily seen orheard when locating an outdoor classroom or

such soils. Take samples from

different areas and compare their

color, texture, particle size, and

We can be there with them as they climb on

rocks, play in streams and waves, dig in the

rich soil of woods and gardens, putter and

learn. Here, on the land, we learn from each

other. Here, our childrens journey begins.

-Stephen Trimble, co-author ofThe Geography of Childhood

Students should help with site analysis and design ideas. They provide valuable insight into the design process.

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reading area.

Take note of existing wildlife habitat

components and select elements that should

be preserved or developed. To attract

wildlife, four essentials are necessary: food,water, shelter, and a place to raise young.

This can be provided in many ways, and while

most schools develop habitat for birds and

butterflies, some school landscapes may

provide opportunities to attract deer, rabbits,

and other larger animals as well.

Creating a Wildlife Habitat

When providing food, it is best to

utilize the natural sources, which means

implementing native vegetation. Trees,

shrubs, and other plants that produce acorns,

nuts, berries, and other seeds are great

attractions, while leaves, buds, catkins, nectar,

and pollen are also important. By providing

food for the animals through the natural food

chain, children learn about ecology while

animals get the best possible source of

nutrition. According to the NWF, native

plants can support ten to fifteen times asmany species of wildlife as non-native species

(NWF, 2001). Most states have a native plant

society, and contacting a local chapter is a

good way to learn about native species.

Natural food can be supplemented

by feeders, and particularly in winter, this is a

great benefit to animals. The best foods for

feeders include sunflower, niger, safflower,millet seed, cracked corn, meal worms, and

suet, according to the NWF. Each type

attracts particular kinds of birds, and a variety

of feeders and food types ensures a diverse

bird population. In warm months, humming

bird feeders containing four parts water to

one part sugar can supplement the

hummingbirds diet.

When providing feed, there are

several important rules to follow. Make sure

feeders have proper drainage holes and arecovered to keep seed dry, so mildew wont

develop. Do not place feed directly on the

ground, for mold, mildew, animal droppings,

lawn fertilizers, pesticides, and bacteria can

contaminate the seed and harm birds. Also,

keep in mind that bird droppings may

accumulate under the feeder, so avoid areas

where the mess will cause problems. Followthese steps, and children and teachers will

enjoy hours of watching and listening to

birds of all kinds.

All animals need water throughout

the year for drinking and bathing. Adding a

water feature to your yard is the best way to

insure you will attract birds to your home.

Water is helpful to the health and happiness

of birds because clean feathers insulate the

bird, and bathing helps prevent parasites.

Birdbaths provide this necessity, but a few

basic rules apply to ensure that they are safe

Providing native grasses as in the photo above gives

many animals nesting sites and cover.

The type of feeder and type of feed will determine the

species of birds attracted. To have a diverse bird

population, a variety should be provided.

and beneficial to birds. Basins

should be no more than one-and-a-

half to three inches deep, with small

Mary Haque

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pebbles in the basin to provide areas for

perching and preening. They must be placed

in an open area safe from predators, but with

cover available nearby, and should be fifteen

feet from feeding areas. Fresh water should

be added every 2-3 days.

To provide shelter for wildlife, it is

again advisable to look to the natural state of

the area. The same plants that feed wildlife

often provide natural sanctuary. Brush piles,

fallen logs, rock piles, and other natural

preferable. Evergreen and deciduous plant

material should be combined to provide for

animals needs throughout the year. Often,

the same spaces can also be used for

courting, nesting, and raising young.

Manmade cover is also helpful in

many cases, such as birdhouses, bat boxes,

and other protected homes. Be sure that the

construction of these houses suits the needs

of the animal. For example, different types

of birds require different locations for their

homes, as well as different shapes and sizes

of boxes and their entrances. Even the color

of the box can be a factor in its safe use by

wildlife. The box should not be attractive or

accessible to predators. Height, hole size, and

location are key factors in birdhouse safety.

Spaces to raise young are often

identical to those of cover, but certainadditions can ensure a variety of wildlife in

the garden. Again, native plants play a key

role in provision of these spaces, for many

types of native wildlife, such as butterflies,

require these plants for laying of eggs.

The key factors in spaces to raise

young are safety and proximity to reliable

sources of food and water. It is easy toprovide such spaces for animals, and

educational for children.

Wildlife habitats have many benefits,

not just for animals, but for children and

adults as well. Children can learn about their

native environments through observation of

wildlife, and feel gratified when their work in

elements can give animals safety and

shelter. A variety of sizes, heights,

and densities of material is

Erin J. Knight

William F. Jordan

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Children gain appreciation for plants and nature when they can observe wildlife in the garden.

Using native plants one simple way to attract wildlife

to the garden.


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the garden calls to animal visitors and

inhabitants. There are many solutions to the

four requirements for a wildlife habitat, and

no matter what the size of a school or home

garden may be, it is possible to provide

habitat.

Conclusion- Designing for Children

Even someone with no prior design

experience can be a part of the development

of a creative, healthy outdoor space for

children. The key to creating such spaces isusing all the resources available,

understanding the needs of the child, and

providing natural or naturalized spaces that

allow children to engage in play that is not

predetermined. If design is too great a challenge for

all those involved in the design team,

consulting a professional regarding problem

issues, or hiring someone to design the

project is an option. There are also national

resources such as the NWF and the American

Horticulture Society.

The design process cannot be

completed without consideration of child

safety. In the next chapter, safety issues are

explored. Yet, it is important to consider

design principles alongside safety precautions

to create successful childrens spaces. A

design cannot be masterful without meeting

the safety needs of children, yet issues of

safety and liability cannot overshadow the

various desires and needs of the child. The

two are not exclusive, and when used

successfully in cooperation with one another,

William F. Jordan

25

Childrens landscape designs come to life when inhabited by youth, whose cr eative minds expand the potential of

the space.

provide the best spaces children can

have to further their development,

happiness, and health.Involve children in the development of their garden.

Erin J. Knight

Date post:	04-Apr-2018
Category:	Documents
Upload:	maryland-native-plant-resources
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What Do Children Need in a Garden Design

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