NATURE PLAY and ENVIRONMENTAL CONNECTIVITY

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Play is one of the most important rights of childhood, yet it has been overlooked and undervalued in K12 education. Play is the departure from the routine that arouses curiosity, delight, and a feeling of fun. We play with thoughts, things and each other. We learn through active play that is structured (with rules and outcomes) and unstructured (open-ended exploration). Our exploration nurtures our curiosity and our need to know more. There is play with materials and nature called sensory play, free exploration, or nature play. Building is constructive, or maker play. Dress up, or fantasy or play-acting is dramatic play. Game play offers an endless variety of play with and without props. Functional play is active play- running, sliding, climbing, etc. To design a play environment for children is to design cities, buildings, parks, roads and utilities from the point of view of children. (Senda, p. ix).

This workshop introduces activities to investigate the nature of play and to generate participatory playscape design processes.
Leaders draw from art, architecture, child development, engineering, ecological and design research in collaborative practice.

“ Quite simply, when we deny our children nature, we deny them beauty.”Richard Louv
“ Being outdoors is not recess; it is an essential learning experience and critical to child health and development of the whole child.” Eric Nelson

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