Edgelands are the forgotten places in a city: the abandoned lots, warehouses, railroad tracks, and parking lots that have fallen into disrepair. As years go by, weed seeds germinate through cracks in the asphalt and a new urban ecology begins. Native and non-native plants take root and wildlife food and shelter are reintroduced. This site explores the values of neglected urban wildscapes and points out why we need them in the city.
Thursday, June 5, 2014
Schools Need Nature Too
It's been well established that being exposed to nature based places in everyday life is a major determinant of sensitivity to environmental issues (Sebba 1991; Rohde and Kendle 1994). Richard Louv took this one step further and called it a disorder if humans are separated from natural processes (Last Child in the Woods, 2005). In his 2012 interview with Camping Magazine (Jan/Feb), Louv argues to do something about this by "building natural play spaces at schools and in neighborhoods, promoting the use of biophilic design for schoools (thus making them much more conducive to learning and creativity), working for the return of recess and field trips, and creating nature-focused schools, especially preschools" (p. 27). A growing body of research supports the many benefits of children being active in nature-based play, including stronger immune systems, being more physically active and less overweight, more resistance to stress and behavior disorders, being more creative, reduction in bullying behavior, and reducing the symptoms of ADD and ADHD (http://www.kidsafewa.com.au/naturalplay.html 2014). The benefits are clear, so why do our schoolyards continue to resemble prison yards? For 30+ years I have designed and built school gardens for a number of settings--from small school vegetable gardens to entire native plant school campuses. It isn't difficult to find a well-intentioned teacher (usually science) who wants to take classes out in the schoolyard for nature-based lessons. However, it is difficult to get a majority of teachers, maintenance personnel, neighbors, or administrators to buy into the idea. And when that inspired teacher leaves so usually does the garden. It's even more difficult to find funding for garden construction or for upkeep and maintenance. But it's not impossible either. Louv is correct in his assessment that schools are a perfect place to work in a bit of natural play space. We need more examples of inexpensive yet creative schoolyard designs that the parents and school administrators can buy into. For a few inspired case studies check out http://www.natureplaywa.org.au/case-studies
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