Attentive Allies: Landscape Architects as Facilitators to Promote Early Childhood Nature-Based Educational Programs

Abstract

In a forest kindergarten context, young children can get boost on their level of physical activity, motor skills, social skills, pro-environmental behaviors, etc. through structured and/or unstructured nature-based educational programs. Most studies mentioned teachers, parents, and researchers as facilitators in the early childhood outdoor learning programs, while landscape architects were rarely considered. However, beyond just being involved in the design and construction of the physical environment, landscape architects can play a more profound role in the long run. This study aims to show that involving landscape architects as facilitators in the nature-based educational programs can benefit the programs in many ways and the effect can be long-lasting. The study is based on the 16 years of collaboration between Miyano-oka, a forest kindergarten, and a team of landscape architects from Takano Landscape Planning in Japan to conduct nature-based educational programs to preschoolers. It presents examples of programs in Miyano-oka and the strategies applied to develop them. In this project, landscape architects employed various design strategies to improve the existing programs and help develop new programs. Among those strategies, participatory design is the primary one. During both the renovation (from 2006 to 2008) and follow-up (from 2009 to now) phases, active participation and collaboration between designers and the educators help achieve the sustainable development of both the outdoor natural environment and educational programs.

Keywords

Participatory Design / Nature-Based Education / Landscape Architecture / Forest Kindergarten / Pedagogical Benefits

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