Leading Change in Early Childhood Environments. Toni and Robin Christie. Childspace, Wellington. Aotearoa/ NZ.

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Melinda Casey
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1 Leading Change in Early Childhood Environments Toni and Robin Christie Childspace, Wellington Aotearoa/ NZ Design principles An Overview Protected corners as building blocks, connected by traffic flowpaths Grouping of like play areas with like Empowerment of children to make choices and have them supported Use of natural spaces and materials

2 Design Principles Recommended Elements Open-ended (non-prescriptive) equipment and spaces give greatest scope for imaginative play Changes of level define spaces and give new perspectives Gathering spaces for groups of different sizes Retreat spaces vital, including small playspaces in pairs or groups Zoom factor Aesthetics, including sculpture, mosaics, murals and coloured light A sense of place, making reference to local and cultural symbols Design Principles Specifics At least one large flexible multi-use space, preferably grass or safety surface Indoor/ outdoor transition, often a covered deck that acts as an outdoor classroom Child-moveable elements Child-friendly storage dispersed to areas of use Sustainable water supply Shade and wind protection Low seating at points of maximum supervison

4 The Design Process First Steps Examine your existing space What works and what doesn t? Include practical considerations like drainage and noise Ensure that children s and families voices are heard, also consider your support services, like maintenance teams, delivery people, rubbish collectors etc. Draw a to-scale plan of the playspace as it is at the moment. If possible, draw a blank-slate plan as well, showing only the elements remaining unchanged (trees, buildings, fencelines etc.). Track down a services plan showing underground water, power, telephone and sewage Open people s minds of how a playscape can look Visit local spaces and take lots of pictures Search the internet Check out library books (try the Interloan service) and photocopy Display these pictures in prominent places at both adult and children s height, asking for feedback from families Incorporate the design process into projects with the children Ensure your teaching team has a shared vision of the kinds of learning opportunites the new space should provide, and can communicate that effectively with families The Design Process Next Steps Using tracing paper, draw the approximate sizes of individual components such as swings and sandpits and move them around in different combinations on your plan Sketch out several concept plans and display for feedback Mark out your favourite in the actual space using chalk, spraypaint, rope, or even masking tape. Adjust and transfer back to the plan Print out photos of specific spaces, and draw a rough drawing of how it could look on top of it. Either trace or computer generate this picture and add to your feedback board Draw up a final plan (this may change over the construction process) and prioritise the order of building Get quotes for each component, broken down as much as possible to identify areas that can be done with volunteer labour or supplied by donated materials Put together a budget that includes absolutely everything that you can think of, including building consent fees, signage, planting, tip fees, trailer hire.. And a celebratory opening party!

5 The Design Process Funding Show potential funders how prepared you are. Compile a folder that includes a statement of intent, as many plans and photographs as possible, evidence of consultation with families and children, and ways in which their charitable contributions will be recognised in the new space Ask for a more than you ll need, but say you ll take anything! Try every funder you can think of, including Lottery grants, Pokies money, family charitable trusts, local councils, Ministry of Education grants, and local companies. Align your statement of intent with their own stated goals (check their websites) Raise your profile by making the news, perhaps with a unique fundraiser or emotive connection The Building Process Sometimes it s best just to start. Tear out something that doesn t work and just leave the space as a digging area! Allow the children to be a part of the process whenever possible. Invest in a class set of earmuffs to add to the feeling of involvement Make the workers feel like heroes. Make lots of scones and pikelets! Keep your families and funders informed with regular updates reinforcing the positive outcomes for children Celebrate every milestone!

LEGACY PARK. Proposal. Carl Sabanski 2/11/2013

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