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Children’s Participation Experiences in Landscape Design Process

Year 2019, , 383 - 394, 27.09.2019
https://doi.org/10.20289/zfdergi.529396

Abstract

Objective: The purpose of this research is students’ effective participation in the process of organizing the school garden.

Material and Methods: In this study was used participant approach/process which includes methods such as “participatory questioning actions”, “design discussions” and “decision making and prioritization”. Thus was provided students engagement experiences in the development of landscape design for school garden.

Results: In this research, it has been tried to reveal the answer to the question of how the school garden should be a public open space with a planned participatory approach / process which using various participation methods. With this method, student’s effective participation and using initiative was provided while making decision. In the direction of participation process output more liveable, practicable and sustainable design suggestion was developed.

Conclusion: It is thought that this research may contribute to the literature in academic and scientific context in order to emphasize the importance of participatory approach/process and to contribute to the application studies in the context of sample.

References

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  • Chatterjee, S. (2005). Children’s friendship with place: a conceptual inquiry. Children, Youth and Environments, 15(1): 1–26. Doi: 10.7721/chilyoutenvi.15.1.0001
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Çocukların Peyzaj Tasarım Sürecine Katılım Deneyimleri

Year 2019, , 383 - 394, 27.09.2019
https://doi.org/10.20289/zfdergi.529396

Abstract

Amaç: Bu araştırmanın amacı; öğrencilerinin okul bahçesinin düzenlenmesi sürecine etkin katılımlarının sağlanmasıdır.

Materyal ve Metot: Araştırma öğrencilerinin okul bahçesi kullanımına yönelik fikir, istek ve gereksinimleri belirlenmesini ve okul bahçesine yönelik peyzaj tasarımının geliştirilmesinde yer alma deneyimini sağlayacak olan katılımcı soru sorma eylemi, tasarım tartışmaları, karar verme ve önceliklendirme gibi çeşitli katılım yöntemlerini içeren katılımcı yaklaşım/süreç ile gerçekleştirilmiştir.

Bulgular: Bu araştırmada çeşitli katılım yöntemlerinin kullanıldığı planlı bir katılımcı yaklaşım/ süreç ile kamusal bir açık alan olarak okul bahçesi nasıl olmalı sorusunun cevabı ortaya konmaya çalışılmıştır. Bu yöntem ile çocukların karar vermede aktif katılımı, yani inisiyatif kullanmaları sağlanmıştır. Katılım sürecinin çıktıları doğrultusunda daha yaşanabilir, uygulanabilir ve sürdürülebilir peyzaj tasarım önerisi geliştirilmiştir.

Sonuç: Bu araştırmanın, katılımcı yaklaşım/süreç öneminin vurgulanması yönünden akademik ve bilimsel bağlamda literatüre, örnek alan bağlamında ise uygulama çalışmalarına katkı sunabileceği düşünülmektedir.

References

  • Bell M, Wilson K. 2006. Children’s views of family group conferences. British Journal of Social Work 36(4): 671–681.
  • Bell AC, Dyment JE. 2006. Grounds for Action: Promoting Physical Activity through School Ground Greening in Canada, Toronto, Ontario Evergreen Available at: http://www.evergreen.ca/en/lg/lg-resources.html. [Erişim Tarihi: 15.05.2017].
  • Berglund U, Nordin K. 2007. Using GIS to make young people's voices heard in urban planning. Building Environment, 33(4): 469–481. jstor.org/stable/23289820
  • Bredow, K.W., 2006. Gathering Spaces: Designing places for adolescents, Faculty of the Virginia Polytechnic Institute and State University. Master of Landscape Architecture.
  • Breul, L.T. 2005. Veränderte Schulhofgestaltung als Reaktion auf den Wandel der Kindheit, Hausarbeit, Fach Pädagogik an der Universität Lüneburg, ss.1-10, ISBN (E-Book): 978-3-640-24292-4.http:// www.grin.com/e-book/120691/veraenderte-schulhofgestaltung-als-reaktion-auf-den-wandel-der-kindheit [Erişim tarihi: 06.01.2018].
  • Brink L, Yost B. 2004. Transforming Inner-City School Grounds: Lessons from Learning Landscapes. Children, Youth and Environments, 14(1): 209–233. Doi: 10.7721/chilyoutenvi.14.1.0209
  • Canaris I. 1995. Growing foods for growing minds: Integrating gardening and nutrition education into the total curriculum. Children's Environments, 12(2): 264-270.
  • Chatterjee, S. (2005). Children’s friendship with place: a conceptual inquiry. Children, Youth and Environments, 15(1): 1–26. Doi: 10.7721/chilyoutenvi.15.1.0001
  • Chatterjee S. 2006. Children’s friendship with place: an exploration of environmental child friendliness of children’s environments in cities. PhD thesis, North Carolina State University.
  • Chawla L. 2001. Evaluating children’s participation: seeking areas of consensus. PLA notes; 42: 9 13.
  • Christensen P.M., James A. 2008. Introduction: Researching children and the childhood culture of communication. In Christensen P M, James A. (Eds.), Researching with children. Perspectives and practices (2nd ed.) (pp. 1–9). New York, NY: Routledge Taylor & Francis Group.
  • Clark A. 2005a. Talking and Listening to Children. In Dudek M (Ed.) Children`s Spaces. UK: Elsevier/Architectural Press, Oxford, pp. 1-13.
  • Clark A. 2005b. ‘Ways of seeing: using the Mosaic approach to listen to young children’s perspectives’. In Clark A, Kjørholt A T, Moss P (Eds.), Beyond Listening. Children’s perspectives on early childhood services (pp. 29–49). Bristol: Policy Press.
  • Clark A. 2010. Transforming Childrens' Spaces: Children's and Adults' Participation in Designing Learning Environments. Routledge.
  • Clark A, Moss P. 2001. Listening to Young Children: the Mosaic Approach. London, UK: National Children’s Bureau for the Joseph Rowntree Foundation.
  • Clark A, Moss, P. 2005. Spaces to Play: More Listening to Young Children Using the Mosaic Approach. London: National Children’s Bureau and Joseph Rowntree Foundation.
  • Clark A, Moss P. 2008. Listening to young children: The mosaic approach. London: National Children's Bureau and Joseph Rowntree Foundation.
  • Clark A, Moss P, Kjørholt A.T. 2005. Introduction. In Clark A, Kjørholt A T, Moss P (Eds.) Beyond listening: Children's perspectives on early childhood services. Bristol: The Policy Press. pp. 1–16.
  • Cooper Marcus C, Francis C. 1998. People Places: Design guidelines for urban open space, Child Care Outdoor Spaces. John Wiley& Sons.inc. Kanada, USA, ISBN: 0-471-28833-0, pp. 259 -307.
  • Desmond D, Grieshop J, Subramanium A. 2004. Revisiting garden based learning in basic education. Rome: Food and Agriculture Organisation of the United Nations. Rome, IT. 99 p.
  • Driskell D, 2002. Creating Better Cities With Children And Youth. Unesco.
  • Dyment J E, Bell A C. 2008. Grounds for movement: green school grounds as sites for promoting physical activity. Health Education Research, 23 (1): 952–962, doi.org/10.1093/her/cym059
  • Dyment J E, Bell A C, Lucas A.J. 2009 The relationship between school ground design and intensity of physical activity, Children's Geographies, 7:3, 261-276, DOI: 10.1080/14733280903024423
  • Fjørtoft I. and Sageie J. 2000. The natural environment as a playground for children: landscape description and analyses of a natural playscape. Landscape and Urban Planning, 48: 83–97.
  • Fjørtoft I, 2004. Landscape as playscape: The effects of natural environments on children’s play and motor development. Children, Youth and Environments, 14(2), 21-44.
  • Francis M, Lorenzo R. 2002. Seven realms of children's participation. Journal of Environmental Psychology, 22(2): 157-169.
  • Frank K I. 2006. The Potential of Youth Participation in Planning. Journal of Planning Literature, 20(4): 351–371.
  • Gülgün B, Türkyılmaz B. 2001. Peyzaj Mimarlığında ve İnsan Yaşamında Ergonominin Yeri Önem ve Bornova Örneğinde Bir Araştırma, Ege Üniv. Ziraat Fak. Derg., 38 (2-3).
  • Hart R. 1992. Children’s participation: from tokenism to citizenship. UNICEF, Florence:International Child Development Center. Florence, IT. 44 p.
  • Hart R. 1997. Children’s participation: The theory and practice of involving young citizens in community development and environmental care. New York and London: UNICEF/Earthscan Publications.
  • Hauser L. 2002. Kindergerechtes und naturnahes Schulgelände als Erlebnisraum. Praktikumsbericht Paedagogisches Hochschule Zürich, 150 p., http://www.phzh.ch/ webautor-data/dokus/bericht_lukas_hauser_154228. Pdf [Erişim Tarihi: 21.10.2017]
  • Heinrich A J, Million A. 2016. Young People as City Builders, disP - The Planning Review 52(1): 56-71, DOI: 10.1080/02513625.2016.1171049
  • Herrington S, Studtmann K. 1998. Landscape interventions: new directions for the design of children’s outdoor play environments. Landscape and Urban Planning, 42(2-4): 191-205.
  • Hoff M, Kaup H, Röhr A. 2007. Schulhöfe, planen, gestalten, nutzen, Gemeindeunfallversicherungsverband (GUVV) Westfalen-Lippe, http://www.bug-nrw.de/cms/upload/pdf/Schulhoefe.pdf. [Erişim Tarihi: 21.10.2017], p. 56.
  • Hofmann S. 2013. Form Follows Kids’ Fiction Methods of Participation: Working With Children. In: V. Capresi and B. Pampe (Eds.), Learn move Playground, How to improve Playgrounds through Participation (pp.36–41). Jovis Verlag GmbH, Berlin.
  • Huser C. 2009. Children’s Voices on Play in a Mosaic Approach Study: Children as Conscious Participants in a Case Study. Boğaziçi University Journal of Education, 26 (1): 35–48.
  • Iltus S, Hart R. 1995. Participatory planning and design of recreational spaces with children. Arch & Comport./Arch. & Behav., 10(4): 361-370.
  • Kaplan S. 1995. The Restorative Benefits of Nature:Toward an Integrative Framework. Journal of Environmental Psychology,15: 169-182.
  • Kaplan R, Kaplan S. 1989. The Experience of Nature: A psychological perspective. New York: Cambridge University Press.
  • Kaplan S, Talbot J F. 1983. Psychological benefits of a wilderness experience. In Altman I, Wohlwill J F (Eds.) Behavior and the Natural Environment. New York: Plenum, pp. 163-203.
  • Klemmer C D, Waliczek T M, Zajicek J M. 2005. Growing minds: The effect of a school gardening program on the science achievement of elementary students. Hort Technology, 15(3): 448-452.
  • Knowles-Yánez K L. 2005. Children's Participation in Planning Processes. Journal of Planning Literature, 20(3): 3-14.
  • Koralek B, Mitchell M. 2005. The Schools We`d Like: Young People`s Participation in Architecture. In Dudek M (Ed.) Children`s Spaces. UK: Elsevier/Architectural Press, Oxford, 114-153.
  • Kytta M. 2004. The Extent of Children’s Independent Mobility and the Number of Actualized Affordances as Criteria for Child-Friendly Environments. Journal of Environmental Psychology 24: 179–198. doi.org/10.1016/S0272-4944(03)00073-2
  • Lekies K S, Eames-Sheavly M, MacDonald L, Wong K J. 2007. Greener voices: Strategies to increase the participation of children and youth in gardening activities. Children, Youth and Environments, 17(2): 517-526.
  • Li M, Li J. 2017. Analysis of methods of allocating grass space for the design of child-friendly cities: a case study of Changsha. Urban Transitions Conference, Shanghai, September 2016. Procedia Engineering, 198: 790–801. doi: 10.1016/j.proeng.2017.07.130
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There are 77 citations in total.

Details

Primary Language Turkish
Journal Section Articles
Authors

Ayşe Özdemir 0000-0002-0182-6766

Publication Date September 27, 2019
Submission Date February 19, 2019
Acceptance Date April 15, 2019
Published in Issue Year 2019

Cite

APA Özdemir, A. (2019). Çocukların Peyzaj Tasarım Sürecine Katılım Deneyimleri. Journal of Agriculture Faculty of Ege University, 56(3), 383-394. https://doi.org/10.20289/zfdergi.529396

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