12/20/2023 0 Comments Hidden curriculumIn turn, those who run the school are responsible for its grounds – and where some of the children’s needs were met, they read this as a reflection of the fact that the school valued them and understood their needs. For children, the grounds were part of the whole school and they were symbolic of a place, created especially for them, in order that they might play and furthermore, playing in the playground formed a substantial part of being at school. They are places totally dedicated to children’s use over a given period of time. School grounds are unlike any other external public space. Children look for a place for doing, thinking, feeling, being and having fun.Whilst such places need to facilitate social interaction, children highly value environments which provide a degree of privacy.That they actively seek out places and elements which present opportunity for risk and challenge and that,.That children value natural environments and places which offer variety and diversity, and which offer 'potentiality' for change and are manipulable.That 'found' spaces are preferred to traditional, designed playground environments.(5)Īlthough Wendy Titman’s work is largely concerned with school grounds, the types of environments favored by children generally relate to all external environments, and they are: This was published in Special People, Special Places: the Hidden Curriculum of School Grounds in 1994. While researching some of these topics in the mid 1990’s, and while interviewing children about their school grounds, Wendy Titman discovered what is probably the most revelatory information concerning children and landscape.
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