Design Tutorials (Bear River Head Start)

This tutorial explains the design process used to create a playground at the Bear River Head Start campus.

Phases for Bear River Head Start Design

Planning Meetings
The design of the new outdoor play environment for the Bear River Head Start facility involved several phases of design work. The first step involved a discussion of what types of activities should occur in the new outdoor play environment. This discussion is usually held between the operators and owners of the facility and at times the design professional. (Client/ Professional Questions)
Inventory
The second step was to conduct a thorough inventory (Checklist/ Site Inventory) of the conditions that existed at and around the site. It is a good idea at this time to take pictures of the site’s characteristics so that they can be referred to when the designer is in the office and can’t get to the site right away. The site consists of the existing playground area as well as the entire property on which the facility stands. The site’s inventory not only describes the vegetation but also any safety hazards, handicap entrances, views into and out of the property, and climatic concerns. There were several areas of concern that were found. In the southern courtyard several plants that were of a thorny variety were found. In addition, the eastern side of the facility, after noon, will be in heavy shade due to the building’s height. Some areas would be in heavy shade throughout the day.
Analysis
After this inventory has been completed, an analysis(Site Analysis) of the existing conditions is made to determine the opportunities and constraints that the site has. Areas that need to be changed are located and suggestions made as to what type of changes should occur. For example, the western courtyard currently has a temporary building being used as a classroom. After the analysis the suggestion was made to remove the building and create a sensory area where outdoor instruction could occur.
Design/ Conceptual
Once the analysis is completed and the opportunities and constraints are understood, design work can begin. The list of activities the client developed is used as a guide in the creation of the new play activities. In the case of this facility it was determined that the existing play activities were somewhat limited. Therefore, new play activities were examined to see if they could expand the play opportunities for the children. Suggested new play activities included a water/sand table, a climbing structure, a playhouse, and a trike path. The water/ sand table would permit children to not only play with these natural elements but it would also allow them to feel the texture of water and sand. The climbing structure would enable children to work on their balance and coordination. The playhouse would permit children to use their imaginations and to create their own forms of play. The trike path could be used as a race track for tricycle- or foot races and as a general play area. All of these activities are within a few feet of each other so that children can move freely from one to the other or they can combine several elements into one big play activity.
In addition, a sensory area was designed so that children and other visitors could feel the plants and, should the school decide to, an area can be set aside for specific classes to have their own planting beds. The planting beds are designed to include children of all abilities by having different heights and a hanging garden on the inside of the curve. The existing signs announcing the name of the school were deemed as needing repair and upgrade. To this end, a new sign with a floral bed and evergreen accents was designed on the southeastern corner. The sign was designed to follow the exterior appearance of the building – red bricks with white accents.
Final Plan
To facilitate the design, computer drafting was used to create the new base map (Final) and a 3D modeling program (Images) was used to create a three dimensional model of the facility. This 3D model allowed the designer to see how the various elements would work together and also how they would appear. Additionally, the 3D model permitted shadow studies to be done. These studies would show whether or not shadowed conditions were exacerbated or ameliorated.
Production
The last step in the creation of the design was the production stage. In this phase the new base map was colored (Illustrative) and a walk-around video was produced.

The colored base map reflects possible colors of the design. The walk-around permits the client to view the new design from several vantage points. These two documents are then shown to the client and the opportunity is given for the client to give feedback to the designer. This feedback allows the designer to modify the design to the vision of the client. After the client and the designer are satisfied these concepts can be given to a professional who will create construction documents and bid for the construction of the new design.

Recommended Reading for more information about the design process.

1. Landscapes for Learning: Creating Outdoor Environments for Children and Youth by Sharon Stine
2. Interaction by Design: Bringing People and Plants Together for Health and Well-Being (An International Symposium) by Candice A. Shoemaker (editor)
3. Therapeutic Recreation and the Nature of Disabilities by Kenneth Mobily, Richard D. Macneil
4. Universal Access to Outdoor Recreation: A Design Guide by USDA Forest Service, Ltd. Sea Reach, Inc. Plae
5. Inclusive Design: Design for the Whole Population by John Clarkson, Roger Coleman, Simeon Keates, Cherie Lebbon (Editors)
6. Child Care Design Guide by Anita Rui Olds
7. People Places: Design Guidlines for Urban Open Space, 2nd Edition by Clare Cooper Marcus, Carolyn Francis (Editors)