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By Jarrold D.H.

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You will have thought about both tangible and less tangible qualities that you hope will be part of the play space and about the types of experiences you hope the children will have there. This is the stage for filtering through these ideas and making some selections and decisions that will work in the particular space or spaces identified. ) Preliminary designs You may want to engage a professional to do this with you depending on the scale and complexity of the project and the skills available in your circle of collaborators – of course you may have a landscape architect, architect, designer, artist or council officer working with you from the start who can undertake this phase.

Try the library or a local history organisation to gather images of the area. Photograph the same areas now to create ‘now and then’ pairs of images. ■ If you can find some adults who lived in the area as children bring them together to carry out similar exercises as above. They can compare notes with the children and talk about how the area has changed and how their play experiences have differed or have stayed the same. As well as considering how your setting became what it is now, we can look at it anew with the children to explore their connection with it as a physical and aesthetic experience.

What next? Review and plan Fig. 1 Key stages in developing the play space Ideas and research This is a really fun stage when you, the children and any other adults involved can search out inspiring, outlandish, quirky and must-have ideas and bring them back to the design table. One strand should be to look at what has already been discovered by designers, thinkers and practitioners regarding the kinds of elements that make up enriching and inclusive play spaces (see Chapter 3 for more details).

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