dc.contributor.author	Weaver, Lisa L.	en
dc.contributor.committeechair	Katen, Brian F.	en
dc.contributor.committeemember	Bork, Dean R.	en
dc.contributor.committeemember	Marshall-Baker, Anna	en
dc.contributor.department	Landscape Architecture	en
dc.date.accessioned	2014-03-14T20:41:45Z	en
dc.date.adate	2000-07-24	en
dc.date.available	2014-03-14T20:41:45Z	en
dc.date.issued	2000-06-08	en
dc.date.rdate	2001-07-24	en
dc.date.sdate	2000-07-21	en
dc.description.abstract	This study is designed to explore the applied behavioral research available to designers of educational landscapes and determine what aspects of that research can be extracted and applied to a physical landscape design. Its purpose is to create an awareness and understanding of the issues that designers should take into consideration to make an educational landscape design solution more developmentally appropriate for children. The literature review reveals that play forms the common link between learning and child development. The design considerations being presented in this study incorporate play. Being aware of and understanding the developmental and intellectual needs and abilities of children will give designers the foundation to make informed decisions and design choices in the creation of successful children's educational landscapes. The design considerations presented in this study are part of an exploratory investigation attempting to identify direct linkages between developmental/play activities and physical design elements. They offer a framework for creating landscape environments that meet the developmental needs of children. An existing educational landscape, the Jamestown Settlement near Williamsburg, Virginia will be evaluated in terms of these considerations. This educational landscape will be viewed from the perspective of a landscape architect aware of the developmental and play issues that surround child's learning as well as the potential for creating a site that offers a unique landscape experience. The outdoor learning environment is the site of the highest level of children's activity. It represents, at best, a potential site for investigation, exploration and practice of skills at various levels of complexity. At its worst, it is a static collection of objects offering little toward the developmental needs of the child. The landscape designer has the opportunity to provide a unique environment that supports the ways that children learn. The physical landscape has the potential to challenge children, offering choices in sight, smell, sound and touch. The landscape is ever-changing, providing broad learning opportunities where children can learn at their own pace, in their own unique style.	en
dc.description.degree	Master of Landscape Architecture	en
dc.identifier.other	etd-07212000-20040009	en
dc.identifier.sourceurl	http://scholar.lib.vt.edu/theses/available/etd-07212000-20040009/	en
dc.identifier.uri	http://hdl.handle.net/10919/34095	en
dc.publisher	Virginia Tech	en
dc.relation.haspart	part4of4.pdf.pdf	en
dc.relation.haspart	part3of4.pdf.pdf	en
dc.relation.haspart	part2of4.pdf.pdf	en
dc.relation.haspart	part1of4.pdf.pdf	en
dc.rights	In Copyright	en
dc.rights.uri	http://rightsstatements.org/vocab/InC/1.0/	en
dc.subject	child development	en
dc.subject	learning landscape	en
dc.subject	play theory	en
dc.title	Learning Landscapes: Theoretical Issues and Design Considerations for the Development of Childrens Educational Landscapes	en
dc.type	Thesis	en
thesis.degree.discipline	Landscape Architecture	en
thesis.degree.grantor	Virginia Polytechnic Institute and State University	en
thesis.degree.level	masters	en
thesis.degree.name	Master of Landscape Architecture	en

Learning Landscapes: Theoretical Issues and Design Considerations for the Development of Childrens Educational Landscapes

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