Ecological hiking trail - Stop 14.2:
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| - | Eco-adventure schoolyards contribute to restoring the contact between the underlying soil and the atmosphere |
| - | It is imperative that both students and teachers are involved in planning, building, and taking care of the schoolyard |
The cooperation between teachers, students, parents, and planners lowers the cost of reshaping the schoolyard by 50 %.
From the idea to the project:
For the project of the eco-adventure schoolyard to succeed, it is important to stick to some basic rules:
| 1. | Children and young people must be involved in planning, building, and taking care of the schoolyard. This will ensure that the youth cares about the schoolyard and prevent them from committing acts of vandalism. | |
| 2. | A working team (teachers, parents, and planners) must take on the organization of the project: | |
| - | Assure the financing of the project (sponsors, cooperation) | |
| - | Arrange a timetable | |
| - | Organize work-sharing (outsourcing external work) | |
| - | Resolve matters of security (inspection by GUV is obligatory) | |
| - | Building standards control | |
| - | Obtain materials | |
| - | Ensure the supply of tools | |
| - | Ensure that the schoolyard is taken care of and arrange timetable for this purpose | |
| 3. | The schoolyard should be divided into four parts: | |
| - | Peace and quiet, | |
| - | Nature, | |
| - | Creativity, | |
| - | Games. | |
| 4. | Public relations: | |
| - | Increases the level of acceptance of the public, | |
| - | Assures financial support, | |
| - | Ensures payment in kind. | |
The costs of reshaping an ordinary schoolyard into an eco-adventure schoolyard are significantly lower than those of redesigning a schoolyard surfaced with asphalt or paving stones by involving both parents and students. Expensive resulting costs caused by acts of vandalism, which occur mostly on ordinary schoolyards, are negligible.
A classroom in the open air
| - | Concrete and illustrative material is available on-site | |
| - | An eco-adventure schoolyard provides many incentives: | |
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modelling materials, | |
| -- | class in the open air, | |
| -- | familiarize oneself with the surrounding flora and fauna. | |
An ecologically and educationally viable space for humans, animals, and plants
| - | Native flora (trees, bushes, hedges, creepers, meadows, and ruderal species) |
| - | Dry stone walls (shelter for amphibians) |
| - | Water environment (ponds, creeks) |
| - | Coarse woody debris |
| - | Green roofs |
| - | Facade greenery |
| - | Dry locations (sand areas, gravel areas, dry and semi-dry turf) |
| - | Moist locations (wet meadows, swamps) |
| - | Native fauna (birds, butterflies, spiders, and insects) |
| - | Elements at the | |
| Peace and quiet section: | bench, tables, huts, tree house, caves, willow tepees | |
| Nature section: | pond, creek, plants, meadows, knolls, school garden, dry locations | |
| Games section: | climbing frames, swings, soccer template kick, slides, etc. | |
| - | Foster creativity: gravel areas, sand box, walls to paint on, open-air workshops | |
Dividing the schoolyard into different sections helps prevent accidents and disturbances. By the way, the number of accidents occurring on eco-adventure schoolyards is lower than the number occurring on ordinary ones.
LBV: Susanne Schwab, Simone Schaller
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