Beyond our specific requirements for compliance and our broad goals for children being in a natural environment, we articulated the following:


  1. Make three distinct play spaces for each age group, paralleling the indoor classrooms, while still allowing for some mixed age group visiting.
  2. Construct ways for convenient, yet unobtrusive research observations.
  3. Retain as much of the original natural landscape as possible.
  4. Take into account the physical and political relationship of the CSC to the WCCC (adjacent daycare center).
  5. Solve long term drainage issues (water in the Page Building lower level).
  6. Incorporate the grounds of the two child facilities into the landscape vocabulary of the College, especially at the College’s stone entrance gate and near the Arboretum.
  7. Establish a sense of privacy and security for the CSC at the public, village corner of campus.
  8. Diminish play equipment and create more garden space.
  9. Build more areas and structures that invite dramatic play and social interaction.
  10. Create a series of “settings” (Robin Moore’s term) that children might discover along well-designed pathways.
  11. Re-establish the availability of moveable equipment (things that children can move about).
  12. Add water features, greenhouse, storage sheds, and benches.
  13. Provide many more opportunities to dig not only in sand, but also in real soil.
  14. Develop a multi-tiered approach to children’s gardening – experimentation, planting, and interaction with established plants.
  15. Incorporate plans and funding sources for maintenance of structures and plants.
  16. Establish networks of human resources to nurture the garden and its goals – teachers, children, parents, students, botanical garden staff, horticulturists, landscape architects, colleagues and friends.