Inclusive Youth Engagement at Cornell Botanic Gardens: Play-Based Strategies for Public Gardens without Children’s Spaces Capstone Project by Sivan Gordon-Buxbaum MPS in Public Garden Leadership School of Integrative Plant Science at Cornell University Advised by Sonja Skelly PhD 2024 Abstract This capstone project addresses the need to make public gardens more appealing and accessible to families and children, particularly in the absence of dedicated children's areas. Traditional ornamental gardens often cater to an older demographic, missing opportunities to engage and educate younger visitors. By collaborating with local elementary schools and gathering insights from children about their interests in nature, plants, and play, this project aims to create three culturally-responsive, plant-focused, play-based stations, including activities, interpretation, and design, at the Cornell Botanic Garden. These stations are designed to deepen children's connections to nature while preserving the garden's aesthetic appeal. The research findings, methodologies, and processes will be consolidated into a comprehensive guide for public gardens worldwide, enhancing visitor experiences and fostering a lifelong love for nature and the environment. Key Questions ● How can public gardens that lack designated children's areas create a more playful and engaging experience for both children and their families? ● How can public gardens use youth input to develop children-focused spaces and activity? ● How do we balance aesthetic value with educational/play value? ● Is there an advantage to distributing playful learning stations throughout the garden rather than concentrating them in a single space, such as a children's garden? ● Can public gardens engage children and their families in child-led exploration without staff/educators? ● Can these stations be equitable, accessible, and culturally-responsive? Project Summary Project Goal: The goal of this capstone project is to address the challenge of attracting and engaging families and children to public gardens, particularly those lacking designated child-focused spaces. As a public garden worker, I have observed that ornamental gardens tend to primarily attract older visitors and retirees. To diversify the attendee demographic and make plants more accessible, I aim to design a series of play-based engagement stations throughout the Cornell Botanic Garden to connect children with plants in an interactive and meaningful way. 2 Importance of Public Gardens: Public gardens serve multiple purposes: they provide tranquil respite in nature, support ecological diversity and conservation research, offer recreational outdoor opportunities, and facilitate education for all ages. They play a crucial role in connecting people with the natural world, encouraging environmental stewardship, especially in urban settings. This connection is increasingly vital in today's context of global climate change and its consequences. Engaging children in nature-based play and learning from an early age through public gardens can result in more environmentally conscious adults, fostering a generation that values and protects natural spaces. Addressing the Problem: The core problem this capstone project addresses is attracting more young people, children, and their families to public gardens. Many public gardens, such as the Cornell Botanic Garden, lack dedicated spaces for children, thus primarily attracting an older demographic. While these gardens serve an intended purpose, they miss the opportunity to connect with and educate a younger generation. By focusing on creating engaging, child-friendly spaces within the gardens, this project aims to bridge this gap, making the gardens more appealing and educational for families and children. Principles and Approach: I have compiled nine principles for equitable, accessible, inclusive, and culturally-responsive garden education, which will guide the development of this project. Recognizing the stark disparities in access to nature play and public gardens, particularly along lines of race, culture, ethnicity, and socio-economic status, my project seeks to bridge this gap. Inspired by Janet Loebach’s work on involving youth in the design of youth-focused spaces, I plan to incorporate children’s voices in the creation of these engagement stations. By strategically placing stops for play, learning, and interpretation throughout your garden, you can democratize the opportunity for engagement, providing children from all backgrounds with equal access to nature-based educational experiences. This approach fosters a sense of inclusivity and acknowledges the importance of representation and cultural relevance in educational settings. Ultimately, this project aspires to empower young children, irrespective of their background, to become enthusiastic environmental stewards. Collaboration and Implementation: To achieve this goal, I plan to collaborate with public elementary school classes in the Ithaca area to gain insights into children's interests in play and learning. I will work with three elementary grade classes (1st grade, 3rd grade, and 5th grade), leading hour-long workshops in their classrooms. These workshops seek to discover what intrigues children about plants, what 3 makes them wonder, and what encourages play. By combining my research findings on childhood development and the importance of nature play, the children's feedback, and my experience as a garden-based educator, I will design three interactive stations and accompanying interpretation materials. These stations will engage youth in inquiry and place-based play, fostering a deeper connection between children, plants, and nature. This design will also ensure that the aesthetic beauty and ornamental value of the garden are preserved, aligning with my principles on accessible and inclusive garden education. Broader Implications: This project goes beyond addressing the demographic makeup of garden visitors; it touches upon the fundamental role that public gardens play in society. Public gardens are multifaceted, offering serenity, supporting biodiversity, and facilitating education and research. However, they can be so much more, including places of fun, play, and discovery for children. By not catering to the needs and interests of younger visitors, public gardens risk missing a crucial opportunity to build an early connection between children and the natural world. This capstone project seeks to bridge this gap at the Cornell Botanic Gardens, providing a blueprint for other public gardens. In doing so, it addresses the critical need to make public gardens more appealing, engaging, and educational for families, contributing to a more sustainable future. These processes will also be applicable to other public gardens, parks, and schools. This project not only addresses the immediate challenge of diversifying the visitor population but also contributes to the broader mission of cultivating environmental stewardship and nurturing the next generation of environmentally conscious citizens. The methodologies and findings from this capstone project can be readily transferred to public gardens across the country, enhancing the quality of visits and fostering a lifelong appreciation for nature and the environment. Literature Review Introduction: Play is a fundamental aspect of childhood that transcends mere entertainment; it is a crucial vehicle for children's holistic development. This literature review explores the multifaceted role of play in children's lives, drawing on various sources that examine historical perspectives on risk and play, insights into child development across different stages, creative play environments that stimulate imagination and learning, and cultural and environmental considerations shaping children's play experiences. By examining these key themes, this review provides a summary of how play influences children's development and the implications for designing enriching play experiences and educational interventions. 4 Play, Risk, and Loose Parts: Play is essential for children's development, and this is supported by authoritative sources. The Playwork Foundation defines play as a freely chosen, personally directed, and intrinsically motivated process fundamental to the healthy development and well-being of individuals and communities. This definition is echoed by the American Academy of Pediatrics, which emphasizes that play supports brain structure and functioning, facilitates synapse connections, and improves brain plasticity. Play is crucial for safe, stable, and nurturing relationships, supporting developmental milestones and mental health. Physically, play helps children develop motor skills and confidence in physical activities. Socially and emotionally, play teaches important skills like listening, resolving conflicts, and building relationships while also reducing stress levels. Language and literacy skills benefit from play through interactions that enhance vocabulary and communication abilities. Play supports cognitive development by fostering intrinsic motivation, executive functioning skills like memory and self-regulation, and early math concepts, all of which contribute to school readiness and academic success. Overall, play provides a dynamic environment for children to explore, learn, and develop essential life skills. Joan Almon's work in "Adventure: The Value of Risk in Children’s Play" challenges contemporary aversions to risk in children's play, urging a reevaluation of historical practices where children engaged in outdoor activities without constant adult oversight. Historically, attitudes towards risk in play were more permissive, fostering adventurous activities that encouraged children to explore their physical and social boundaries. However, modern perspectives, influenced by urbanization and changing parenting styles, have shifted towards greater risk aversion, limiting children's exposure to natural spaces and adventurous play opportunities. Almon emphasizes the importance of unstructured play spaces like adventure playgrounds, which emerged during World War II in Denmark, providing children with opportunities to engage in open-ended play with loose parts and natural materials. These environments empower children to create their play environments, promoting imaginative and creative exploration while developing crucial skills such as risk assessment, problem-solving, resilience, and emotional regulation. Almon's insights underscore the developmental benefits of risk-taking in play, advocating for a balanced approach that acknowledges the importance of adventurous play in children's overall development while seeking to minimize serious injuries and accepting the inherent risks of relatively minor injury. In the context of early childhood education, the concept of “loose parts” plays a pivotal role in fostering creativity and imaginative play, as discussed by Lisa Daly and Miriam Beloglovsky in their work, “Loose Parts: Inspiring Play in Young Children”. This concept aligns with Almon’s examination of risky play. Loose parts, which include both natural items (sticks, rocks, leaves) and non-natural items (boxes, planks, PVC pipes), offer versatility and appeal as they can be manipulated and transformed in various ways during play. These open-ended materials are instrumental in promoting active learning and critical thinking, contributing to physical, social-emotional, and cognitive development. The inclusivity of loose parts is emphasized, 5 demonstrating their suitability for children of all ages, abilities, and genders. The work explores the different types of play facilitated by loose parts, such as functional, constructive, and dramatic play, which are essential for holistic development. The enrichment of sensory play through the use of loose parts, especially outdoors, is discussed. By fostering curiosity, imagination, and inquiry, loose parts contribute to lifelong learning and encourage children’s natural exploration and understanding of the world around them. This underscores the significance of loose parts in nurturing a comprehensive learning environment for young children. Nature play inherently involves the use of natural loose parts such as sticks, rocks, and leaves. These materials provide a rich sensory experience for children, enabling them to connect with nature in a direct and meaningful way. By manipulating these materials, children can explore different textures, shapes, and colors, thereby enhancing their sensory perception and understanding of the natural world. Furthermore, the book emphasizes that sensory play facilitated by loose parts not only stimulates children’s curiosity and imagination but also fosters their inquiry skills. This aligns with the goals of nature play, which seeks to encourage children’s natural exploration and understanding of the world around them. Thus, the insights from the book can provide valuable guidance for your capstone project, highlighting the potential of loose parts in promoting sensory engagement and holistic development in nature play settings. Childhood Development and Nature-Deficit Disorder: In Jeffrey Trawick-Smith's "Young Children's Play: Development, Disabilities, and Diversity," play is defined as a self-chosen, non-literal, and intrinsically motivated activity. Trawick-Smith outlines numerous benefits and findings related to play: ● Cognitive Development: Adult-enhanced play correlates with higher cognitive development scores. Pretend play aids memory and encourages children to decenter, think about multiple aspects simultaneously, regulate behavior, and engage in advanced symbolic thinking. ● Academic Achievement: Complex play is linked to improved math, reading, and academic performance, particularly beneficial for children with disabilities. ● Language and Literacy: Play fosters language development, complex sentence usage, and literacy skills across diverse language backgrounds. ● Mathematical Thinking: Math-related interactions during play enhance math learning and performance, especially when coupled with math talk and engagement with complex play materials. ● Social and Emotional Development: Play supports positive social skills, emotional expression, social language abilities, physical activity, and peer relationships, aiding in emotional regulation. ● Motor Play: Active play, especially outdoors, promotes motor skills (referring to the way a child acquires movement patterns and skills), development, reduces health risks, and enhances motor coordination, even for children with disabilities. 6 Trawick-Smith categorizes play into five types: motor play, pretend play, construction play, games with rules, and exploration/problem-solving. His work also addresses the impact of cultural and social diversity on play experiences, emphasizing the importance of creating culturally sensitive and inclusive play environments. To create culturally sensitive and inclusive play environments, it's crucial to incorporate diverse cultural narratives and materials that reflect the backgrounds of all children. This can involve using toys and play structures that represent various cultures, languages, and abilities. Inclusivity in play environments also means ensuring accessibility for children with disabilities by incorporating adaptive play equipment and sensory-friendly spaces. Furthermore, engaging with the community and seeking input from families can help tailor play environments to meet the specific cultural and social needs of the children they serve. By fostering an environment that respects and celebrates diversity, children can develop a greater understanding and appreciation of different cultures, promoting social harmony and mutual respect. Children's play evolves across age groups, influencing motor skills, problem-solving, imagination, and social interactions. Infants and toddlers start with simple motor play and progress to more complex play types as they grow, each stage crucial for holistic development. "Young Children’s Play: Development, Disabilities, and Diversity" highlights the significance of play in child development, offers insights into meeting diverse needs, and provides guidance for creating inclusive play experiences. As children progress through developmental milestones, their environment significantly impacts their growth and well-being. One key area of concern is the diminishing time children spend in natural settings, a trend addressed by Richard Louv in "Last Child in the Woods: Saving Our Children from Nature-Deficit Disorder." Louv identifies "nature-deficit disorder" as a condition arising from decreased sensory engagement, attention issues, and increased physical and emotional health problems due to limited interaction with nature. The shift away from outdoor activities can be attributed to technological advancements, more structured schedules, and urbanization, which collectively contribute to children spending more time indoors. This disconnect from nature has several negative consequences, including higher obesity rates, increased stress levels, and a lack of environmental stewardship among children. Louv emphasizes the benefits of natural environments, such as improved attention spans, reduced stress, enhanced creativity, and better emotional health. Louv's arguments support the importance of integrating outdoor play and environmental education into children's lives. By advocating for the creation and maintenance of green spaces in urban and rural areas, his work highlights the need for a balanced approach to childhood development. Ensuring access to nature is crucial for fostering a healthier, more balanced, and enriching childhood experience. This perspective underscores the necessity of designing spaces and programs that promote outdoor activities and nature engagement, aligning with broader goals of holistic child development and well-being. 7 Designing Natural Play Spaces: When designing spaces for children, Rusty Keeler's "Natural Playscapes: Creating Outdoor Play Environments for the Soul'' and Janet Loebach's framework for youth inclusion in space design offer valuable insights into creating engaging and inclusive environments for young individuals. Rusty Keeler's "Natural Playscapes: Creating Outdoor Play Environments for the Soul" is a comprehensive guide that underscores the importance of designing natural and captivating outdoor play spaces tailored for children. The essential 'ingredients' of a successful natural playscape include features such as hills, water elements, plants, and artwork. These components not only provide sensory-rich experiences but also encourage exploration and imaginative play. Keeler advocates for the involvement of children and local artists in the creation process, which enhances creativity and authenticity in the design. The process of creating these play spaces begins with understanding the specific needs and interests of the children who will use them. This involves engaging with children through workshops, discussions, and play sessions to gather their input and ideas. Incorporating children's perspectives ensures that the play environments are not only functional but also resonate with their sense of wonder and playfulness. Collaboration with local artists can bring unique, culturally relevant elements to the playscape, making it a vibrant and meaningful space for the community. Furthermore, the construction of natural playscapes should consider sustainable practices and the use of natural materials. This approach not only benefits the environment but also teaches children the value of sustainability and environmental stewardship. By blending natural elements with child-driven design, Keeler's approach creates play environments that nurture physical, emotional, and social development, offering a holistic and enriching experience for children. Transitioning to the realm of involving children and youth in the design of community spaces, Janet Loebach's essay "‘Green Direction’ Illustrating a Framework for Integrating Youth into the Design and Building of Space" explores the benefits and challenges of this participatory approach. She draws upon Article 12 of the The United Nations Convention on the Rights of the Child, advocating for children's rights to express their perspectives and have them integrated into decision-making processes. Loebach's framework introduces five core phases: ● Phase 1: Project Orientation: What are we trying to do and who is going to do it? ● Phase 2: Research: What do we need to know? ● Phase 3: Designing and modeling solutions: What could the space look like? ● Phase 4: Decision making and design integration: What are our priorities for the space? ● Phase 5: Community building and maintenance: How do we build a legacy of care?” (Loebach) By involving youth in the design process, we can create spaces that truly reflect their needs and preferences. The research phase, which equips youth with essential knowledge and skills, is particularly crucial for informed co-design. This participatory model not only ensures that public spaces cater to diverse needs but also fosters a sense of ownership and responsibility among 8 youth. Implementing such strategies in public gardens can enhance youth engagement, promoting sustainable and impactful outcomes in environmental education and community building. Cultural and Environmental Perspectives: Exploring diverse cultural and environmental perspectives sheds light on humanity's complex relationship with nature, encompassing historical injustices, indigenous wisdom, and sustainable practices. Carolyn Finney's "Black Faces, White Spaces: Reimagining the Relationship of African Americans to the Great Outdoors" provides crucial insights into how public gardens can create inclusive play-based strategies for engaging Black and Brown children. Finney’s work highlights historical and cultural barriers and offers recommendations for making outdoor spaces more welcoming to marginalized communities. She identifies several factors that shape African Americans' relationship with nature, including historical injustices such as slavery, segregation, and systemic racism, which have created a legacy of exclusion and marginalization. Cultural disconnection, where discrimination and lack of representation in mainstream environmental movements contribute to a sense of alienation, is another barrier. Economic disparities limit access to outdoor recreational activities and natural spaces, while safety concerns, including racial profiling and fears about safety in predominantly white outdoor spaces, deter Black and Brown individuals from exploring nature freely. To make public gardens more inclusive and welcoming for Black and Brown children, Finney recommends increasing the visibility of Black and Brown individuals in environmental roles and programming, incorporating culturally relevant programming that reflects the histories and experiences of diverse communities, involving local communities in the design and implementation of programs to ensure they meet their needs and interests, and providing educational opportunities that highlight the contributions of Black and Brown communities to environmental stewardship. Play can be a powerful tool for breaking down cultural and social barriers in public gardens. Designing play spaces that reflect the diverse cultural backgrounds of the community can create a sense of belonging. This includes using symbols, stories, and materials that resonate with different cultural groups and ensuring safety so children of all backgrounds can play without fear of discrimination. Interactive learning activities that explore cultural histories and environmental stewardship can engage children meaningfully, fostering a deeper connection to nature and their heritage. Additionally, play spaces can serve as communal gathering spots, encouraging interactions between different cultural groups and promoting social cohesion. For public gardens, these insights mean creating environments that are not only physically accessible but also culturally inclusive. Integrating diverse cultural elements into the garden’s design and programming, working with community groups to develop culturally reflective programs, and offering educational programs that bridge gaps in understanding and appreciation of the natural world are essential. Using play-based strategies to engage children from diverse backgrounds makes the garden a welcoming and inclusive space for all. 9 In "Braiding Sweetgrass" by Robin Wall Kimmerer, the narrative shifts towards a celebration of indigenous wisdom and ethical stewardship practices in harmony with the Earth. She creates a rich tapestry of indigenous wisdom, scientific insights, and personal reflections to explore humanity's intricate relationship with the natural world. Kimmerer explores traditional ecological knowledge, ethical practices in harvesting and stewardship, and the cultural significance of plants in Native American traditions. This perspective is particularly relevant for my capstone project, as it underscores the importance of integrating indigenous wisdom into public garden programs. By fostering respectful and reciprocal relationships with the Earth, we can create meaningful, play-based strategies that engage youth in environmental stewardship. Kimmerer's emphasis on reciprocity and sustainable practices provides a framework for developing educational initiatives that not only teach about the natural world but also inspire a deep, lasting connection to it. Conclusion: In conclusion, the literature underscores the essential role of play in childhood development, influencing cognitive, social-emotional, physical, and academic growth. It emphasizes the value of adventurous play environments and open-ended materials for fostering resilience, problem-solving skills, and creativity. The need for inclusive, culturally sensitive play environments that cater to diverse needs is highlighted, along with the importance of outdoor play and environmental education. The design of natural play spaces involves child engagement and the creation of sensory-rich, sustainable environments. The literature also explores cultural barriers to nature engagement and incorporates indigenous wisdom, emphasizing a reciprocal relationship with the natural world. Overall, it advocates for thoughtfully designed, inclusive, and nature-connected play environments to support the diverse developmental needs of all children. Methodology 1. Research and Literature Review: ● Conduct a thorough literature review to gather information on the benefits of connecting children with nature and various strategies for creating child-friendly garden spaces. ● Examine existing studies, reports, and publications related to childhood nature engagement, the importance of plant-based education, and successful design elements for child-friendly gardens. 2. Collaborate with Schools: ● Establish partnerships with three local elementary school classes, representing different age groups: 1st grade, 3rd grade, and 5th grade, to gain research access and insights. 10 3. Classroom Workshops: ● Organize and conduct hour-long workshops in the classrooms of the partnered schools. ● Engage with students to understand their preferences, needs, and desires regarding connecting, playing, and learning with plants. 4. Data Analysis: ● Analyze data collected from both the literature review and the children's feedback during the classroom workshops. ● Identify common themes, patterns, and key findings related to children's interactions with nature and their expectations from garden spaces. 5. Design Stations: ● Based on the research findings and children's feedback, design 3 plant-centered playful learning stations. ● Collaborate with gardeners/curators at Cornell Botanic Garden to make sure stations blend in aesthetically with the rest of the garden. 6. Documentation and Reporting: ● Document the entire process, from literature review to station installation and student interactions. ● Create a comprehensive report that includes a detailed description of the project, methodology, findings, and any challenges faced during implementation. ● Develop a presentation to communicate the project's results effectively. 7. Conclusion and Recommendations: ● Summarize the outcomes of the project, including the insights gained from the literature review and student feedback. ● Provide clear and practical recommendations for designing and implementing child-friendly garden spaces that enhance the connection, play, and learning experiences of children with plants and nature. Principles for Inclusive Garden Education: One of the foundational steps in this capstone project was establishing the Principles for Inclusive Garden Education. This early focus was driven by the intention to create a framework that would guide the development of engaging and accessible play-based learning stations at the Cornell Botanic Gardens. These principles were crafted with the hope of applying them directly to my findings and plans, ensuring that the educational spaces we designed would be equitable, inclusive, and culturally responsive. By prioritizing diversity, representation, and accessibility, these principles aimed to address disparities in access to nature play and public gardens, fostering an environment where children from all backgrounds could feel welcomed and empowered to explore and learn. This groundwork set the stage for creating vibrant, 11 interactive, and meaningful garden experiences that resonate with a diverse audience and promote environmental stewardship. 1. Diversity and Representation: ● Ensure that the garden environment, curriculum, materials, and staff reflect a diverse range of cultures, backgrounds, and experiences. 2. Cultural Competence: ● Educators should undergo cultural competency training to understand and respect the cultural norms, values, and traditions of the students and communities they serve. ● Curriculum should also be culturally-responsive, adaptable, and diverse to represent the students and communities they serve. ● Cultural and historical significance of plants or activity. 3. Anti-Racism and Anti-Colonization: ● Actively promote and practice anti-racism and anti-colonization in all aspects of garden education, challenging and dismantling systems of oppression and colonization within the program and working to rectify historical injustices. ● Ibram X Kendi, author of How to Be an Antiracist, defines antiracism as “ one who is supporting an antiracist policy through their actions or expressing an antiracist idea.” ● “Anti-racist pedagogy is not about simply incorporating racial content into courses, curriculum, and discipline. It is also about how one teaches, even in courses where race is not the subject matter. It begins with the faculty’s awareness and self-reflection of their social position and leads to application of this analysis in their teaching, but also in their discipline, research, and departmental, university, and community work. In other words, anti-racist pedagogy is an organizing effort for institutional and social change that is much broader than teaching in the classroom” (Kishimoto, 2018). ● Have educators self-educate on racial trauma and systemic racism and implicit bias. 4. Physical Accessibility: ● Create garden spaces and curriculum that are physically accessible to individuals of all abilities, with pathways, raised beds, and signage that accommodate diverse needs. 5. Multimodal Learning: ● Adapt teaching methods to accommodate diverse learning styles and needs, such as visual, auditory, and kinesthetic learning, ensuring that information is presented in multiple formats and accessible to students with physical or learning disabilities. 6. Linguistic Inclusivity: ● Recognize and value the linguistic diversity of students and offer materials and resources in multiple languages as needed. 12 7. Indigenous Land Acknowledgement and Knowledge: ● Acknowledge and respect the indigenous land on which the garden is located, and if appropriate, involve local indigenous communities in garden activities. ● Incorporate traditional ecological knowledge from indigenous cultures into the curriculum. ● Teach gratitude (Kimmerer). 8. Equitable Access: ● Ensure that all students, regardless of their economic status, have equal access to the benefits of garden education by providing financial support, resources, or scholarships as necessary, and actively work to level the playing field for all participants, addressing historical disparities and providing additional support as needed. 9. Intersectionality: ● Recognize and address the intersecting identities of individuals, such as race, gender, socioeconomic status, ability, and cultural background, and how these impact their experiences in the garden in curriculum and activities. Classroom Workshop Objective: Engage students in the process of creating a playful learning station, giving them a sense of responsibility and ownership, while discovering their preferences and interests in plants and gardening. Time needed: 45 minutes - 1 hour Welcome and Introduction: (5-10 minutes) - Gather students at the front of the room or at their desks. - Introduce yourself and explain the purpose: to gather input and opinions on how they like to interact with plants and gardens. - Inform students of verbal assent: - “Hello friends! Before we get started with today's workshop, I want to let you know that, if at any time you want to stop participating, just tell any adult in the room, and it will be accommodated. In this workshop, we will be splitting into three groups and rotating through a few fun activities, including an art activity where you will create your dream garden, some free play/exploration of plants/nature items, and two photo surveys where you will be asked to pick your favorite garden design or location from an array of photos. If you feel comfortable and excited to participate, please give me a big thumbs up. If you don’t want to participate or feel uncomfortable, please give me a thumbs down, and we will find another activity for you to do. Thank you friends for helping me and my research!” 13 - Ask students what they wonder about plants or nature and have a few students share responses. Explain that this is what we are thinking about today and then split students into 3 groups. Assign an adult to each group. Activity 1: Dream Garden (15 minutes) Students create their dream garden using various arts and crafts materials. Guiding questions: - What features would be in your dream garden? - Which plants would you grow? - What structures would you build? - How would you play in the dream garden? - What else would you enjoy doing in your garden? Materials: - Construction paper - Blank paper - Markers, crayons, colored pencils - Nature magazines - Scissors - Glue sticks Activity 2: Loose Parts Exploration (10 minutes) Students engage in free play with various natural items to gauge their preferences. Guiding questions: - What types of natural loose parts are most enticing? - What plants do you like best and why? - How can you play with different materials and plants? - What do these natural materials make you think of or feel? Materials: - Pine cones, sticks, rocks, bark bits, soil, worms, various fruits, leaves, and seeds - Markers or sticky notes for tallying Activity 3: Plant Exploration (10 minutes) Students will explore a variety of plants, engaging all senses. Guiding questions: - Which plants do you like the most and why? - What senses do you use to explore these plants? - What does the feeling/smell/sound/taste/look of this plant remind you of? - Which plants are sillier, and which are more boring? Materials: - Markers or sticky notes for tallying 14 - Various live plants (lambs ear, foxtail, rosemary, cactus, rubber plant, elephant ear, asparagus fern, etc.) Activity 4: Photo Surveys (10 minutes) Cornell Botanic Garden Site Survey: Students choose their favorite spots in the Cornell Botanic Garden (CBG) through a photo survey. Guiding questions (for photo survey): - Where looks the most fun to play and why? - Where looks the most beautiful and why? - What spots make you feel happy or hopeful and why? Children’s Garden Survey: Students choose their favorite spots in ornamental gardens, children’s gardens, and playgrounds through a photo survey. Guiding questions (for photo survey): - Where looks the most fun to play and why? - Where looks the most beautiful and why? - Where wouldn’t you want to play? - If you could play in any garden, which would you choose and why? Materials: - Printed photos of various gardens and playgrounds - Printed photos of CBG locations - Markers or sticky notes for tallying Concluding Remarks: (5 minutes) - Thank students for their enthusiastic participation. - Mention the importance of their input in creating an exciting and personalized learning space. - Inform students they will be invited with their families to come test out the stations in June at the Cornell Botanic Garden! - Printed photos of CBG locations that could accommodate a playful plant station - Markers or sticky notes for tallying 15 Children’s Gardens Photos: Ithaca Children’s Garden, New York Michigan State University 4-H Children’s Garden, Michigan Willow Creek Community Playground, Texas 16 Unknown location Albuquerque Biopark Children’s Garden, New Mexico Kanapaha Botanical Garden Children’s Garden, Florida 17 Unknown location Coastal Maine Botanical Garden Children’s Garden, Maine Longwood Gardens, Pennsylvania 18 Cornell Botanic Garden Site Photos: Native Lawn Schoolhouse Path Bioswale 19 Herb Garden Flower Garden Comstock Knoll 20 Mundy Woods Nevin Welcome Center Pounder Vegetable Garden 21 Workshop Review and Data Analysis The workshop aimed to engage students in creating a playful learning station, giving them a sense of responsibility and ownership while discovering their preferences and interests in plants and gardening. Conducted in three different elementary school classrooms (1st, 3rd, and 5th grades) in Ithaca, the workshop included activities such as creating dream gardens, exploring loose parts, engaging with live plants, and participating in photo surveys to identify favorite garden locations. Loose parts provided were pinecones from Eastern White Pines and Norway Spruce, acorns from a variety of oaks, seed pods from Honey Locust, Kentucky Coffee, and Sweetgum, sticks and rocks of all sorts, leaves both coniferous and deciduous, and sprouting potatoes. Live plants provided were Panda Plant (fuzzy leaves), Century Plant (smooth-textured and sharp-edged leaves), Norfolk Island Pine (large with spiky leaves), Scented Geranium (with lemon-scented, slightly fuzzy leaves), a potted grass of unknown species (fun to touch), Tradescantia (colorful and vining), and Painted Leaf Begonia (colorful and sparkly). In Mrs. Buhr’s 1st-grade class, with 14 students, the loose parts exploration revealed that students exhibited a strong preference for tactile engagement. They enjoyed hammering, smashing, and cracking open objects, with a particular fascination for potatoes. The play was generally more individualistic and somewhat chaotic, reflecting a spontaneous and exploratory approach. The favorite sites in the Cornell Botanic Garden (CBG) were the lawn (16%), woods (13%), and herb garden (13%). In terms of children’s gardens, the Dragon Garden was a clear favorite (29%), followed by the Rainbow Garden (16%) and the Underground Garden (15%). Among plants, the panda plant was most favored (36%), with the scented geranium (21%) and tradescantia (10%) also popular. In Mrs. Haldeman’s 3rd-grade class, consisting of 13 students, the play was more social, with group activities being common. The students enjoyed smashing, crushing, and hammering items and showed particular interest in opening seed pods to count seeds. They creatively used classroom materials to interact with natural items. The favorite CBG sites were the lawn (27%), woods (18%), and the knoll (14%). For children’s gardens, the ABQ Biopark CG (28%), Longwood CG (17%), and Willow Creek & MI 4-H CG (13%) were the top choices. The scented geranium (35%) was the most favored plant, followed by the panda plant (21%) and tradescantia & century plant (18%). In Mr. Bell’s 5th-grade class, with 21 students, initial hesitation gave way to enthusiastic participation once students saw evidence of play and mess. They often turned nature items into real-world objects, connecting their play to video games and media. The play was more structured and imaginative, with students focusing on building and creating stories. Group or partner work was more common than individual play. The favorite CBG sites were the woods (20%), herb garden (18%), and lawn (13%). Among children’s gardens, Willow Creek (29%), ABQ 22 Biopark CG (27%), and Kanapaha CG (15%) were the top preferences. The panda plant and scented geranium (28%) were equally favored, followed by tradescantia & century plant (12%) and grass (9%). In Mrs. Buhr’s 1st-grade class, the dream garden drawings often featured colorful elements, with 11 mentions of color, followed by flowers (9) and animals (5). These young students were particularly drawn to vibrant and dynamic features, indicating a strong preference for visually stimulating and sensory-rich environments. They also showed interest in trees (5) and water features (4), suggesting an appreciation for natural elements that encourage exploration and interaction. In Mrs. Haldeman’s 3rd-grade class, the dream gardens illustrated a blend of color (8) and flowers (8), reflecting a continued interest in vibrant and dynamic elements. Additionally, these students frequently included trees (5) and edible plants (6), indicating a growing awareness of and interest in plants that provide both beauty and utility. Notably, they also incorporated more structural elements like buildings (6) and slides (4), showcasing a desire for spaces that support both play and learning. In Mr. Bell’s 5th-grade class, the dream garden drawings highlighted a strong preference for trees (11) and water features (11), emphasizing elements that encourage exploration and interaction. These older students often included more complex structures, such as ladders (6), swings (5), and treehouses (3), reflecting their advanced imaginative play and desire for adventure. The presence of animals (8) and flowers (4) continued to be significant, showcasing a balanced interest in both natural beauty and interactive elements. The combined analysis of dream garden drawings across all grades revealed that color (28) and flowers (21) were the most frequently mentioned elements, followed closely by trees (21) and water features (19). This data underscores the importance of incorporating vibrant, natural, and interactive elements in garden designs. The varied interests across grade levels suggest that successful play-based engagement stations should include a mix of sensory-rich features for younger children, as well as more complex and adventurous elements for older students. This approach ensures that the gardens cater to the developmental and imaginative needs of all children, fostering a deeper connection to nature and a lifelong appreciation for the environment. The workshop ultimately revealed distinct play preferences and favorite garden elements across different grade levels. First graders preferred tactile and sensory play with a focus on individual activities, while third graders engaged in more social and creative play, often in groups. Fifth graders displayed a structured and imaginative approach to play, frequently creating stories and connecting their play to real-world objects. Popular sites at the Cornell Botanic Garden included open spaces like lawns and woods. Out of a variety of children’s gardens and play spaces around the country, the students gravitated towards areas inviting physical play and exploration, 23 as well as imagination. Scented and visually appealing plants were favorites among students. These insights suggest the importance of incorporating tactile and sensory elements, as well as spaces that encourage both individual and group play, in the design of play-based engagement stations. Themed gardens that stimulate imagination and creativity, along with diverse plant species that engage multiple senses, can effectively connect children with plants and foster a deeper appreciation for nature. 1st Grade Dream Gardens 3rd Grade Dream Gardens 24 5th Grade Dream Gardens Loose Parts Exploration 25 Live Plant Exploration Photo Surveys 26 Total number of students per class: 1st grade 14 3rd grade 13 5th grade 21 Combined 48 Themes in Dream Garden Drawings 1st grade 3rd grade 5th grade Combined Color 11 8 9 28 Flowers 9 8 4 21 Trees 5 5 11 21 Water 4 4 11 19 Animals 5 4 8 17 Edible 2 6 4 12 Building 1 6 4 11 Person 2 4 4 10 Percent of Total Votes Plant Exploration 1st Grade 3rd Grade 5th Grade Combined Panda plant 35.82% 20.59% 27.54% 29.41% Scented geranium 20.90% 35.29% 27.54% 26.47% Tradescantia sp. 10.45% 17.65% 11.59% 12.35% Century plant 7.46% 17.65% 11.59% 11.18% Grass sp. 7.46% 2.94% 8.70% 7.06% Norfolk Island Pine 7.46% 5.88% 7.25% 7.06% Painted-leaf Begonia 10.45% 0.00% 5.80% 6.47% Percent of Total Votes Children's Garden Photo Survey 1st Grade 3rd Grade 5th Grade Combined ABQ Biopark Children's Garden 15.19% 28.26% 27.19% 23.43% Kanapaha Botanical Gardens 29.11% 10.87% 14.91% 18.83% Willow Creek Playground 5.06% 13.04% 28.95% 17.99% MI 4-H Children's Garden 16.46% 13.04% 3.51% 9.62% Water Garden 12.66% 2.17% 10.53% 9.62% Longwood Children's Garden 5.06% 17.39% 4.39% 7.11% Ithaca Children's Garden 8.86% 4.35% 4.39% 5.86% 27 Coastal Maine Botanical Gardens 6.33% 6.52% 4.39% 5.44% Vegetable Garden 1.27% 4.35% 1.75% 2.09% Percent of Total Votes CBG Photo Survey 1st Grade 3rd Grade 5th Grade Combined Woods 13.33% 18.18% 20.24% 17.92% Lawn 15.56% 27.27% 13.10% 17.34% Herb Garden 6.67% 11.36% 17.86% 13.29% Knoll 11.11% 13.64% 11.90% 12.14% Pounder Garden 11.11% 9.09% 9.52% 9.83% Schoolhouse Path 8.89% 6.82% 10.71% 9.25% Flower Garden 13.33% 9.09% 5.95% 8.67% Nevin Welcome Center 8.89% 4.55% 8.33% 7.51% Bioswale 11.11% 0.00% 2.38% 4.05% Recommendations for Cornell Botanic Garden Based on the findings from my capstone project, the following recommendations aim to enhance the engagement of children and families at the Cornell Botanic Garden through the implementation of three play-based learning stations: Sensory Station, Adventure Station, and Imagination Station. Each station is designed to be accessible, inclusive, and culturally responsive, ensuring that all visitors can benefit from these interactive and educational experiences. 1. Sensory Station Elements: ● Tactile and scented plants ● Sensory pathways ● Interactive touch stations Activities: 1. Plant Sensory Exploration: Children can touch, smell, and observe different plants. ○ Activity: "Smell and Tell" - Encourage children to smell different plants and describe or draw what they smell. ○ Materials: Labeled plant beds, sensory boards with plant information, paper and pencils. 2. Texture Trail: Create a path with different textures to walk on barefoot. 28 ○ Activity: "Barefoot Path Adventure" - Children walk through various textures and guess what they are. ○ Materials: Pebbles, sand, woodchips, small signs explaining the textures. 3. Tactile Wall: Install a wall with various natural materials for children to touch and explore. ○ Activity: "Mystery Touch" - Children close their eyes and guess the material they are touching. ○ Materials: Wall with embedded textures like bark, leaves, and stones. Interpretation: ● Informational signs explaining the benefits of sensory play. ● Interactive panels with questions to engage children (e.g., "What does this plant smell like?" "How does this texture feel?"). ● Multilingual labels and signs to accommodate diverse linguistic backgrounds. 2. Adventure Station Elements: ● Loose parts like sticks and rocks ● Climbing elements and balance beams ● Natural obstacles and a scavenger hunt trail Activities: 1. Loose Parts Play: Provide various natural materials for building and creativity. ○ Activity: "Nature Construction Zone" - Children use sticks, rocks, and leaves to build structures. ○ Materials: Piles of loose parts, construction areas with seating. 2. Climbing Challenges: Install safe climbing structures using logs and stones. ○ Activity: "Floor is Lava" - Children navigate stumps, logs, and rocks without touching the ground. ○ Materials: Logs, stumps, rocks and stepping stones, woodchips. 3. Scavenger Hunt Trail: Create a trail or garden with a map for children leading to various plants and natural points of interest. ○ Activity: "Nature Detective" - Children follow a map and find stops/items on a list. ○ Materials: Maps, pencils, small rewards for completing the hunt (e.g., potting up a plant, a sticker, a rock). Interpretation: ● Safety instructions and guidelines for using climbing elements. 29 ● Interactive printable or laminated/reusable maps for the scavenger hunt. ● Multilingual instructions and clues to ensure inclusivity. 3. Imagination Station Elements: ● Natural materials for building (e.g., twigs, leaves) ● Storytelling prompts ● Books and nature-themed props Activities: 1. Nature Building: Provide natural materials and space for children to create their own imaginative structures. ○ Activity: "Fairy and Gnome Homes" - Children design and build with natural materials. ○ Materials: Twigs, leaves, rocks, other natural materials construction platforms. 2. Storytelling Circle: Set up a cozy area with storytelling props and nature-themed books. ○ Activity: "Storytelling in Nature" - Children listen to stories or create their own using prompts. ○ Materials: Storytelling props, a variety of books, seating. 3. Theatrical Play: Provide nature-themed costumes and props for imaginative play. ○ Activity: "Nature Theater" - Children perform plays or role-play as various animals or plants. ○ Materials: Costumes, props, a small stage area. Interpretation and Materials: ● Signage explaining the importance of imagination in child development. ● Books and props representing diverse cultures and stories. ● Comfortable seating and shaded areas for relaxation and play. Principles for Inclusive Garden Education In developing these stations, I applied principles of inclusive garden education to ensure they are accessible and equitable. These principles include: ● Diversity and Representation: Materials and activities reflect various cultures and backgrounds. ● Physical Accessibility: Paths and stations are designed to be accessible to children of all abilities, with ramps and tactile paths. ● Multimodal Learning: Activities cater to different learning styles, ensuring engagement for all children. 30 ● Cultural Competence: Materials and staff are trained to respect and represent diverse cultural norms and values. General Recommendations To effectively apply the process of creating inclusive, play-based learning stations to other gardens, several detailed steps should be followed: Community Collaboration: Engaging with local schools and community groups is crucial for gathering input that reflects the needs and interests of the local population. Organize workshops, focus groups, and surveys with children, parents, and educators to understand their preferences and what they find engaging. This collaborative approach ensures that the play stations are relevant and resonate with the community, fostering a sense of ownership and inclusivity. Site-Specific Design: Each garden has its unique environment and aesthetic, which should be considered when designing play stations. Conduct a thorough site analysis to identify suitable locations for the stations, taking into account factors like foot traffic, safety, and visibility. Tailor the design elements to harmonize with the garden's existing features, such as using local materials and native plants. This approach helps maintain the garden's aesthetic integrity while introducing playful elements that engage children. Pilot Programs: Before a full-scale implementation, create pilot versions of the play stations. These pilots should be temporary and used to gather feedback from visitors, especially children and their families. Monitor how the stations are used, note any issues that arise, and collect suggestions for improvement. This iterative process allows for fine-tuning the stations based on real-world use and feedback, ensuring they are effective and engaging before a larger investment is made. Staff Training: To ensure the success of these play stations, garden staff should be trained in inclusive and equitable educational practices. Training should cover cultural competency, accessibility, and techniques for engaging with diverse groups of children. Staff should be equipped to facilitate activities, assist children of all abilities, and ensure that the play stations are used safely and respectfully. This training helps create a welcoming environment where all visitors feel valued and included. By following these detailed steps, public gardens can create engaging, inclusive play stations that enhance the visitor experience, foster a love for nature in children, and support the garden's educational mission. 31 Conclusion The capstone project on inclusive youth engagement at Cornell Botanic Gardens through play-based strategies addresses the critical need to attract and engage younger visitors in public gardens that traditionally cater to an older demographic. By integrating input from local elementary schools and emphasizing inclusive, equitable, and culturally-responsive education principles, this project developed sensory, adventure, and imagination stations that make nature accessible and exciting for children. These stations are designed to deepen children's connection to nature through interactive, play-based learning experiences while maintaining the garden's aesthetic integrity. This project highlights the importance of community collaboration, site-specific design, pilot programs, and staff training in creating effective and engaging educational spaces. Engaging local communities ensures the stations meet their needs and interests, while tailored designs and pilot programs allow for refinement and optimization. Training staff in inclusive practices ensures that all visitors, regardless of background or ability, can fully participate and benefit from the garden's offerings. By providing a blueprint for other public gardens to follow, this project not only enhances the visitor experience at Cornell Botanic Gardens but also contributes to the broader mission of fostering environmental stewardship and a lifelong love of nature. The methodologies and findings from this capstone project can be readily adapted to other gardens, parks, and educational settings, promoting a more inclusive and engaging approach to environmental education worldwide. Through these efforts, public gardens can play a pivotal role in nurturing the next generation of environmentally conscious citizens and ensuring that natural spaces are enjoyed and valued by all. References ● Almon, Joan. Adventure: The Value of Risk in Children’s Play. Alliance For Childhood, 2013. ● CDC. “What Is a Developmental Milestone?” Centers for Disease Control and Prevention, 29 Dec. 2022, https://www.cdc.gov/ncbddd/actearly/milestones/index.html. ● Daderot. English: Coastal Maine Botanical Gardens - Boothbay, Maine, USA. 20 July 2018. Own work, Wikimedia Commons, https://commons.wikimedia.org/wiki/File:Children%27s_Garden_-_Coastal_Maine_Botanical_Gar dens_-_DSC03250.jpg. ● Daly, Lisa, and Miriam Beloglovsky. Loose Parts: Inspiring Play in Young Children. Releaf Press, 2015. ● “The Equigenic Effect: How Nature Access Can Level the Playing Field for Children.” Children & Nature Network, https://www.childrenandnature.org/resources/the-equigenic-effect-how-nature-access-can-level-t he-playing-field-for-children/. Accessed 29 Oct. 2023. ● Equity & Inclusion in Garden-Based Education – SGSO Network. https://sgsonetwork.org/equity/. Accessed 28 Oct. 2023. 32 ● Fields, Nia Imani. “Exploring the 4-H Thriving Model: A Commentary Through an Equity Lens.” Journal of Youth Development, vol. 15, no. 6, Dec. 2020, pp. 171–94. DOI.org (Crossref), https://doi.org/10.5195/jyd.2020.1058. ● Finney, Carolyn. Black Faces, White Spaces: Reimagining the Relationship of African Americans to the Great Outdoors. The University of North Carolina Press, 2014. ● Gardens, Longwood. Indoor Children’s Garden. https://longwoodgardens.org/gardens/conservatory-district/indoor-childrens-garden. Accessed 22 July 2024. ● Hauk, Marna, et al. “Learning Gardens for All: Diversity and Inclusion.” The International Journal of Sustainability in Economic, Social, and Cultural Context, vol. 13, no. 4, 2018, pp. 41–63. DOI.org (Crossref), https://doi.org/10.18848/2325-1115/CGP/v13i04/41-63. ● Keeler, Rusty. Natural Playscapes: Creating Outdoor Play Environments for the Soul. Exchange Press, 2008. ● Kimmerer, Robin Wall. Braiding Sweetgrass. First edition, Milkweed Editions, 2013. ● Landscaping & Turf – Green Future. https://greenfutureus.com/projects/landscaping/. Accessed 22 July 2024. ● Loebach, Janet. “‘Green Direction’ Illustrating a Framework for Integrating Youth into the Design and Building of Space.” The Routledge Handbook of Designing Public Spaces for Young People: Processes, Practices and Policies for Youth Inclusion. Routledge/Taylor & Francis Group, 2020. ● Louv, Richard. Last Child in the Woods: Saving Our Children from Nature-Deficit Disorder. Updated and Expanded, Algonquin Books of Chapel Hill, 2008. ● “Nature Playscapes.” Learning Landscapes Design, https://learninglandscapesdesign.com/. Accessed 22 July 2024. ● The Playwork Principles. Scrutiny Group, Cardiff, UK. 2005. ● Power of Play in Early Childhood. https://www.aap.org/en/patient-care/early-childhood/early-childhood-health-and-development/po wer-of-play/. Accessed 20 Apr. 2024. ● Skelton, Kara R., et al. “Garden-Based Interventions and Early Childhood Health: An Umbrella Review.” International Journal of Behavioral Nutrition and Physical Activity, vol. 17, no. 1, Dec. 2020, p. 121. DOI.org (Crossref), https://doi.org/10.1186/s12966-020-01023-5. ● Saxon. “Underground in New Mexico.” Photobotanic, 15 July 2014, https://photobotanic.com/living-book-library/plants-celebrated/visit-gardens-photography/underg round-in-new-mexico/. ● Technology, University Outreach and Engagement-Communication and Information. “Michigan 4-H Children’s Gardens.” Michigan 4-H Children’s Gardens, https://visitlearn.msu.edu/resources/michigan-4-h-childrens-gardens. Accessed 22 July 2024. ● Trawick-Smith, Jeffrey. Young Children’s Play: Development, Disabilities, and Diversity. Routledge, 2019. ● Wells, Nancy M., and Kristi S. Lekies. “Nature and the Life Course: Pathways from Childhood Nature Experiences to Adult Environmentalism.” Children, Youth and Environments, vol. 16, no. 1, 2006, pp. 1–24. DOI.org (Crossref), https://doi.org/10.1353/cye.2006.0031. ● Wilson, Penny and Alliance for Childhood. The Playwork Primer, 2010 Edition. 2010. 33