The pedagogical program “Inclusive Schoolyards” was continued for the school year 2021-2022. This year, 4 primary schools around Greece participated (Athens, Trikala, Heraklio), while also a nursery school participated for the first time, for which we adjusted the methodology. The main objective of the program is to approach equality by enhancing the spatial qualities of the yard that respond to a greater diversity of children’s needs and desires.
A schoolyard based on equality and symbiosis can be the first step for a change!
During the program “Inclusive Schoolyards”, we implemented 7 online workshops to train the teachers and support them in the implementation of the proposed educational and raising awareness activities. The activities are based on the methodology we have elaborated in order to analyze the schoolyard collectively from the perspective of gender and inclusion. The workshops provided the space to create a sharing environment amongst the schools from the different cities of Greece. At the same time, albeit the difficulties due to the pandemic, we managed to visit some of the schools. There, we discussed in person with the teachers and the students their beliefs and experiences at school.
The activities of the program aim to analyse collectively the sociology of the schoolyard. During the activities arose central issues that concern the school communities. The children understood that everyone uses the schoolyard differently. That is why it should be designed accordingly to be able to serve more diverse needs and desires.
During playtime, we usually talk because we have nothing else to do. Or we sit in a corner with my girlfriends because the boys play all the time in the centre of the yard and we don’t have much space. – 5th grader, girl
Regarding the program’s methodology, it combines diverse educational and awareness-raising activities. So, with our guidance and in cooperation with the teachers, the children:
- Drew their schoolyard the way they perceived it.
- Carried out participatory research by recording their classmates’ needs and wishes
- Presented the results of the participatory research and explained to us the problems they spotted in their schoolyard. Specifically, it appears that they are mostly concerned about the lack of space for developing different activities. Chasing games and improvised football are the ones that take over most of the yard.
- Each school collectively created one 3D model with creative suggestions for the schoolyard. They suggested outdoor games, a climbing frame, spaces for relaxing, an outdoor library, a sunshade, and more plants, among other things. The concept is to create equal spaces for dynamic and moderate activities using affordable and eco-friendly supplies.
- Finally, through the program “Inclusive Schoolyards”, the children acknowledged that there are diverse needs regarding the use of the schoolyard, which were incorporated into their proposals.
During Phase B (architectural phase) of the program, we proceeded with the architectural redesign of sections of the playgrounds at the 33rd Primary School of Trikala and the 93rd Primary School of Athens, in collaboration with Amalia Stratou’s architectural office and based on the ideas developed by the children themselves.
At the 33rd Primary School of Trikala, we created curved benches around the trees, allowing children to rest and chat. The benches were built with varying heights so they could also be used for balance games. Additionally, we installed a climbing wall and blackboards, and painted floor games for interactive play.
In Neos Kosmos, we chose to focus on an area of the yard at the 93rd Primary School, which had been problematic and completely unused by the children due to safety concerns. After restoring the unsuitable flooring, we added play elements (a balance beam, tree trunks, blackboards for drawing, a wooden playhouse) and shade sails, as well as seating elements, like a large wooden picnic table where children can sit and talk.
“The younger children sit in the playhouse and have their snack during the first break…”
Additionally, in collaboration with artist Giannis Vgontzas, the children painted on the ground, adding their own personal touch and making the schoolyard feel more like theirs.
Both the educational aspect and, even more so, the architectural interventions have had a significant impact on the school communities.
“Before, children would just run back and forth across the yard without any real purpose. They were bored, and that boredom often led to fights. Now, however, the yard has been transformed into a space with an educational character. There are areas for different games and activities, and the children genuinely enjoy their break.” – Principal of the 93rd Elementary School of Athens
“At first, we as teachers were hesitant about these changes. We were concerned about how the children would react and if accidents might happen. But after seeing the new layout in action, we noticed a big difference. The children play much more mindfully, being careful not to hurt themselves or others because they’re engaged in specific activities.” – Teacher at the 93rd Elementary School of Athens
“It’s now clear that these changes have positively impacted the way children interact and play.” – Teacher at the 93rd Elementary School of Athens
You can find these insights and much more in the video of the project we’ve prepared!
Our vision is to implement this program in more schools, aiming to promote equality by enhancing the spatial quality of playgrounds to meet a broader range of children’s needs and desires!
Location: 93rd Primary School of Athens, 29th Primary School of Athens, 33rd Primary School of Trikala, 47th Primary School of Heraklion, Crete, 7th Nursery School of Nea Philadelphia
Period:
Α’ phase (educational part) February – April 2022
Β’ phase (architectural part) September 2022 – April 2023
Participants: Students of all ages and the teachers Dimitra Gavana, Eva Zamani, and Dimitris Psomas (29th Primary School of Athens), Katerina Chovarda and Katerina Mpampanikou (7th Nursery School of Nea Philadelphia), Evaggelia Lagopoulou, Anthi Moustaka, Olga Kalliagra, and Panagiota Georgali (33rd Primary School of Trikala), Lena Kokosali (47th Primary School of Heraklion), Theodoros Terzopoulos, Eva Chouliara, and Georgos Orkas (93rd Primary School of Athens).
The program is approved by the Institute of Educational Policy (IEP) of the Hellenic Ministry of Education and Religious Affairs, and it has received funding from the Hellenic Ministry of Culture and Sports. The architectural/construction part for the 33rd Primary School of Trikala was funded by the project Gendered Landscape (URBACT III), where the Counselling Centre for Women Victims of Violence in the Municipality of Trikkaion participated, while for the 93rd Primary School of Athens, the constructions were actualised with funds from the Qualco Foundation.
The architectural design of the interventions was carried out in collaboration with the architectural office of Amalia Stratou.
Distinction: “Avles Symperilipsis” (Inclusive Schoolyards) was distinguished in the New European Bauhaus Prizes for 2023, as one of 61 finalist projects (out of more than 1450 entries), which represent the New European Bauhaus values of beauty, sustainability, and inclusion. You can watch the video of the project’s participation in the New European Bauhaus Prizes 2023 here.