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| The vision for Nursery Fields Forever. Courtesy of aut- -aut |
A group of architects proposed a new design to help raise environmentally responsible kids.
Under the distant gaze of a city skyline, cows and chickens wander through rows of sprouting vegetables; clear glass greenhouses dot the periphery. It sounds like an ordinary urban farm, but on this particular site, the wardens are toddlers.
The farm, Nursery Fields Forever, is the vision of aut- -aut, a group of four architects hailing from Italy and the Netherlands. Their proposal for a preschool on an urban farm took first prize at this year’s AWR International Ideas Competition; the challenge centered around designing a nursery school model for London.
“The dominant preschool system keeps children in classrooms, where plants barely peek out from the window,” and animals are only visible in places like zoos, Jonathan Lazar, one of the architects, tells CityLab, adding:
The absence of direct experience has completely misled children’s perception of the world and of its most basic processes. It’s not rare to find children who ignore that the milk they drink comes from cows or that beans don’t sprout in cans.
Urban settings especially, Lazar says, obscure natural processes that are fundamental to our understanding of the world we inhabit. Nursery Fields Forever aims to dissolve the gap between education and environment, offering instead “a real hybrid between a farm and a school where children’s physical, social, emotional, and cognitive development would be encouraged by interaction with plants and animals,” he says.
This is not just a glorified enrichment program attached to a standard educational model. Nursery Fields Forever would do away with classrooms entirely in favor of learning outdoors and in greenhouses throughout the property; the curriculum would rotate seasonally to “unfold along a trajectory based on natural cycles,” aut- -aut’s website describes
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| This model sees the nursery as a catalyst capable of combining, along with game, nature and technique in a renovated didactic path based on three approaches: learning from nature, learning from technique, and learning from practice. |
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| Child’s physical, social, emotional anChild’s physical, social, emotional and cognitive development can all be encouraged by interaction with animals and plants. Furthermore children are more prone to approach and interact with others when sharing a mission or a duty. It is even truer when the survival and wellness of a third relational component (i.e. an animal or a plant) relies on such a mission. In this way domestication can be, on the one hand, the bridge between a less socially outgoing child and other potential playmates, on the other hand the way to stimulate subjective processes such as the development of self-esteem and sense of responsibility. A diagram of the project. (Courtesy of aut- -aut) |
The preschool farm is a relatively novel concept, though the Agricultural University of Norway successfully piloted a similar venture, the Living School, in 1996; the program is still ongoing today under the name Living Learning. Introducing environmental awareness to early childhood education has long been supported by research. A 2012 article in Environmental Research Letters cites studies dating back to the 1970s that suggest:
Children are a frequent target audience as attitudes towards the environment start developing at an early age and—once formed—do not change easily. They are less likely to have well-established environmentally harmful behaviours to “unlearn”; have a longer period to influence environmental quality, and are possible effective agents promoting environmentally responsible behaviour in others.
Establishing a venture like Nursery Fields Forever would suggest a sense of obligation on the part of the designers to undo the damages of earlier generations’ environmental disregard. Intervening at an early age could preclude obliviousness to the negative impacts of prepackaged, processed foods and outsourced labor, says Lazar, and engineer a degree of self-conscious environmentalism back into the fabric of the city.
It’s a mentality seen also in the urban farms and gardens that have lately ramped up their efforts to educate the next generation. The Brooklyn Botanic Garden debuted its revamped Discovery Garden in 2015 as part of its Campaign for the Next Century—developed party in response to a growing interest in sustainable urban practices. The New York Times reported that the new iteration is “geared toward immersing children in nature” without any of the “unfortunate dumbing-down-of-nature quality” seen often in children’s gardens.![]()
At the Brooklyn Botanic Garden’s Discovery Garden. (Barbara Nemcova/Flickr)
And in Atlanta, Patchwork City Farms hosts afterschool programs for local schoolchildren with the aim of instilling in them a sense of self-sufficiently and responsibility. Echoing Lazar’s sentiment, Patchwork’s founder Jamila Norman insists that farming is a great way to teach the next generation about how people and the environment interact. “Kids are sometimes grossed out by the things that come out of the ground,” she told Modern Farmer. “We have to teach them that it’s better like this.”
About the Author![]()
Eillie Anzilotti is a former editorial fellow at CityLab.
Nursery Fields Forever | 2015 | London, UK
AWR Competitions | First Prize
AWR Competitions | First Prize
Team: Gabriele Capobianco, Edoardo Capuzzo Dolcetta, Jonathan Lazar, Davide Troiani
Nowadays the absence of direct experience has completely misled children’s perception of the world and of its most basic processes. This appears paORIGINAL: CityLabrticularly true in urban environments where children often ignore, for instance, that milk comes from living animals or that beans don’t sprout in cans.
Avoiding any old-fogey approach, it’s commonly known that children are inherently and intuitively curious naturalists. We believe that this innate quality should be exploited, stimulated and guided through the educational approach of the nursery of the future.
Avoiding any old-fogey approach, it’s commonly known that children are inherently and intuitively curious naturalists. We believe that this innate quality should be exploited, stimulated and guided through the educational approach of the nursery of the future.
|
| This model sees the nursery as a catalyst capable of combining, along with game, nature and technique in a renovated didactic path based on three approaches: learning from nature, learning from technique, and learning from practice. |
|
| Child’s physical, social, emotional and cognitive development can all be encouraged by interaction with animals and plants. Furthermore children are more prone to approach and interact with others when sharing a mission or a duty. It is even truer when the survival and wellness of a third relational component (i.e. an animal or a plant) relies on such a mission. In this way domestication can be, on the one hand, the bridge between a less socially outgoing child and other potential playmates, on the other hand the way to stimulate subjective processes such as the development of self-esteem and sense of responsibility. |
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| Hence, the spatial definition of the nursery establishes an integration of traditional scholastic environments and experimental spaces that merge didactic and farming. Rather than merely relying on a fixed subdivision in classrooms, the daily and seasonal routine of the groups of children 2 to 5 years old unfolds along a trajectory based on natural cycles. |
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| Children learn from teachers and assimilate through practice how to domesticate animals and plants. At the same time they establish a respectful relation with nature, with the human community and the places in which their life takes place. Organic, biodynamic and permacultural approaches are preferred in the ethical production with didactic ends that permeates the routine of the little farmers. |
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Infants too, although in a passive way, can benefit from living in such an environment. Several studies indicate that the contact with certain animals (i.e. donkeys) promotes both relaxation and curiosity in babies. Furthermore the proximity to animals bolsters their still-developing immune systems and trains them early to fend off assaults from common allergens and bugs.
To conclude, we claim that the nursery of the future should be a place where children are not only raised, but also where they are given the possibility to raise and construct themselves. This possibility, as natural as birth itself, has been lost and should be rediscovered through the combination of traditional approaches/spaces and innovative hybrid ones.
ORIGINAL: CityLab
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