Citation
Play and learn with nature

Material Information

Title:
Play and learn with nature
Creator:
Choi, Jongyun
Place of Publication:
Gainesville, FL
Publisher:
College of Fine Arts; University of Florida
Publication Date:
Physical Description:
Project in lieu of thesis

Thesis/Dissertation Information

Degree:
Master's ( Master of Fine Arts)
Degree Grantor:
University of Florida
Committee Chair:
Rogal, Maria K
Committee Members:
Slawson, Brian L

Subjects

Subjects / Keywords:
Camping ( jstor )
Child psychology ( jstor )
Childhood ( jstor )
Childrens games ( jstor )
Food ( jstor )
Memory ( jstor )
Nature ( jstor )
Parents ( jstor )
Playgrounds ( jstor )
Vegetables ( jstor )

Notes

Abstract:
My childhood in South Korea was filled with nature. I can still recall how fragrant trees in the backyard mingled with the smells of delicious food in the kitchen, such as my favorite vegetable pancake that my grandmother prepared with vegetables grown in her garden. Many Korean mothers like me remain fascinated by playing with nature. When we were growing up we didn’t have many toys so we had to use our imagination and find toys in nature. Then it was only natural that children, thought creatively and would play with solely their imagination. Today, many urban children including my own, do not have opportunities to play outdoors away from modern distractions like TV, videos, smart phones, and computers. Children spend more time with their electronic media than they do playing outside-experiencing a new world with nature and mingling with friends to learn social skills. Screen time has replaced play time in nature. Being disconnected from nature and absorbed in electronic media is killing our children’s creative ability. In this creative project, I use design methods to create products, experiences, processes, and systems that explore ways to promote children’s interaction with nature and ways families can live in a nature-friendly environment. Taking inspiration from camping and the outdoors, the resulting nature kids café “Play and Learn with Nature” creates a sense of camping that provides an environment where parents and children can be connected and interact with each other through preparing and eating food in a natural environment. Overall, this creative project is meant to suggest solutions for children and parents whose lives lack nature-friendliness, improve people’s lives, and families’ respect for nature. ( en )
General Note:
Graphic Design terminal project

Record Information

Source Institution:
University of Florida
Rights Management:
Copyright Jongyun Choi. Permission granted to the University of Florida to digitize, archive and distribute this item for non-profit research and educational purposes. Any reuse of this item in excess of fair use or other copyright exemptions requires permission of the copyright holder.
Resource Identifier:
1022120777 ( OCLC )

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page 2 Play and learn with nature Joungyun Choi

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page 4Unplugging electric media and taking children into nature can defeat those interruption and create an opportunity for nature friendly life. The children who feel comforted in nature and interact with animals and plants are highly likely to become persons who have high creativity.

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is an initiative to build a relationship between children and nature so that children develop respect for nature and creative thinking. MFA Creative Project by Joungyun Choi playlearnnature.complay and learn with natureI would like to express my deepest gratitude to Maria Rogal, my academic advisor, for her continuous guidance and support throughout my graduate study. I also would like to extend my appreciation to committee member, Brian Slawson for his time and feedback. I am also grateful to studio friends in Graphic Design at University of Florida for their help and cooperation. Many thanks to my friends Kwonil Kim, Jungdan Lee, and Junha Kim for helping my research and products test during camping. Last, I express thanks to my parents, especially my dad, passing away during my studies, my husband, Gyu, and my children, Alicia and Ian, for their unconditional love, support, and encouragement to complete this project. acknowledgments

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My childhood in South Korea was filled with nature. I can still recall how fragrant trees in the backyard mingled with the smells of delicious food in the kitchen, such as my favorite vegetable pancake that my grandmother prepared with vegetables grown in her garden. Many Korean mothers like me remain fascinated by playing with nature. When we were growing up we didnt have many toys so we had to use our imagination and find toys in nature. Then it was only natural that children, thought creatively and would play with solely their imagination. Today, many urban children including my own, do not have opportunities to play outdoors away from modern distractions like TV, videos, smart phones, and computers. Children spend more time with their electronic media than they do playing outsideexperiencing a new world with nature and mingling with friends to learn social skills. Screen time has replaced play time in nature. Being disconnected from nature and absorbed in electronic media is killing our childrens creative ability. In this creative project, I use design methods to create products, experiences, processes, and systems that explore ways to promote childrens interaction with nature and ways families can live in a nature-friendly environment. Taking inspiration from camping and the outdoors, the resulting nature kids caf Play and Learn with Nature creates a sense of camping that provides an environment where parents and children can be connected and interact with each other through preparing and eating food in a natural environment. Overall, this creative project is meant to suggest solutions for children and parents whose lives lack naturefriendliness, improve peoples lives, and families respect for nature. Keywords Nature, Childhood, Memory, Urban, Play, Learnabstract contents01.0 introduction 02.0 project background 2.1 my childhood memory 2.2 todays children 03.0 problem statement 04.0 justification + delimitation 05.0 inspiration 5.1 Kids Caf in Seoul, Korea 5.2 Rogers Farm in Florida,US 5.3 High Line in New York, US 5.4 Building sustainable schools for healthy kids 06.0 process + methodology 07.0 research findings 08.0 project play and learn with nature (pln) 8.1 concept 8.2 product 8.3 branding 8.4 virtual exhibition 09.0 conclusion 10.0 future directions 11.0 terminology 12.0 bibliography 13.0 biographical sketch 1 3 4 5 6 8 9 10 11 11 13 14 21 22 32 55 58 63 64 66 72 74

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page 1 1 introductionIntroduction According to research and studies from the Children & Nature Network (childrenandnature.org), connecting with nature af fects several major developmental aspects of children (cognitive, emotional, social, spiritual, and physical). While their parents childhood was likely full of communication with nature, that of young people today tends to be filled with electronic devices and indirect experiences. When recalling their childhood memories, compared to current times, many parents feel sorry for their children being alienated from nature. Certainly, this is common not only among Korean parents like me, but also parents of young children around the world (Skr, M.,&Krogh, E. 2009). Today, many urban children including my own do not have opportunities to play outdoors away from modern distractions like TV, videos and computers. Screen time has replaced play time in nature. Children spend more time with their electronic media than they do playing outside, experiencing a new world with nature and mingling with friends to learn social skills. Unlike todays children who are enamored and satisfied with the latest technology, Korean mothers like me remain fascinated by playing with nature. When we were growing up we didnt have many toys so we had to use our imagination and make believe natural objects were toys. It was only normal that children thought creatively and could play with solely their imagination. I believe, being disconnected from nature and absorption in electronic media is killing our childrens creative ability. Direct access to modest and even compromised natural settings can strongly influence childhood development. Stephen R. Kellert (Building for Life: Designing and Understanding the Human-Nature Connection)

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page 2 page 3 2 project background 1.1 my childhood memory 1.2 current childrenMy childhood in South Korea was filled with nature. I spent a lot of my childhood outside. I had none of the sophisticated toys or games that children have today. However, I kept myself amused with the toys of nature, and I spent my time building things out of twigs, drawing pictures in the dirt, and digging holes. The twigs, leaves, pebbles, sand and my imagination became more than a million of toysand I cant remember a time when I was ever bored. As a child I would often visit my grandmother during breaks. She lived in a traditional Korean home with interiors reflecting her handicraft skills. I can still recall how fragrant trees in the backyard mingled with the smells of delicious food in the kitchen, such as my favorite vegetable pancake that my grandmother prepared with vegetables grown in her garden. She planted different plants and vegetables in different seasons. With the harvest from these vegetables, she would cook healthy and delicious meals for me, and this made me enthusiastic to help her to plant more seeds and to begin this cycle all over again. The soundtrack was provided by the hum of her sewing machine as she made clothes and toys for me. I have memories of selecting fabric from her large, assorted piles that had different patterns such as small flowers, leaves, or animals on each of cloth. The home decorations featured shapes and patterns from nature and deeply interested me. I remember her door knob shaped as a lotus flower, butterfly fur-1.1 my childhood memoryniture handles and blankets patterned with leaves and vines. Traditional doors were made with wood frame and paper inside of her house with the door paper being re placed at the start of every new. My grandmother always used seasonal elements as decorating pieces such as dry flowers, leaves, and dried fall foliage. Even after thir ty years, these memories are still strong and linger in me, and account for a large portion of my childhood memories. These memories prompted me to ask an important question: how can I share my memories and experiences of childhood growing up in Korea and expanding on to days context, learning tradition and respect for nature with my children? Projrct background Projrct background

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page 4 page 5 Childrens playground is endangered by replacing to a 36-story luxury building.1.2 todays children Children quickly learn and remember the things they learned using sensory organs. In fact, the best memories most people have are related to their senses. Any time spent seeing, feeling, touching, listening, and even smelling adds to the development of childrens cognition, language, social skills, and creativity (SteinbergDanielle)but particular ly in nature where these sights, sounds, and smells are more pronounced and pure. As society becomes increasingly urbanized and industrialized, green space that grow vegetables and flowers have become scarcer (particularly in large cities). Today, many urban children including my own, do not have opportunities to play outdoors away from modern distractions like TV, videos, smart phones, and computers. Children spend more time with their electronic media than they do playing outsideexperiencing a new world with nature and mingling with friends to learn social skills. They are learning about the things in nature from books and computer programs. Screen time has replaced play time in nature. Let me in. Children in front of the locked Ruppert Playground, Manhattan (This photo is from: www.awalkintheparknyc.blogspot.com/2013/10/related-strikes-gold-as-city-council.html)With that in mind, my objective is to create design products through my research to allow children and the entire family to involve nature in their daily lives. My point of departure is that while being exposed to nature and developing love and knowledge of it, children can learn ways of creative thinking and will better understand how they must protect the earth in the future. Also living in nature is a powerful way to nurture quality of life and secure family cohesiveness. I feel this to be true from my own experiences. Nature friendly lives give a rest and restoration to families who are tired of city lives, and spending time together with each other in nature instead of having individual times enables the family relationships to be more strongly linked. question How can I build a relationship between children (family) and nature so that children have respect for nature and creative thinking? Sub questions include: 1. What are the benefits to children from contact with nature? 2. How has childrens play culture been changing from past generations? 3. How can parents restore play outdoors? 3 problem statementHow to build a relationship between children and nature so that children have respect for nature and creative thinking?Projrct background Problem statement

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page 6 page 7 4 justication+delimitationhow the concepts and ideas can be expressed effectively and how design can be the most effective to help peoples lives in urban areas. justification I explore how I can use design methods to ultimately make a positive impact on children and their families. My goal is to find ways that can promote children to go back to nature spontaneously and for families to live in a naturefriendly environment through designing products, experiences, processes and services. By way of design, My goal is to suggest solutions for people whose lives lack naturefriendliness: how the concepts and ideas can be expressed effectively in visual form. delimitationsIn this project, I will not deal with nature in its entirety but nature that is accessible in everyday life. At the same time, I will propose a naturefriendly life to families. However, I will not directly deal with scientific, technical, social, or economic methods of creating a sus tainable life such as energy efficiency, or economic profitability. This creative project introduces a process of design that allows children and families living in urban cities to feel some sense of intimacy toward the natural environment, to gain confidence through outdoor activities, and to learn to treat nature with respect. I will not build a specific and real space, but rather, to explain the design plan and system of the space using diagrams. Additionally, I will not go into academic details about child development but go over several examples of how the contact with nature gives benefits to developing children. I will incorporate research findings into design process. Justification+delimitation Justification+delimitation

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page 8 page 9 5 inspirations 5.1 Kids Cafe in Seoul, Korea 5.2 Rogers Farm in Florida, US 5.3 High Line in New York, US 5.4 Building sustainable schools for healthy kids As play areas for children living in cities decrease, and spaces that families can experience nature in become less common, many city planners build facilities and create events to encourage contact with nature. The following examples provided much of the inspira tion for my project, and their concepts and stories were important stimuli in my thought processes. Kids Caf in Seoul, Korea Kids Caf, which was most inspirational to this project, provides a space for children and parents living in Seoul to enjoy together. Seoul, the city where I was born, is the capital city of South Korea and is a modern city with a population of more than ten million people. Most of the children who are born in Seoul live in tightly packed high-rise apartments and lack sufficient places to play freely. As such, parents often worry about finding a place to take their children. The Kids Caf, which was launched approximately five to six years ago, is a playground for kids and a resting shelter and caf for their parents. Although it is not a place where children can run around in nature, it is an indoor playground where a restaurant is combined with a childrens playground. In the indoor playground, children can safely play in facilities that are largely divided by the age of children that use the facilities. On the other side of the playground, the restaurant space where the parents can see their children play is full of comfortable sofas and tables where the family can eat meals and enjoy drinks. Kids Caf thus provides a safe playground for children and a place to eat meals, and as such, it has become one of the most popular places for both children and their parents. serving food restaurant playground Inspirations Inspirations Kids Caf= serving food (restaurant) + playgroundThis pictures are from one of Kids Caf companies in South Korea, Little Prince, Retrived from http://kpgc.co.kr

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page 10 page 11 Rogers Farm in Gainesville, FL, USThe Rogers Farm in Gainesville, Florida is a farm where people can pick strawberries by themselves, and for themselves. It is a place where both children and parents can have fun since children can freely pick strawberries and bring them home to make strawberry jam, cook strawberry pie, and eat fresh strawberries. Furthermore, children can feel a sense of accomplishment and feel and experience a natural environment that has a richness of color and fresh smells. Every time I visit this place, I think that it would be wonderful to have such a place in big city like Seoul.High Line in New York, NY, USHighline Park in New York City, which I visited during my travels to New York, was a big shock. It is just amazing how an abandoned railway has been turned into a green park in the middle of New York City full of high-rise buildings. Although cars still pass under my feet, I can smell green grass that goes harmoniously with the city landscape when I stand on the highline and this makes me so happy. This is a place where busy New Yorkers are mentally and physically healed, and the concept suggests that sustainable environments can be created where both nature and people can live together. It is these kinds of places that people who live in modern cities desperately need. Green Health: Building sustainable schools for healthy kidsDuring the AIGA conference Head, Heart, Hand held in Minneapolis, Minnesota in October 2013, I was inspired by Green Health: Building sustainable schools for healthy kids sponsored by NCCOR and the National Academy of Environmental Design. It was two-day workshop which professionals in a variety of fields participated to investigate how a design strategy can be used to provide a good school environment such as providing helpful physical activities and fostering healthy eating habits, and providing a school architec tural design that can help to mitigate the phenomenon of childhood obesity by creating a structure that encourages movement. Inspirations Inspirations In 1999, the non-profit Friends of the High Line was formed by Joshua David and Robert Hammond, residents of the neighborhood the High Line ran through. The park was designed by the James Corners New York-based landscape architecture firm Field Operations and architects Diller Scofidio + Renfro, with planting design from Piet Oudolf of the Netherlands, lighting design from LObservatoire International, and engineering design by Buro Happold. High Line, Retrieved from Wikipedia

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page 12 page 13 6 process + methodologyThis project was carried out between April 2013 April 2014. I began by conducting the research design, and then by creating a design prototype, which was then tested. Finally, I built a website to communicate this project to the public. April 2013: The initial step in the research process was to collect reference materials related to my research plan topic of creating a new childrens culture. And to organize the questions and solutions from the references. The categories investigated were: 1. Childrens play culture, 2. Sustainable living, 3. Creativity and learning, 4. Nature. May~August 2013: During the summer of 2013, I was starting my research by reviewing and analyzing related literatures. I then collected opinions from other parents living in urban cities. Based on the result of reviewing and analyzing literatures and collecting opinions, I made decision to go out camping with my children and other families, also observe childrens behavior and interaction with other children and family during outside activities. During experience and observation, I documented visual records such as videos, photoes, and diagrams about my research. Methodology1. Reviewed and analyzed related literature 2. Collected parents opinions related to the topic 3. Experienced and observed families activities in nature 4. Documented visual records about my observations 5. Designed a system that propose to connect nature for urban family. Process+methodology Process+methodology

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page 14 page 15 7 research ndings1st phase:: Review and analyze related literatureI found many sourcesbooks, journal ar ticles, etc.about the issue of children and nature. Three papers, summarized below, significantly impacted my project. 1Plants in classrooms benefit students emotions, behavior and health. :: Even small amount of nature can provide to student benefit (Han, K. T. (2009). Influence of Limitedly Visible Leafy Indoor Plants on the Psychology, Behavior, and Health of Students at a Junior High School in Taiwan. [Article]. Environment and Behavior) A study done by Han, describes how even a limited exposure to nature has a positive impact on children. In the study, a small plant was placed in a classroom and the researcher met with the children every day to observe their behavior, psychology, and health. It was found that the childrens grades improved once the plant was present, and they appeared to be more harmonious and the children were more comfortable and better integrated. Moreover, children suffered from less sickness, and the behavior of the children also notably improved. Based on the results, it was concluded that no matter how small the exposure to nature might be, its presence positively affects children.2 City park provide a place for children to experience nature and get a positive influence. (How cities use parks to help children learn (2003), Retrieved from http:// planning.org) The author states that parks placed in cities provide benefits for children where they can interact with nature and develop social skills with other children. It follows that city sponsorship programs should provide such places for children. The natural environment and objects stimulate the creativity and imagination of children and city park will act as a place of learning and provide a valuable asset to the children. 3 Childrens built environments influence their access to nutritious food and physical activity. (Rahman, T., Cushing, R. A., & Jackson, R. J. (2011). Contributions of Built Environment to Childhood Obesity. Mount Sinai Journal of Medicine: A Journal of Translational and Personalized Medicine) The places where children spend their time, such as schools, should provide a well-balanced diet and appropriate physical activities. The author explains that places like school affect childrens habits of healthy eating behavior and appropriate physical activities. For example, when there is a fast food restaurant in a school, children can easily eat fast foods and are likely to be attracted to sugary and salty foods. Also, factors such as how children come to school significantly affects how much time children must spend for physical activities, as children who have to endure a long walk to school are less likely to be overweight. Therefore, children who are exposed to physical activities and healthy foods get the long-term benefits of good health, and are less likely to suffer from obesity. no matter how small the exposure to nature might be, its presence positively affects children.Han, KeTsung (Influence of Limitedly Visible Leafy Indoor Plants on the Psychology, Behav ior, and Health of Students at a Junior High School in Taiwan) Research findings Research findings

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page 16 page 17 I developed these questions during my initial research period. 1. How growth and development in children are facilitated and affected when children come into contact with nature? 2. How children of today are losing such contact with nature? 3. What kind of effort has been made so far to provide solutions?2nd phase:: collect parents opinions related to my topicThrough daily conversation about the issues that I found during my initial research with other parents who live in a urban city such as Seoul, Shanghai, and Houston in on and offline, I was able to understand how much parents worry about their childrens play. Each of them recommended to other parents to experience nature by spending time together with their children. They usually go out with children however the family who live in a big city can go very limited place to go to connect pure nature. There are structured places such as theme park, zoo, playground, so on. Also there was another opinion from parents who live in Seoul, Korea. Now going out to camp is big trend in Seoul, Korea since camping has many benefits to both children and parents. I decided to go out camping to find out what kind of benefits can family have during camping. I started to go out camping every weekends and had direct experience and observe families activities in nature.3rd phase:: experience and observe families activities in nature Camping While we went out to camp, I documented camping experiences. Following lists are the positive effects for family that Ive learnt from my research. 1 The entire family can participate. It is difficult to find a hobby or activities that all the family members can participate in. However, camping is an activity that everyone can enjoy. 2 Nature becomes the childrens classroom. Children living in cities who are accustomed to a grey and concrete landscape can enjoy the toys that nature provides. Moreover, the children can directly learn from nature. 3 Sharing time to do everyday errands can form a special connection between family members. Children can join the activities such as building tents, cooking, and making a campfire. By doing the works that only parents did in cities, children can form important connections with parents. 4 Children spontaneously learn to protect the natural environment. With increas ing numbers of people camping, children started to form a positive attitude about nature. My daughter who wanted to kill the bugs that scared her gained an interest in these bugs and learned about the behavior of the insects and developed a respect for the life of small insects as she frequently encountered such bugs. 5 Children began to change their hab its. After going camping, the children gained responsibility for their work and finished their work by themselves. The part that inspired my project the most was that I had more time with the children to prepare the meals and eat. After the preparation and eating of every meal, the children gained an interest in the process how raw ingredients become food and how ingredients come to our tables. They can pleasantly learn such things and talk about it during the preparation time, and during the process of cooking and eating, children are psychologically relaxed and learn new things. Example of my camping journal Documented camping plan, daily activities, menu for the camping, campground map, events during the camping Visual documetation of camping They love to help making fire. Visual documentation of camping It shows how children enjoy and involve activities in camping. Our urban children have never before seen these creatures in real lifeonly in a book or on TV. After we returned home, we did research about them. Visual documentation of camping They love to help cooking, pitching tent, and play with nature. Research findings Research findings

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page 18 page 19 My camping diary shows how children were involved in camping activities. 1. To prepare, children helped pack what they needed for camping. 2. When we arrived, they were eager to put up the tent. They learned how the structure could form a big house from a compact, folded tent. 3. They loves to help make a fire for cooking and a campfire. They gathered dry branches and leaves, learning that wet branches and leaves created lots of smoke. 4. They were always involved in the cooking processhelping by washing and peeling vegetables. 5. When we eat food, we talk much more then we eat at home. Children ask a lot of questions about food since they helped to make the food. 6. We sleep in each of our bedroom since we have separate bedroom in our home. However we sleep all together in one space during camping night. We can hear nature sound together and talk about how they are different with sound of urban city. This camping map shows places where we camped during this research period. The most famous and my favorite place is Fort De Soto campground in St. Petersburg. But we often went to Manatee Spring State Park in Chiefland which is very close to my home. Ive learnt another thing that distance is more attractive than fame especially for a busy city family.Observation while meeting with other familiesIve had a gathering of parents having kids inside place such as house and restaurant. Since there were at least two kids per family, I could see a lot of kids gathered there. Usually when children gather together, they get along fast and play each other. However, I realized that the kids were just in their own screen world with electronic game devices or smartphones, not playing together with one another. Parents tended to have their kids play with smartphones just to avoid being bothered, and the kids were only focusing on the electronic devices in silence. This shocked me quite a bit and I started to find the importance of this project. Research findings Research findings

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page 20 page 21 8 project play + learn with nature 8.1 concept 8.2 story/plan 8.3 product 8.4 branding 8.5 virtual exhibition Project play+learn with nature one camping morning @Anastasia state park campground

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page 22 page 23 Based on my research, I made diagram for organizing my thought and project plan. How I can use design methods to ultimately make positive impact on children and the family. The project play and learn with nature (pln) is an initiative to build relationship between children and nature so that children have an opportunity to enhance creative thinking and respect for nature. Also this can promote families to live in a nature-friendly environment. Living in nature is a powerful way to nurture quality of life and secure family cohesiveness. pln creates a sense of camping that provides an environment where parents and children can be connected and interact with each other through preparing and eating food in a natural environment. preparing and eating food = cafe safe play space for children + parents in nature = nature family space Urban Family Childrenoutdoor play time has declined (safety issue) substantial amount of electric media green space has declinedQuality of life Respect for nature Respect for natureunplugging disturbance, family attachment slow living well-being life healing time sustainable lifeAn initiative to build a relationship between the urban family and naturedisconnected from nature disconnected family member (busy life) fast and overwhelmed lifeParentsphysical cognitive emotional social spiritualHealthy children Seed to Food Activity Garden Camping Experience Fresh Locally Grown Produce Green Space in Urban Environment Joungyuns childhood memory+Korean tradition harmony nature-friendly handmade self-sufficient easy to have industrial food, hard to find fresh locally grown produce Nature Kids Cafe For Children For Parents Problems of Urban Family Experience, Process, Service in play + learn with nature Benefits from play + learn with play Respect for nature means a certain ultimate moral attitude toward nature. Advocates of respect for nature believe that we have a duty to protect not just individual animals or plants, but the species to which they belong. (Paul W. Taylor (1981), The Ethics of Respect for Nature) Project play+learn with nature

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page 24 page 25key words camping in nature creative with nature growing with nature healthy in nature following nature finding nature Project play+learn with nature Project play+learn with nature

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page 26 page 27 Based on my whole research, activities related to preparing, cooking and eating food give special connection between parents and children and these give valuable memories to children. I made a system for experience preparing and eating food in a natural environment. Taking inspiration from camping and the outdoors, the resulting nature kids caf play and learn with nature creates a sense of camping that called garden camping. Garden camping means that people can enjoy camping in their garden or park near their home instaed of going afar to camping site. Design products are listed below. +biodegradable food container +utensils There is seed to food process in this system. Experiences of picking vegetables for meals or eating ones in harvest seasons by them selves can be more than just fun. Also, it is a good instructional method for parents to take their children out to nature for engaging their senses. By having them feel the breeze fruit and vegetable farm, and making dishes for them with the gathered herbs, children can learn whole process from planting seed to making food and sharing food with other people. Design products are listed below. +seed to food package:seed pack,activity book, recipes. and soil +biodegradable garden pot +biodegradable produce bag The nature kids cafe plnMy grandmothers house (Korean traditional house) nature kids cafe r ff nt bf t inspire One family will take one tent as they take table when they go to a restaurant. Each tent share vegetable garden for picking or growing vegetable. Also there is kitchen for ordering fresh delicious food like restaurant. Project play+learn with nature Project play+learn with nature

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page 28 page 29 outside tent: family can have time to interact each other in nature inside tent: There is table to eat food inside tent. Project play+learn with nature

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page 30 page 31 people can enjoy camping in their garden or a park near their home instead of going afar to a camping site.pln is in city park. Project play+learn with nature Project play+learn with nature

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page 32 page 33 Project play+learn with nature

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page 34 page 35story+productThis project propose a system about the process of growing vegetable to eating food. By using this package, children can learn whole process from planting seed to making food and sharing food with other people. The seed to food package This package help children to start growing their own vegetables. There are seed starting soil, organic vegetable seed pack, plant name tag, growing journal with delicious recipes inside biodegradable paper package. Biodegradable means materials which will degrade from the action of sunlight or naturally occurring microorganisms. This can help to grow plant. It shows this process with photos next page. Children can 1Sow seeds directly inside this package with seed start soil included the package2After sprouts come out, it can be move to plant in your garden.3They will enjoy writing and drawing a journal to document their experience of growing vegetables.4Once they harvest vegetables, it is ready to cook and eat their vegetables. 5Parents and children interact each other during cooking process. Also children learn a lot and feel accomplishment through this process. seed to food package Project play+learn with nature Project play+learn with nature

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page 36 page 37 product development detail of package: To make fun and tactile for children, there is texture on the logo of the package. Children will enjoy touching and finding texture. detail of package: How to grow your own vegetable, harvest tips, growing journal, recipes in this activity scroll. development of activity scroll: This is initial design of activity scroll. Book style of activity journal had same contents including recipe cards. Children were not interested this book structure since this looks like a workbook. Project play+learn with nature Project play+learn with nature1 5 9 10 11 12 6 7 8 2 3 4

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page 38 page 39 It is almost 5 feet long,a size that arouses childrens interest, also they can see whole growing process at a look. Once they have several activities scrolls, they can compare easily how different vegetables have different growing process. Project play+learn with nature

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page 40 page 41 blossomThe food container blossom We went camping one day. While there were not enough plates for dinner and thinking about how to handle that, my 7-years daughter showed me leaves in her palm and suggested we could use them as plates. This inspire me to design biodegradable single use paper food container shaped like a leaf or a blossom when this container is open. Also the container has lid that can protect food from outside dust or insects, also it is used for take out box for the nature kids cafe. Since people dont want to carry bulky or heavy burdens with them while camping, this container is created from a paper folding structure. blossom is made with tree-free renewable materials, and fully biodegradable and compostable. blossom is made with sugar cane fiber and utensils are made from bamboo. material Sustainable Biodegradable Sugarcane material: Bagasse (sugarcane fiber) material will biodegrade approximately between 60 and 90 days. Biodegradable means materials which will degrade from the action of sunlight or naturally occurring microorganisms such as bacteria, fungi, algae etc over a period of time. (source: greenwaylink.com) blossom, open position blossom, closed position Project play+learn with nature

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page 42 page 43 paper folding structure four different sizes of containers for children, parents dish and bowl compact package bamboo utensil: chopsticks, spoon and fork fork spoon chopsticks Project play+learn with nature Project play+learn with nature

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page 44 page 45 How to fold product development :: testing test: holding dish vs. sitting dish size of dishes easy to fold structure hanging cup sitting bowls Project play+learn with nature Project play+learn with nature1 5 9 2 6 10 14 13 3 7 11 15 4 8 12

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page 46 page 47 hanging cup cup detail The cup has hole to hang on a branch of a tree. Based on my observation, children often feel thirst when they play outside. This cup can hang near where they play. Project play+learn with nature

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page 48 page 49 eating in nature Project play+learn with nature

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page 50 page 51 nature printing on a tablecloth

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page 52 page 53 biodegradable produce bag Project play+learn with nature

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page 54 page 55 The purpose of creating a identity system for play and learn with nature (pln) is to establish a consistent visual platform to communicate its concept to the urban family. A nature and kids friendly image is vital visual element that shows concept of the pln. The play cafe is a unified concept and experience provider that serves a wide spectrum of playing and learning experiences with nature. The consistent use of this identity will establish an new movement icon of sustainable life for urban family.8.4 brandingProject play+learn with natureMom, there is a perfect leaf!(This photo is taken by my 7 years old daughter, Alicia.)

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page 56 page 57 the main mark the mark The playful organic mark represents nature. This is abstract, multiple meanings that leaf, animal, mom hugging baby, or flower, etc. This mark arouses peoples curiosity and imagination. the name The name play + learn nature appears in the designated typeface, Quicksand bold. This typeface was chosen because of its playful style and readability. tagline tagline is showing our key concept. build a relationship with nature full name color palette acronym: Using initial PLN (play and learn with nature), the acronym mark is designed to be playful, a curious face with different hair styles represent the project concepts seed to food and garden camping. grass, plant tent, camping primary colors :: nature secondary colors :: play and learn Red: Yellow: Blue: Purple: Green: Rich and highly emotive, red excites and energizes the body, increasing heart rate, blood pressure and respiration. Bright and cheery, yellow is associated with happiness and motivation. Calms the mind and body Associated with wisdom and spirituality. Symbolizes nature and thus promotes a serene and calming environment. primary colors came from nature elements such as water, sand, grass, and flower. Those elements are core for childrens outside playground. I used representative colors for each elements and made it lighter for soft and comfy feeling of colors. Project play+learn with nature Project play+learn with nature

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page 58 page 59virtual exhibitionIn order to efficiently target a broad and diverse variety of targets and share the project, I designed a website, www.playlearnnature.com to publish my project. The website was designed by the method of a visual story telling format and was divided into three different stories. My childhood story (point of departure) Children + nature story (research / camping) PLN story (product) Target audience Urban family with children Researchers who research about children, the natural environment, sustainable life, health, learning, and education. Designers (environmental, product, graphic) On the website launching date, invitations are disseminated to the target audience to inform them about the project. The story telling proceeds by showing the system of Nature Kids Caf and shows the events that happen in Nature Kids Caf. playlearnnature.comProject play+learn with nature Project play+learn with nature

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page 60 page 61 Project play+learn with nature Project play+learn with nature page about website open menu instruction page how to fold food container blossom page of research journal (camping)

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page 62 page 63 In this creative project, I use design methods to create products, experiences, processes, and systems that explore ways to promote childrens interaction with nature and ways families can live in a nature-friendly environment. Taking inspiration from camping and the outdoors, the resulting nature kids caf Play and Learn with Nature creates an environment where parents and children can be connected and interact with each other through preparing and eating food in a natural environment. Overall, this cre ative project is meant to suggest solutions for children and parents whose lives lack nature-friendliness, improve peoples lives, and families respect for nature. During my research, I was able to put a theory into practice and learn new things, feel certain of it through actual experiences and observations. Use of electronic media disturbs family relationships and harms kids sociality. Contact with nature can play a role in stimulating kids curiosity and enhancing their creativity. Parents and kids can share a lot of things and learn from each other in the process of cooking or having meals together. (kids responsibility for performing the parts assigned to them, parents trust in the kids, process from ingredients to food, etc.) Parents who live in cities hope to enjoy their time in nature with their kids, but there are hardly any close or convenient places around them. I suggested solutions to these problems in this project. During my time as a graduate student, I tried to challenge myself to become a better designer that is equipped to solve some of societys problems. Before embarking on this process, I held the opinion that a good designer is a person who can make products that would get the attention of a lot of people. However, during the course of this project, I have come to realize that designers need to cooperate with professionals from other diverse related fields such as education, marketing, and health care if they want to solve societal problems and participate in making the world a better place to live in, and create a brighter future. I therefore think that the problem between children and the continuation of industrialization can be solved by a variety of solutions. By studying this field with other professionals, I will help the children of our planets future to live in a far better environment. 9conclusion Mom, I found someones house!(This photo is taken by my 7 years old daughter, Alicia.) Conclusion

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page 64 page 65 My research interest is focused on social problems, especially relationship between human behavior and environment such as product, system, process, and space, combined with design processes that can support healthy, safe, enabling them creative behaviors and foster sustainable life. With a strong interest in how design can help people solve various social problems, including complex issues in education, the environment, and urbanization or in individual and group well-being, I am especially interested in environment-related problems, and I want to motivate people interact with their environment. I see this as particularly important because the environment has a close relevance to peoples health and safety. Particularly, as we become more urbanized an ecofriendly environment significantly influences peoples lifestyles and improves their quality of life. With this in mind, problems of urban families including children has been exploring in my research. I want to continue in this direction and cooperate with professionals from other diverse fields. 10future directions Future directions

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page 66 page 6711terminology DIRECT EXPERIENCE IN NATURE Through direct experiences in nature, the children found interesting things themselves involuntarily, and explored the nature senses. The key terms are spontaneous and unplanned, occurring in relatively unmanaged areas, such as a meadow, a creek, a forest, or sometimes even park or a childs backyard. (Kellert, S. R. (2002), Building for life: Designing and understanding the human-nature connection)Nature MEDIATED EXPERIENCEDisconnected from the world of nature, children today learn and experience nature mainly from media, books, and visual images. The virtual is replacing reality in the current world. TV programs, documentary films of nature, and nature channels such as National Geographic describe nature as exotic and quite far from us. Children are losing the understanding that nature is in their backyard and neighborhoods. Further they are alienated from the knowledge and appreciation of nature. (Kellert, S. R. (2002), Building for life: Designing and understanding the human-nature connection) DOMESTIC AESTHETIC Traditional Korean aesthetics are strongly influenced by nature and therefore traditional housing design and construction reflect the desire to be in harmony with the surrounding environment. Much of the decoration and furniture are also adorned with nature patterns and great emphasis is put on the use of natural materials such as wood, cotton, and paper. This cultural identity will have a large influence on the design and personality of my project, featuring designs with motifs of nature.Childhood Memory Terminology Terminology

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page 68 page 69 NATURE FRIENDLY LIFE The children who feel comforted in nature and interact with animals and plants are highly likely to become persons who have high cre ativity. The children brought up with their mother always watering flowers and grasses tend to show extraordinary friendliness toward nature. Experiences of picking vegetables for meals or eating ones in harvest seasons by themselves can be more than just fun. Also, it is a good instructional method for parents to take their children out to nature for engaging their senses. By having them feel the breeze or smell flowers, and making dishes for them with the gathered herbs, the children can likely keep extending their abilities in art, literature, social science, and so on.NATURE DEFICIT LIFENature-deficit life means a life that drifts apart from living things of nature. If you spend the majority of time during the day in a place surrounded by concrete walls, it may be the nature-deficit life. People who are living a life without nature are gradually losing their health, spiritual well-being, and feelings that make people aware of their living ultimately. (Charles, C. and Louv, R. (2009), Childrens nature deficit)Family ATTACHMENT: nature-child attachmentJohn Burroughs cautioned that, Knowledge without love will not stick. But if love comes first, knowledge is sure to follow. Education programs for children to learn nature may focus mostly on gaining knowledge and teaching involved responsibilities rather than developing love toward nature. The value of a childs emotions toward nature should come first before mere acquisition of knowledge and logics. The love for life and earth is an emotion that should be, not forced, but voluntarily developed in childrens hearts. Nature itself will be a better teacher than books and lectures. Children tend to find some emotional link from things that they feel comfortable and familiar with. Childrens contact with nature help them love environments and grow as an active person. (St. Antoine, S., Charles, C., Louv, R. (2012), Together in Nature: Pathways to a Stronger, Closer Family)ATTACHMENT: parent-child attachmentThe world of nature provides an environment where the parents and child can be connected and interact with each other. For instance, there may be a number of elements in a house that disturb the relation between the parents and child. TV, computers, telephones force parents to multitask rather than focus on children. But unplugging and taking baby into the back yard, a park, or a nature trail can eliminate those distractions and create an opportunity for what is called affective sharing (Sara St. Antoine, Cheryl Charles, Richard Louv (2012), Together in Nature: Pathways to a Stronger, Closer Family) Terminology Terminology

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page 70 page 71ECOPSYCHOLOGICAL SELFEcopsychology is the psychology of human interdependence with nature. Ecopsychology advances our understanding of the human mind, emotions, behavior, and identity in the context of the natural world, other species, and the global environment. An ecopsychology para digm draws from many sources including science and research, psychotherapy theories and practices, environmental ethics, literature, the arts, and spirituality. (Retrieved from http://www.selfsustain. com/ecopsychology)RESPECT FOR NATURERespect for nature means a certain ultimate moral attitude toward nature. Advocates of respect for nature believe that we have a duty to protect not just individual animals or plants, but the species to which they belong and, in particular, the integrity of each species. (Taylor P. W. (1981), The Ethics of Respect for Nature) Terminology

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page 72 page 73 St. Antoine, S. (2012), Together in nature: Pathways to a stronger, closer family Civic Results for the Children and Nature Network, Community Action Guide: Building the Children & Nature Movement from the Ground Up, Retrieved from http://www.childrenandnature.org/documents/C119/#sthash.O5oJUuXl.dpuf Bell, S., Hamilton, V., Montarzino, A., Rothnie, H., Travlou, P., & Alves, S. (2008). Greenspace and quality of life, Greenspace Scotland Binns, H. J., Forman, J. A., Karr, C. J., Osterhoudt, K., Paulson, J. A., Roberts, J. R., et al. (2009). The built environment:designing communities to promote physical activity in children, Northwestern University Cheng, J. C. H., & Monroe, M. C. (2010). Connection to Nature: Childrens Affective Attitude Toward Nature [Article]. Environment and Behavior Clements, R. (2004), An investigation of the status of outdoor play, Hofstra University Cottrell, S., & Raadik-Cottrell, J. (2010). Benefits of outdoor skills to health, learning and lifestyle, The Association of Fish & Wildlife Agencies Erickson, M. F. (2005), Shared Nature Experience as a Pathway to Strong Family Bonds, Children and Nature Network Frost, J. L. (2010), A history of childrens play and play environments, New York, NY Frost, J. L. (2009), Back to Nature and the Emerging Child Saving Movement: Restoring Childrens Outdoor Play, University of Texas Godbey, G. (2009). Outdoor Recreation, Health, and Wellness: Understanding and Enhancing the Relationship. Washington DC Han, K. T. (2009). Influence of Limitedly Vis ible Leafy Indoor Plants on the Psychology, Behavior, and Health of Students Taiwan. [Article]. Environment and Behavior Howard, B. C. (2013), Connecting With Nature Boosts Creativity and Health, Retrieved from http://news.nationalgeographic.com/ news/2013/06/130628-richard-louv-naturedeficit-disorder-health-environment/ Jack, G. (2010). Place Matters: The Signifi cance of Place Attachments for Childrens Well-Being. British Journal of Social Work Kellert, S. R. (2002), Building for life: Designing and understanding the human-nature connection, Washington, D.C. Louv, R. (2012), 20 ways to create a naturally restorative home and garden, Retrived from http://blog.childrenandnature.org/ Moore, R. C., & Cooper Marcus, C. (2008). Healthy planet, healthy children: Designing nature into the daily spaces of childhood. In S. Kellert, J. Heerwagen & M. Mador (Eds.), Biophic design: Theory, science and practice. Hoboken, NJ: John Wiley & Sons, Inc. Moss, S. (2012), How to reconnect child with nature, Retrieved from http://www.theguard ian.com/lifeandstyle/2012/apr/20/recon nect-children-with-nature?CMP= twt_gu Mowen, A. J. (2010). Parks, playgrounds and active living. Robert Wood Johnson Foundation12bibliographyPretty, J., Angus, C., Bain, M., Barton, J., Gladwell, V., Hine, R., et al. (2009). Nature, childhood, health and life pathways, University of Essex Schaul, J. C. (2012), The Nature Deficit Disorder and How it is Impacting our Natural WorldAn Interview with Dr. Michael Hutchins, Retrieved from http://newswatch. nationalgeographic.com/2012/12/14/thenature-deficit-disorder-and-how-it-isimpacting-our-natural-world-an-interviewwith-dr-michael-hutchins/, University of Alaska Staempfli, M. B. (2009). Reintroducing Adventure Into Childrens Outdoor Play Environ ments. Environment and Behavior Townsend, M., & Weerasuriya, R. (2010). Beyond blue to green: The benefits of contact with nature for mental health and well-being. Melbourne, Australia Taylor, P. W. (1981), The Ethics of Respect for Nature, Retrived from http://wildsreprisal.com White, R. (2004), Young childrens relationship with nature: Its importance to childrens development & the earths future, White Hutchinson Leisure & Learning Group Rahman, T., Cushing, R. A., & Jackson, R. J. (2011). Contributions of Built Environment to Childhood Obesity. Mount Sinai Journal of Medicine: A Journal of Translational and Personalized Medicine Wilkins, L. (2011), How nature can help your child?, Retrieved from http://aquarius.ae/ live-it/parenting/how-nature-can-helpyour-child-1.855914 Wood, C., Hine, R., & Barton, J. (2011). The health benefits of the Youth Outdoor Experi ence (YOE) project, University of Essex Yost, B. (2009), Benefits of gardening for children, Children and Nature Network, Retrieved from http://www.childrenandna ture.org/downloads/CYEfactsheet3gardening2009.pdf American Planning Association, (2003). How cities use parks to help children learn, Retrieved from http://planning.org Slow living (2013), Retrieved from Wikipedia, http://en.wikipedia.org/wiki/Slow_living Back-to-the-land movement (2010), Retrieved from Wikipedia, http:// en.wikipedia.org/wiki/Back-to-the-land_ movement Sustainable living, Retrieved from Wikipedia, http://en.wikipedia.org/wiki/Sustainable_living High Line (New York City), Retrieved from Wikipedia, http://en.wikipedia.org/wiki/High_ Line_(New_York_City) Little Prince Kids Restaurant, Retrived from http://kpgc.co.kr/ Bibliography Bibliography

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page 74 page 75 All photos by the author/designer unless otherwise noted.13biographical sketchJoungyun Choi was born in Seoul, Korea. She holds a Bachelor of Fine Arts in Visual Communication Design from Duksung Womens University in Seoul, where she focused on Graphic design. After graduation, she worked in the web and graphic design industries in Korea, where she designed various websites, user interface, and brand identities. In 2006 she pursued post-baccalaureate studies in product design at the University of Houston. She continued her studies in product design at Domus Academy in Milan, from which she was awarded a Master of Design degree in 2008. She was a lecturer at Pai chai University in Korea, teaching graphic design between 2009 and 2011, when she enrolled in the MFA program to study graphic design at the University of Florida. During her graduate studies, her research interests focused on social problems, especially relationship between human behavior and environment such as product, system, process, and space, combined with design processes that can support healthy, safe, enabling them creative behaviors and foster sustainable life. Especially, problems of urban families including children has been exploring in her research. Her explorations resulted in a range of creative outcomes that addressed these and related issues. Her creative project, play+learn with nature, can be viewed on project website http://playlearnnature.com.

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